Analyses of Mentoring Expectations, Activities, and Support in Canadian Academic Libraries

Abstract

Mentoring expectations, activities, and support in Canadian college and university libraries were investigated by surveying 332 recent MLIS graduates, practicing academic librarians, and library administrators. Findings indicate that the presence of a mentoring program will help attract new librarians, retain them, and aid in restructuring efforts that are currently facing many academic libraries. Preferred mentoring activities include those belonging to psychosocial support, career guidance, and role modeling themes. Other results find that librarians who were mentored as new librarians, have more than 10 years of experience, and work in large academic institutions are significantly more likely to mentor others. Although currently not well-supported by academic administrators, this research shows that mentoring programs could be sustainable. Mentoring improves the professional experience for librarians who are more satisfied and engaged with their careers, which in turn benefits the organization with less turnover. Practical information from this research will guide academic library practitioners in current mentoring relationships, and library leaders can extrapolate results to support planning and implementation of mentoring programs. Implications for LIS education are also discussed.entoring is an activity, whether formal or informal, that is frequently associated with many professional occupations, but what does it look like in Canadian academic libraries? Informal mentoring is an independent activity initiated by a mentor, the person who acts as a guide, adviser, and provider of support, or by a mentee, the person who receives guidance, advice, and support. In contrast, formal mentoring relationships are often those organized by administration with the expectation that both mentees and mentors will participate. The present research investigates how both formal and informal mentoring is operationalized in Canadian academic libraries, as well as specific characteristics of, and attitudes toward, mentoring. The present study focuses on Canadian colleges and universities, although the implications of this research may apply more broadly.

Designing a mentoring program for faculty librarians

“…Mentoring is a positive factor not only in enhancing retention, but also in supporting promotion. The research points out that employees who have been mentored have higher salaries, get more promotions, and have a higher level of satisfaction in their careers (Harrington and Marshall, 2014). It also enhances scholarly productivity and successful promotion and tenure.…”

“…It also helps in the adoption and cultivation of organizational values and goals, which in turn fosters positive attitudes. Employees are more likely to be successful when they understand the organizational culture (Harrington and Marshall, 2014). It also provides psychosocial support as the mentor can be a role model for mentees, which requires a strong commitment on the part of the mentor to create an environment that fosters this positive experience (Goodsett and Walsh, 2015).…”

Leadership and leadership development in academic libraries: a review

“…A focus group study found that the experience promotes mentors' self-awareness and reflection on their own practice (Lacy & Copeland, 2013). A survey among academic libraries in Canada revealed that librarians perceived mentorship activities valuable for career guidance and psychosocial support but not so much as a means of expertise transfer (Harrington & Marshall, 2014). In a university library in the state of Virginia, the experience of running a mentorship program for library school students and new recruits provided the mentors a sense of accomplishment and satisfaction.…”

The chief learning officer

“…While there are libraries actively engaged in strategically integrated internal knowledge management processes (Balagué et al, 2015(Balagué et al, , 2016, it is clear that most libraries have not adopted such processes. Relatively recent studies indicate that, at least in academic libraries, there is an overall lack of attention to retention in general (Strothmann and Ohler, 2011) and to specific programs that might aid in retention (Harrington and Marshall, 2014). Without CLO-like oversight of retention initiatives, libraries will continue to face the challenges associated with engaging and retaining employees common to all organizations including libraries (Markgren et al, 2007;Deloitte, 2016).…”