 |
Home | Search | Browse | About IPO | Staff | Links |
|
Home | Search | Browse | About IPO | Staff | Links |
|
Mentoring New Colleagues: A Practical Model from the University of Wisconsin-Madison Melba Jesudason Introduction A literature search on mentoring in various disciplines shows that mentoring became popular in business management and corporations in the early 1970s as a nurturing and promotion strategy of new employees with leadership potential. Library literature did not include any extensive coverage on mentoring as a professional career strategy until the mid-1980s or later, even though it dealt with various aspects of mentorship such as leadership, role modeling, coaching, sponsoring and networking from the 1970s. The word "mentor" is taken from Homer's Odyssey and is analogous to the relationship of Athena-Mentor and protege Telemachus.1 When Odysseus is called to the Trojan War, he leaves his infant son Telemachus under the care of his good friend Mentor who educates and guides the child through adolescence. When Odysseus is killed in the war and Telemachus reaches his late teens, the goddess Athena takes the form of three people, Taphian, Mentes and later Mentor, and encourages, reassures and guides his thinking. Telemachus learns to conduct himself among strangers to use his powers of reasoning and his intelligence to make good decisions and accept responsibility. Athena helps him become a future leader, actively controlling his own destiny. Mentor Mentor is used in various contexts, as an advisor, teacher, coach, counselor, trainer, nurturer, protector and support person. In its various manifestations, a mentor sets a path not just for the current voyage, but for the protege's self actualization and career development in general in the long run.2 Others refer to a mentor as an opener of doors, developer of talent, rabbi, confidant, godfather, etc.3 There is a long list of characters attributed most important for mentors by proteges who aspired to become directors of libraries by Association of Research Libraries (ARL).4 Many mentors will have more than half a dozen of these characteristics. Daniel Levinson, a Yale psychologist, describes a mentor as "a transitional figure... [who] represents an admixture of parent and peer; he must be both but not purely either one."5 Mentoring The concept of investing some time at mid-life in the development of young talent was described by Erikson as one of the three stages of adulthood: intimacy, generativity and ego integration.6 Most midcareer adults enter a process of generativity during which they experience a new sense of creativity, feeling a voluntary urge to help younger associates. This process is mentoring. "Mentoring," according to Dictionary of Occupational Titles, deals with individuals who are mentors in terms of their overall life adjustment behavior in order to advise, counsel and/or guide mentees with regard to problems that may be resolved by legal, scientific, clinical, spiritual and/or other professional principles. It classifies mentoring as the highest-order people related skill followed by negotiating, supervision, consulting and instructing.7 Conroy and Jones define mentoring as an interpersonal exchange requiring one-to-one communication skills, where communication calls for openness, trust and frankness.8 Creation and Establishment of New Colleague Program in General Library System, University of Wisconsin-Madison This article presents the process of establishing a mentoring program on a campus containing 28 major libraries as seen by a member of the initial committee who also served as one of the first few mentors. Two of the first mentees, Lee G. Konrad and Susan M. Barribeau give their perspective and suggestions. This 23 article is written with the hope that other libraries who want to initiate the program will have a model to use in implementing their own model. Various appendices given will help modify for a specific library and put a program in place with minimum amount of time, in a matter of months instead of years. The initial meeting to establish a mentoring program at the University of Wisconsin-Madison took place late January 1992. Work continues in refining the process. The first meeting took place with seven librarians who were interested in having a mentoring program established. The group was composed of a mix of senior librarians and a few newcomers to the field, a male and six females. Although library and other management literature focuses on mentoring women directors and managers, it was assumed that our program would be gender blind and that we would include all new employees irrespective of their gender. We also decided to name it "New Colleague Program" and not use the word "mentor/mentoring" in the title of the program because we thought it may make some hesitate from joining the program. We discussed our experience as being new to the General Library System and how we felt a serious need for such a program at various points in our own career on this campus. We decided on the goal of taking a recommendation to Librarians' Assembly. This is the formal body that presented the librarians' viewpoint to the administration on various issues affecting the librarians. We decided to take two proposals. 1) Advocating support for an institutional program to meet the needs of new academic staff (librarians) 2) A volunteer program for members of Librarians' Assembly to support new staff members. It was decided that the New Colleague Program would not be a mandatory program and it would be up to the newcomer to choose to participate when s/he joined the General Library System. The initial ad hoc Mentoring Committee proposed what needed to be included in the structure to be called the New Colleague Program, with a time frame of six months for introductory orientation and integration. It was proposed that the process of mentoring be split into three distinct areas: 1) Informal mentoring 2) Supervisory role 3) Institutional (personnel director) role. Several staff from the ad hoc committee were assigned to work on a different area to prepare a checklist of responsibilities to be covered. The sub-committees met and submitted checklists after months of work (Appendix A: Informal Mentoring: Checklist for Senior Colleagues; and Appendix B: Supervisors: Non-Job Related Checklist) as well as a checklist for the personnel director.
The New Colleague (Mentoring) Proposal Committee proposed that this idea be submitted to the Librarians' Assembly in March 1992 as a four-part plan for its approval and sponsorship. The four parts consisted of: institutional (personnel office) role, supervisory role, informal mentoring program and the role as the volunteer mentor. The Librarians' Assembly is the General Library System's approved librarians' forum for professional issues and concerns. The assembly voted unanimously for New Colleague's Program after recommending some minor changes. An impressive number of librarians showed their willingness to be volunteer mentors by a show of hands. During the discussion session on the New Colleague Program at the Librarians' Assembly, a few expressed that they found some of the mentor's roles too intense and personal. We pointed out that it is not a mandatory program and only a voluntary program, and not all new employees need the same amount of mentoring. For some new employees, a true mentor may come later on. It was decided to take the advocacy role off the informal mentoring check list, because it was expressed that supervisors, not mentors, should act as advocates. Some librarians thought that a member of the new employees' search and screen committee might be a logical choice for a mentor. It was pointed out that all staff need to be welcoming and not just the members of the informal volunteer group or members of search and screen committees. Once the New Colleague Program was formally recognized by the General Library System administration, the ad hoc committee was formalized with representation in Librarians' Assembly. We worked on generating a letter of welcome to the new colleague and a brief announcement in the General Library System's monthly newsletter. Implementation When several librarians from different libraries volunteered to be senior colleagues (mentors) and were matched with new colleagues for mentoring, the chairperson of the New Colleague Program Committee met with each senior colleague and discussed the following guidelines given below before the senior colleague met the new colleague. Basic guidelines are: 1) When a new employee is hired, a volunteer senior colleague may be matched with the new staff person who has also indicated a desire to be part of this program. 2) The volunteer senior colleague will receive a call from a member of the committee who will give him/her the name of the new employee. The committee member will be his/her contact person for questions or problems, should any arise. 24 3) The senior colleague should make the initial contact as soon as s/he can. Even if s/he can't meet with the new employee right away, s/he should call or e-mail to let him or her know s/he is interested. 4) During the first four to six weeks, the committee would expect that the senior colleague would meet casually at lunch or on coffee break on some mutually agreeable schedule. The committee sees the senior colleague as someone who will listen to the new colleague's questions and concerns on a whole range of issues important to her or him. 5) The committee sees the senior colleague as someone who will assist the new staff person in meeting colleagues from other units or libraries on campus. One might wish to accompany or arrange for another colleague to accompany the new employee to meetings considered of interest or importance to staff, such as Librarians' Assembly, Library Orientation Coordinating Committee, Public Catalog Review Group, or Public Services Forum, which are campus specific to the University of Wisconsin-Madison. Other libraries can substitute equivalent committees on their campuses. A senior colleague may wish to provide the newcomer with information about local professional and continuing education opportunities. In all of this referral activity, the senior colleague is supported by the members of the New Colleague Committee who are compiling resources important to the success of the program. 6) In the event the senior colleague or the new person feel the "match" is not working, either may request a new match. The contact person should be called to discuss the matter. 7) The senior colleague will be contacted by one of the New Colleague Committee members for periodic follow-up. It is very important to receive the Senior Colleague's reactions, suggestions, criticisms and impressions of the process and the program. It is the experience of the senior colleague that will help guide future directions and planning.
8) While the New Committee Colleague expects that individuals will decide what to talk about, the committee believes it will be primarily in nature, ranging from work, to the university and to the community. Topics are entirely up to the senior colleague. If s/he should like to explore some thoughts or ideas on any of this, feel free to contact any members of the committee. Evaluation After the implementation of the New Colleague Program in 1993, the committee decided to evaluate it in 1995 and make changes, if necessary. A combined questionnaire was sent to the senior and new colleagues. The New Colleague (Mentoring) Committee worked on it and distributed the questionnaire. Comments from Participants of New Colleagues Program Following are comments received from the New Colleagues and Senior Colleagues. Five New Colleagues and seven Senior Colleagues responded to the questionnaire. All the participants found the program useful in varying degrees. Senior Colleagues found the following factors most helpful: • getting to know new person on the staff • contacts • learning about other's work; getting to know frustrations and aspirations of new colleagues • chance to connect with new employee outside their library and • meeting with participants to discuss program. When asked what improvements senior colleagues wanted to see in the future, they responded: • more formalized schedule • sample check sheet with subjects with which to deal • specific guidelines and packet of materials and • more formalized program of things to attend (orientations, seminars, etc.) When asked about the length of the program, some senior colleagues found the length of program of a year enough and others commented, "called each other a couple of times; then it fizzled." Both senior colleagues and new colleagues said that they would recommend the program to others. Three senior colleagues agreed that they received clear and concise guidelines and two said that they did not receive any. Senior colleagues listed the following skills and knowledge necessary to be a successful mentor: • approachability • personal skills • listening • honesty and openness • ability, desire to make contact • ideas on how to be successful in your profession • networking • time, to get two busy people together • power to get new colleague on committees and • knowledge of General Library System and campus. 25 The senior colleagues were asked whether they had those qualities when they served in senior colleague capacity and, if not, how the New Colleague Committee could have been helpful in improving the skills. They answered: "the committee did not do much;" "yes, I did recommend my new colleague for committees;" "yes, but difficult to figure out what they need to know," "OK" and "should have tried harder." New Colleagues were asked whether it was easy to get approval from their supervisor for the New Colleague Program activities for which three responded positively; one said that s/he did most of it on his or her own time, and another never asked the supervisor. Both senior and new colleagues further commented: • (New colleague) did not seem to need much help • did help with explaining various library associations • need follow up or de-briefing session; need annual report; good, collegial program • most beneficial for new colleagues hired from outside. When asked for suggestions to improve the New Colleague Program, some suggested: short term focused program for old staff venturing into new areas (bibliographic instruction, publishing, etc.). Some negative comments from both senior and new colleagues are: • not formal enough/supported enough by GLS to become positive, regular part of new employee's work life. • the program was not useful in orienting him/her to the campus library system. Here are some more comments from New Colleagues. When asked what they found most useful in the program, they responded: • realistic advice • senior colleague's experience with the "system" • finding about people/personalities/politics. When asked what aspects of the program they would like to see improved, they wrote: • new colleagues should be contacted early and [have] regular meeting • was contacted only once, six months after starting • monthly meetings with senior colleague. When the new colleagues were asked what knowledge and skills they believe are necessary for a successful mentor, they indicated: know the realities of the system; helpful attitude; teaching and listening abilities; enthusiasm, and common work interests. When asked whether the new colleagues found the senior colleague match a successful one, they wrote: "yes;" "good," "they were from different GLS library," "yes;" "maintained contacts;" "yes;" "OK;" "scarcely met" and "yes, both cynical." And for further positive comments, new colleagues suggested: "program needs basic plan and time frame," "perhaps different for GLS (employees hired for another job) and new people (hired from outside GLS)" and "program is great." Based on the evaluation comments from both senior and new colleagues, the Senior Colleagues Committee will need to make changes in the program. First of all, they may need to discuss the time commitment from the senior colleague for the program, because it appears that some of the senior colleagues were unable to meet their new colleagues at least once a month for the first six months. The chairperson needs to ask questions about committees and other professional commitments of the senior colleague volunteer to know whether it will be feasible for the senior colleague to find time to the satisfaction of both sides. It also looks that optimistic professionals may be a better choice for someone new than a pessimistic senior colleague who is not enthusiastic and satisfied about the General Library System and its operation. A few expressed a need for a time schedule and checklist, both for senior and new colleagues to see that every aspect they need to know has been covered and done on time within the one-year time limit. A progress checklist for the chairperson of the New Colleague Program Committee and New Colleague Program Fact Sheet for senior colleagues were developed to keep track of the number of meetings and subjects discussed not yet finalized. Here are the comments of Lee Konrad who joined GLS in June 1993 and was one of the first batch of New Colleagues Program: "As a new librarian in 1993, both to the profession and the University of Wisconsin-Madison General Library System, it was to my great advantage to have the opportunity to participate in the New Colleague Program. Following is a brief synopsis of my expectations of the program and my reactions to having participated in it. "The mere fact that the New Colleague Program existed helped ease some of the apprehension of moving into the professional ranks of librarianship. The program's existence indicated that my senior colleagues were concerned about new hires being welcomed into the fold and interested in taking part in their professional development. Thus, it wasn't the fact that an individual was willing to take time out to help me that mattered. It was the fact that many senior colleagues were willing that helped in developing a sense of the organizational culture into which I was stepping. "In terms of the overall program, both participants should have a clear sense of what their role in the process entails. My partner and I met over coffee first to get acquainted and discuss our expectations. This proved to be quite helpful, and in that first meeting I found myself adjusting my expectations. Perhaps the single most important consideration for success is in defining what mentoring means to both parties. As noted earlier, the word mentoring has many facets and it is important that 26 both parties come to an understanding as to how it is being used in the context of the program. This defining process can go a long way toward clarifying each others' expectations of the program. "The mentor with whom I was paired came from outside my library, an approach I would highly recommend. It is important on three key levels beyond the obvious one of internal politics. First, one can gain valuable insights as to how one's unit/library is perceived in the wider library system by having the chance to speak freely to a colleague from the outside. It is difficult to seek advice early on from colleagues within one's unit as they are too immersed in the culture of the unit to provide unbiased feedback. Second, as a new colleague it was important to avoid becoming a mentee of a librarian with whom I should be developing a stronger peer to peer relationship. Finally, working with a mentor from outside the library got me out and about early on. Mentors can do a great deal to help ease new colleagues into committee meetings, social gatherings and so forth. All these things combine to give the new colleague a better handle on the environment into which s/he is stepping. "Participating in the New Colleague Program benefited me. Meeting with a senior colleague gave me an opportunity to clarify key questions I had on a variety of issues. There is no question that participating in such a program can be beneficial. The single most important insight I gained from the program was one of perspective. It wasn't only my mentor who was taking the time to ease my transition into the system. The fact that many others were willing to participate in the process spoke loud and clear that I was in an environment that placed a high priority on professional development."9 Another "recently mentored" Associate Academic librarian, Susan M. Barribeau of Memorial Library, took the time to give written feedback in addition to answering the questionnaire. She states that knowledge about the following areas would "give the newly hired a sense of how to participate and where in the campus spectrum one fits in."10 1. Information about the structure of GLS, where GLS fits into the campus administration as a whole (i.e. governing bodies, pursestring controllers, decision-making committees, etc.), what are the key times of year decisions are made. 2. Library committees (many job descriptions encourage/require participation) and what their charges are and who sits on them and for how long and how to get on them. Since there are many of these and they do shift and change, perhaps just the major ones would do. 3. Other miscellaneous groups and what they do (i.e. Librarians Assembly, First Thursdays) and is one automatically in them or must one put oneself in them. 4. A few of the major library-related e-mail group lists (i.e. Libraries-All, Info-Lit, etc.) although possibly this should be the province of the department of supervisor. New Colleague Program Review/Evaluation as a Practicum Project The Director of the General Library System Kenneth Frazier assigned the project of review and evaluation of the Librarians' Assembly New Colleague Program to a School of Library and Information Studies student, Maria Justiliano, as her practicum project in summer 1995. Frazier wanted an answer to his key question of whether or not the program should be incorporated into the formal administrative structure. Justiliano's report and recommendations were submitted on Aug. 1,1995, and shared with the New Colleague Program Committee. Justiliano's findings were as follows.11 Institutional Role On the institutional side, administration maintains a partial list of standing committees not systematically shared with the new hires. There is no directory of campuswide committees given to the new hires. More importantly, "documentation regarding promotion and retention seems to be non-existent and, therefore, is not disseminated to new hires," who may be career track oriented. Administration is supportive of the New Colleague Program to ensure its excellence, although there are some important areas that need to be examined, such as training and review of academic employees supervisors responsibilities and also review of promotion and retention policies on a regular basis. Visits by administrative personnel with new employees at their assigned branch locations and/or department may occur on an ad hoc basis but are not incorporated into a structure regimen. Supervisory Role Justiliano reviewed this aspect and found that though some of the proposed components have been achieved on an ad hoc basis, an all-encompassing orientation program, carried out by supervisors, has not been established and follow up by supervisors with new employees after three months is sporadic. Volunteer Senior Colleague Role Justiliano found the expectations from this level has been functioning fully and the depth and the duration of the relationships seem to be driven by the degree of workplace information needed by the new colleagues, 27 other demands on the senior colleagues and new colleague's time and on the personalities of both colleagues. Recommendation from the evaluation project There was unanimous agreement that the roles provided by the New Colleague program should not be incorporated into the official structure. Interviewees indicated the negative ramification of such an incorporation might include costs in terms of efficiency, continuity and inclusion of "senior mentor role" in job descriptions. The New Colleague Committee sees its role as working with administration and the personnel department but do not want to be co-opted by administration. Justiliano states that administration and the New Colleagues Program working in tandem will ensure excellent and comprehensive orientation to new General Library System academic staff hires. Food for Thought While attending the poster session at the American Library Association annual conference in summer 1995 in Chicago, I came across a poster session on mentoring from the University of Delaware. Following their example, we may consider similarly having a three tiered system. This poster session was presented by Cathy Wojewodzki" and Linda Stein. Their model has three tiers. Level 1 is introductory for new professionals or professionals new to the library. This level includes peer training and orientation while using a checklist for guidance. Level 2 is a career-stage level for professionals with two or more years of experience at GLS with an interest in career advancement and promotion. It can be used for assistance developing a dossier/portfolio to apply for indefinite appointment and promotion. Level 3 is an advanced level for midcareer professionals wishing to achieve high skill or administrative positions, or who wish to change the emphasis of their career. This level represents a special, highly personal and very unstructured relationship between participants that requires a high level of commitment. As emphasized by University of Delaware's mentoring program", there is a continuum of values through the levels: Level 1 represents a short term, quite formal relationship with specific content and recommended goals, intended for many professionals who are new to the profession or have transferred from another institution. Level 3 represents a long term informal relationship between individuals that addresses the unique and changing needs of the mentee, with no prescribed structure and is intended for those professionals with a particular career focus. Level 2 falls between, with relationships relatively informal, but with some recommended activities and suggested limitations on the length of the relationship. Basic values in the mentoring process cannot be emphasized enough. Confidentially is to be maintained at all times. Both senior and new colleagues must respect each other and should communicate with each other regularly and openly. This will help to avoid unrealistic expectations, such as advocacy for promotion or troubleshooting with the administration on behalf of the new colleague by the assigned senior colleague. Participants should also maintain good communication within their reporting lines to assure that their activities do not represent a conflict of interest with their department, General Library System or the university. Since Level 1 and 2 are in greater demand, they have been described at length, including criteria for participants, responsibilities and possible activities of the participants involved, with Appendices of checklists to start a program with minimum delay. Level 3 is self determined and self administered. Part of the success and continuation of the New Colleague Program depends on its administration by the chairperson/coordinator who plays a large part in establishing mentoring relationships, evaluating the effectiveness of the program and making changes based on the feedback both from senior and new colleagues. Conclusion Based on the experience in General Library System, with 13 libraries and 15 other professional and special libraries on the University of Wisconsin-Madison campus, it became obvious that there was certainly a need for a mentoring program. In the last three years, 18 librarians have been mentored and are looking for volunteer senior colleagues for three new hires. We are now in the process of evaluating the program and making changes based on feedback from participants, the American Library Association poster session and literature on mentoring in library and different fields. The Senior Colleague Committee may want to discuss and write some guidelines on matching senior and new colleagues. The Senior Colleagues Committee has not decided on the length of time of committee membership for senior colleagues. The Senior Colleague Committee wants to recommend that the chairperson serves two years for the sake of continuity. We also may brainstorm about how to make it attractive for experienced librarians to participate in the New Colleagues Program. The Senior Colleague Committee will also need to look into marketing/promoting this program. Since we started this program for academic staff, in the General Library System, there has been an interest in implementing a similar program for classified staff. Mentoring for junior women faculty has been implemented by the campus and this has increased the awareness of women holding academic staff positions 28 in campus offices. An academic staff committee is discussing the possibility of using General Library System New Colleague's Program as a model for women academic staff on campus. With all the expressed need, it is hoped that the program will be modified when necessary and when needs are expressed by the participants to strengthen areas of weaknesses. With the support of the director of the General Library System and Librarians' Assembly, the New Colleague Program will be well established in the next few years and be in place to welcome and help new colleagues in the libraries get oriented or promoted and move into different areas. Bibliography 1. Tara Lynn Fulton, "Mentor Meets Telemachus: The Role of the Department Head in Orienting and Inducting the Beginning Reference Librarian," The Reference Librarian. 30 (1990): 257-273. 2. Ibid., 260-266. 3. David S. Ferriero, "ARL Directors as Proteges and Mentors." The Journal of Academic Librarianship. 7/6 (Jan. 1982): 359-360. 4. Ibid., 364. 5. Daniel J. Levinson, The Seasons of a Man's Life. (New York: Ballantine Books, 1987). 6. Erikson, Erik H. 1950. Childhood and Society. New York: Norton. 7. Mary Niles Maack and Joann Passet, Aspirations and Mentoring in an Academic Environment: Women Faculty in Library and Information Science. (Westport: Greenwood Press, 1994). 8. Barbara Conroy and Barbara Schindler Jones, Improving Communication in the Library. (Phoenix, Ariz.: Oryx Press, 1986). 9. Lee G. Konrad, Associate Academic Librarian, College Library, writes about his experience and point of view of the New Colleague Program of General Library System. 10. Susan M. Barribeau. Associate Academic Librarian, Memorial Library submitted her written mentoring suggestions. 11. An Evaluation of the Librarians' Assembly New Colleague Program by Maria Justiliano - a school of library and information studies course. Practicum project for Professor Edwin M. Cortez, August 1, 1995. University of Wisconsin-Madison. 12. Cathy Wojewodzki, American Library Association 14th Annual Poster Sessions: Abstract. 1995. Chicago. 13. Ibid. APPENDIX A: LIBRARIANS' ASSEMBLY NEW COLLEAGUE PROGRAM UNIVERSITY OF WISCONSIN-MADISON INFORMAL MENTORING CHECKLIST FOR SENIOR COLLEAGUES This checklist is intended to be a guide for senior colleagues of new employees of the General Library System, UW-Madison. It is intended to give you some suggestions of topics that may be helpful for the integration of a new employee into our system. A. Your Perceptions of the Campus Library Community 1. How the various libraries fit into the structure and relationship between the various entities, e.g. GLS, professional libraries, Special Libraries Group, State Historical Society, Reading rooms 2. Library management 3. GLS committee structure 4. Relationship with SLIS (School of Library and Information Studies)
5. Unofficial workplace ethic B. Academic Staff on Campus 1. Academic Staff Assembly and governance structure 2. Academic staff policies and procedures 3. Various academic staff "union" groups - Librarians' Assembly; MASA; WUU; UFAS; ASPRO - Consultants: Dennis Hill; Jill Rosenshield; Jane Bannerman; Richard West 4. Academic staff positions and structure - promotions; indefinite appointment from colleague's point of view C. Topics that should be covered by Supervisors 1. Where new colleague's unit fits into GLS structure 2. GLS Committee structure 3. Fringe benefits 4. Emergency manual 5. Workshops available: MadCat (Madison online Catalog); CD-ROMs, Internet, etc. 6. Automation and individual workstation-structure of automation at the work site, HELP desk 7. Parking and other transportation questions; SAFEWALK, SAFERIDE D. Social and instructional opportunities on campus 1. Roundtable 2. First Thursday 3. Second Thursday 4. Flamingoes 5. Librarian of the Year and High Tea 6. GLS picnic 7. University Club: membership and non-membership events 8. Union: membership and programs such as mini-courses 9. Various brown-bag series: bibliographic instruction, avocation, supervisory 10. Student Personnel Association- campus-wide organization of all people who assist students 11. Wisconsin Week E. Professional matters 1. WAAL (Wisconsin Association of Academic Libraries) 2. WLA (Wisconsin Library Association) 3. Professional Reading List 4. Travel Committee: Consultant - David Henige F. Information about Madison 1. Administration should have sent packet of Madison materials to all New Colleagues moving in from other locations 2. Farmers' Market; Art fairs; Concerts on the Square; etc. 3. Bookstores and other specialty shops 4. Arboretum, Olbrich Gardens, Alien Gardens, Picnic Point, Madison and Dane County parks systems, etc. 5. Restaurants G. Other 1. American Red Cross and blood drive 2. Staff sharing possibilities APPENDIX B:
NEW COLLEAGUE PROGRAM GENERAL LIBRARY SYSTEM UNIVERSITY OF This checklist is intended to be a guide for supervisors of new employees of the General Library System, UW-Madison. It is a set of recommended directions, activities and introductions that will help the supervisor and facilitate the adjustment of the new employee in a timely fashion. COMMUNICATION AND OTHER BASICS 1. Mail box, Shipping Room, "red boxes", campus mail 2. E-mail address 3. Internet 4. ID/Memorial Library staff card 29 5. Staff phone directory 6. Location of supplies/how to get/Copy Centers 7. Keys 8. Recycling 9. Forms 10. Union Terrace 11. Internal/professional routing and reading lists 12. Order name plate/Business cards STAFF 1. Introduction to their own department colleagues; a brief introduction of each person and their job responsibility 2. Introduction to and brief meeting with the library director, unit director, or member library 3. Introduction to other library or departmental staff within the building 4. Introduction to other library staff at other locations 5. Introduction at Librarians' Assembly 6. Introduction to members of the New Colleague Committee, Librarians' Assembly 7. Encourage new employee to meet with their Senior Colleague. PERSONNEL (some will overlap with Personnel Office duties) 1. Benefits 2. Vacation, sick leave 3. Promotion process 4. "Unofficial" work-place ethic 5. Discuss GLS/work unit organizational chart POSITION DESCRIPTION/JOB EXPECTATION 1. Review position description 2. Role of department in relationto the GLS 3. Goals of the department 4. How their position description fits into the overall goals of the department 5. Job expectations/areas of individual interest MEETINGS, CALENDAR 1. Departmental meeting schedule 2. Library staff meetings 3. Library Committee structure, Library Management Group, Memorial Management Group, Electronic Library Council, Electronic Library Access Council, etc. 4. GLS Master List of Meetings 5. Librarians' Assembly 6. Interest group meetings/work responsibility-related meetings 7. WLA, WAAL, and other meetings depending on the job TOURS 1. Own department 2. Other departments in the library 3. Other campus libraries TRAINING 1. E-mail 2. Computer programs 3. Work-related training such as MadCat, NOTIS, CD-ROM, Electronic Library workshops DOCUMENTATION 1. Emergency manual, policy and procedures manual 2. Staff benefits manual 3. E-mail manual 4. Other job-related manuals as appropriate RECOMMENDED TIME-FRAME FOR NEW COLLEAGUE CHECKLIST FIRST WEEK COMMUNICATION AND OTHER BASICS 1. Mail box, Shipping Room, "red boxes", campus mail
2. E-mail 3. Internet 4. ID/Memorial Library Staff Card 5. Staff phone directory 6. Location of supplies/how to get/Copy Centers 7. Keys 8. Recycling 9. Forms 10. Union Terrace STAFF 1. Introduction to their own department colleagues; a brief description of each person and their job responsibility TOURS 1. Own department 2. Other departments in the library DOCUMENTATION 1. Emergency manual, policy and procedures manual 2. Staff benefits manual 3. E-mail manual MEETINGS, CALENDAR 1. Departmental meeting schedule 2. Library staff meetings 3. GLS Master List of Meetings FIRST MONTH STAFF 1. Introduction to and brief meeting with the library director, unit director, or member library director 2. Introduction to other library or departmental staff within the building 3. Encourage new employee to meet with their Senior Colleague PERSONNEL (some will overlap with Personnel Office duties) 1. Benefits 2. Vacation, sick leave 3. Promotion process 4. "Unofficial" work-place ethic 5. Discuss GLS/work unit organizational chart JOB EXPECTATION 1. Role of department in relation to the GLS 2. Goals of the department 3. How their job fits into the overall goals of the department 4. Job expectations FIRST THREE MONTHS STAFF 1. Introduction to other library staff at other locations 2. Introduction at Librarians' Assembly 3. Introduction to members of the New Colleague Committee TRAINING 1. Computer programs 2. Library training: NOTIS, CD-ROM, Electronic Library, etc. MEETINGS, CALENDAR 1. Librarians' Assembly 2. Interest group meetings/work responsibility-related meetings 3. WLA, WAAL, and other meetings depending on the job DOCUMENTATION Other job-related manuals as appropriate
* Melba Jesudason, Senior Academic Librarian, University Libraries, University of Wisconsin, Madison. The author acknowledges the contribution of various checklists appended at the end of the article to the members of Senior Colleague Committee mentioned at the end of Appendix E and also thanks colleague Lee G. Konrad for his contributions. 30 |
|
|