Efficiencies and responsible staff stewardship: a library manager's critical self‐reflection

Abstract

Purpose -The purpose of this paper is to explore the myriad non-financial ways in which library managers can motivate employees and address performance issues, reducing attrition and increasing productivity and satisfaction without increasing salaries. Design/methodology/approach -A critical self-reflection summarizing the author's experiential learning as a new assistant department head tackling a library department's productivity and cost issues with staff processing of course reserves. After an initial description of the situation, the paper explores the theories that apply to the experience, and includes analysis of the experience in light of those theories. The article includes how application by one library manager of findings from motivation, trust, and leadership theory literature was able to reduce staff attrition, increase staff satisfaction, and reduce costs. Findings -The literature from a number of fields demonstrates that there are areas aside from financial compensation that library managers can harness to increase the motivation and satisfaction of staff members. An awareness of the factors cited in these literatures can help library leadership and managers improve unit performance. As budgets continue to shrink and open positions remain unfilled, it is imperative library managers find creative, non-remunerative, and effective ways to address staffing needs.Research limitations/implications -The continued economic and budget limitations facing libraries create implications for library leaders and managers in terms of replacing and rewarding staff members, and creating workflow efficiencies in necessary library services. Practical implications -This paper brings the issue of responsible staff stewardship and practical management to the forefront in an effort to engage library leaders and managers in a discussion about engaging with other discipline literatures for suggestions on how to maintain productive, satisfied staff while faced with fewer resources for rewarding good work. Social implications -The culture of library management practice could (and should) be affected by this issue, and the work in other disciplines may have wider application in terms of human resources management, distributions of managers' effort, and performance management issues in libraries.Originality/value -The paper outlines one library manager's approach to an under-performing library department, relating those approaches to factors identified in the broader literature as important to managers and leaders, and addresses the issue of how to address library service needs as budgets are stripped and staff attrition without replacement becomes regular practice.Human resource and management practices have a significant impact on staff turnover and productivity, and there is evidence that staff turnover lower among good The current issue and full text archive of this journal is available at

Encouraging continuous learning for librarians and library staff

“…Focusing on creating a learning environment -or learning culture -will positively dispose library professionals to continue learning new skills (Yu and Chao-chen, 2015). For a learning culture to succeed, library managers need to be cognizant of the various learning styles -and abilities -of the professionals they oversee (Harris, 2011). It is also important to communicate both the specific learning activities and also the desired learning outcomes of an education program in order to promote a culture of learning that will facilitate the assimilation of new skills (Stiwinter and Jordan, 2015).…”

“…In addition, such pairings can inure staff members to working in partnerships with one another, which will better prepare them to collaborate as they take on future challenges as teams (Leong, 2014). Library managers must be cautious, however, not to overly reward quick learners -especially with enhanced roles -as it may inadvertently end up disadvantaging those who learn more slowly (Harris, 2011).…”

“…While formal training, such as a workshop, is central to skills acquisition, library managers should also realize the importance that their own modeling of the desired learning behavior has on the overall learning culture (Yu and Chao-chen, 2015). When library management focuses on improving the learning environment in this way, it leads to increased staff satisfaction and greater interest in learning new skills (Harris, 2011).…”

“…If library managers reflect upon their own learning experiences, it may help them empathize with librarians and library staff who are embarking on their own journeys of discovery (McNair, 2016). Every staff member should be understood as an individual with particular needs and concerns so that training and coaching can be customized to them (Harris, 2011). The myriad changes that are impacting the academic library are stressful to those who work within this environment, and library managers are wise to take into consideration the emotions involved in this kind of significant change ( Jaguszewski and Williams, 2013).…”

“…Even when an academic library creates a successful learning environment, it will always be the case that some individuals learn more rapidly than their colleagues (Leong, 2014). It is, however, unfair to punish those who learn more slowly than their counterparts or to condemn them for not having skills if learning opportunities have not been offered to them in several different formats (Harris, 2011). Support for librarians and library staff need to take the form of workshops, seminars, mentorships, peer-to-peer learning opportunities, and other formal and informal training methods (Yu and Chao-chen, 2015).…”