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1、New Employee Orientation BibliographyJune 15, 2006 Draft(Compiled by Elisabeth Leonard and Charlotte Dugan for the ALARSS-EdProfDevRef Committee)Albsmeyer, B. (1984). Orientation of the new library employee. Illinois libraries, 66, 350-352. Ballard, A. & Blessing, L. (2006). Organizational socializa
2、tion through employee orientations at North Carolina State University Libraries. College & Research Libraries, 67(3), 240-248.Believing the early socialization contributes to the success of new employees, North Carolina State University has built an orientation program focusing heavily on socializat
3、ion factors in all aspects of the orientation.Berry, S. & Reynolds, E. (2001). “I got the job! Now what do I do?”: a practical guide for new reference librarians. The Reference Librarian, 72, 33-42.New reference librarians should be prepared to take an active role in their own orientations. Included
4、 in a self-training plan are the following steps: (1) learn the languages of your library including the language of reference librarianship as well as the language of your institutions organizational structure; (2) familiarize yourself with the librarys database and electronic resources, including a
5、ny policies governing their use; (3) know your librarys print resources; (4) know how the collection is organized; (5) develop working relationships with people (patrons and peers) in your library; and (6) establish long-term learning goals.Blacker, M. (1993). Library orientation: a model for suppor
6、t personnel on an urban campus. Research Strategies, 11, 150-155. This article presents ideas of library school students at Emporia State University for a library orientation program designed for library support staff personnelBlock, K. & Kelly, J. (2001). Integrating informal professional developme
7、nt into the work of reference. The Reference Librarian, 72, 207-217.Staff development programs for reference librarians need to challenge and engage so participants maintain focus and interest. Informal sessions promote teamwork, collaboration and high morale, with participants anticipating the next
8、 meeting. Traditional formal lectures for instruction should not be ignored; however, they should not be the only method of training utilized. Team-building activities, a summer search camp and contests with incentives improved participation and interest in this nontraditional staff development prog
9、ram for reference librarians at the University of Minnesota Bio-Medical Library. Checklist for new employee orientation. (2000). Library Personnel News, 13(1-2), 15-16.With unemployment at all-time lows, employers want to find and keep good employees. One step that can help in employee retention is
10、a good orientation process. Orientation doesnt have to be a formal weeklong event. It may be efficient to hold orientation in a classroom setting, particularly if you have five or more new employees starting every week. It can be just as effective, however, to have a one-on-one orientation with new
11、employees or to conduct smaller group meetings. This article provides a checklist of items to cover during an orientation.Cromer, D.E. & Testi, A.R. (1994). Integrated continuing education for reference librarians. RSR: Reference Services Review, 22 (4), 51-58.An integrated continuing education prog
12、ram for reference librarians at the University of New Mexicos Centennial Science and Engineering Library has drawn on the experiences of subject specialists to guide the generalists through reference desk duty. Of note, along with traditional tutorials and lectures, the participants toured the acade
13、mic departments/laboratories involved and met with faculty, to gain a better understanding of the universitys offerings and faculty needs. Collaboration and practical experience are keys to successful training measures. Dankert, H.S. & Dempsey, P.R. (2002). Building reference strengths through peer
14、training. RSR: Reference Services Review, 30(4), 349-354. Retrieved April 18, 2005 from ERIC.The DePaul University Libraries have undertaken staff development activities through peer training sessions using Blackboard course management software. To promote networking and collaboration, librarians ar
15、e teamed together with varying levels of subject expertise, time in position and from different locations. Consistent attendance and voiced interest by staff from eight sites demonstrates employee support of the endeavor. Peer-training literature in the library profession is quite scarce; however, D
16、ankert and Dempsey introduce an effective and well-received distance staff-development program within a large Catholic University multi-site library system. Employee orientation in libraries. (1994). Library Personnel News, 8, 7. Fagan, J.C. (2000). Guidelines for creating a self-directed training p
17、rogram for the new reference librarian: a framework and checklist of activities. The Reference Librarian, 71, 59-70. Retrieved April 19, 2005 from Library Literature and Information Science FT.A survey performed by ACRL in 1996 reveals that 57% of academic libraries do not have a training program fo
18、r newly hired reference librarians. Of those that do have a program, 84% felt their program needed improvement. Fagan explores opportunities for self-directed learning experiences, where reference librarians can seek out objectives and activities, and work with a supervisor to create a training prog
19、ram to address deficiencies. This article presents information imperative to any newly hired reference librarian, however the suggestions and activities provided would benefit any librarian currently working in the field regardless of time on the job. Gilardi, R. (1994). Employee orientation: a crit
20、ical first step. Library Personnel News, 8, 3-4.Hacker, C. (2004). New employee orientation: make it pay dividends for years to come. Information Systems Management, 21(1), 89-92. Retrieved Monday, May 15, 2006 from the Library, Information Science & Technology Abstracts database.This article outlin
21、es ways in which IS employers can manage new employees first impressions on the job and conduct an orientation process that creates an organization in which new hires can feel connected and become more productive. While targeted for managers and employees in information systems, the orientation step
22、s outlined for pre-hire, immediate post-hire and up-to-a-year employees can be used as a guide for effective orientation techniques in any library setting. Hurst, S. (2005). After your find your office, everything else you need to know online orientations for newly hired reference librarians. Intern
23、et Reference Services Quarterly, 10(2), 35-42In orienting newly hired librarians, Miami University of Ohio uses a series of electronic orientation documents that had previously been covered using in-person sessions. Despite startup and maintenance issues in delivering orientation sessions this way,
24、utility and efficiency of having the materials available electronically outweigh disadvantages. Locknar, A. & Vine, S. (2001). Now what? Starting your first professional academic reference position. The Reference Librarian, 72, 43-50.Two reference librarians review relevant literature and relate the
25、ir experiences in academic professional positions during their first three years after graduate school. The significance of these readings and experiences could be valuable in understanding what roles good orientation programs can play in contributing to a positive transition for reference librarian
26、s in a new academic reference positions. Mossman, K. (2005). Good orientation counts. Library Journal, 130(7), 46.The article reports on the importance of good orientation for librarians, and talks about how new librarians need a lot of real-world training in every aspect of libraries and informatio
27、n science. The more librarians know about a library and how it runs, the more comfortable they will be. Problems make library staffing difficult, indicating the importance of proper training and orientation. Munde, G. (2000). Beyond mentoring: toward the rejuvenation of academic libraries. Journal o
28、f Academic Librarianship, 26(3), 171-175. Stressed in this article is the importance of organizational mentoring in preparing academic library faculty and staff to meet challenges, changes, and emergent library employment needs as age demographics and retirement projections impact the professional l
29、ibrary workforce, including replacement, redeployment of position vacancies, and recruitment of new professionals. In addressing these changes, mentoring programs that include individual mentoring as well as organizational mentoring will be needed to bring about new approaches to job allocations and
30、 reasonable rates of gain and advancement for new hires. Omidsalar, T. & Young, M. (2001). Orientation to reality. The Reference Librarian, 72, 21-32.Orientation programs for reference librarians in academic libraries are crucial whether they are for those new to the profession or experienced. The o
31、rientation process should include both training and orientation to the specific organizational environment, including personnel issues such as hours of work, compensation procedures, insurance, etc., job expectations, the organizational structure and facilities, and specific job tools, goals, polici
32、es, and procedures. Peer mentoring and skill competencies are addressed. Orientations are critical to making new librarians feel welcomed and engaged in helping the library meet its goals.Nofsinger, M.M. (1999). Training and retraining reference professionals: core competencies for the 21st century.
33、 The Reference Librarian 64, 9-19. Due to ongoing technological advancements and ever-increasing numbers of reference sources, both new and revised, reference librarians must be trained and retrained to stay on top of their field. Along with educational training needs, it is imperative that interper
34、sonal and critical thinking skills also be updated on an ongoing basis. Issues such as conflict resolution, marketing and customer relations at the reference desk are nearly as important as search skills, and need to be on target with todays demands and expectations of public service. As the library
35、 is a changing environment, the librarian must be a changing professional, through self-help as well as management-provided developmental activities. Nofsinger, M.M. & Lee, A.S.W. (1994). Beyond orientation: the roles of senior librarians in training entry-level reference colleagues. College and Res
36、earch Libraries 55(2), 161-170. Pairing senior librarians with newly hired recent graduates provides many benefits to the junior librarian as well as the institution and patrons he serves. Specifically, senior librarians can take on the following four roles: teacher, advisor, interpersonal role mode
37、l and mentor. Teaming new and veteran professionals lessens the strain on budgets as seen with consultant training programs, meanwhile developing respectful, collegial relationships among staff. A common practice, senior/junior librarian collaboration strengthens reference-training initiatives by pr
38、oviding an arena for critique and improvement, and can promote networking through introduction to the institutions professional staff and faculty for additional resources. Robles, K. & Wyatt, N. (1996). Reference training in academic libraries. CLIP Note #24. Chicago, IL: Association of College and
39、Research Libraries. Rogers, S. (1994). Orientation for new library employees: a checklist. Library Administration & Management, 8, 213-217. Three forms were developed at Kent State to be used with library employees, including: 1) a library orientation form to make sure all new employees are advised
40、about what they should know, 2) a form to advise departing employees about what they should know or do, and 3) a checklist (to be completed voluntarily) with personal information that would be helpful to have in case of an emergency. Each form is signed and dated by the supervisor and the employee.W
41、eingart, S., Kochan, C., & Hedrich A. (2001). 3rd ed. Developing orientation programs for new employees. In: Staff development. Chicago, IL: American Library Association. Wilding, T. (1995). Training and development for library staff. In G.B. McCabe & R.J. Person (Eds.), Academic libraries: their ra
42、tionale and role in American higher education. Westport, CT: Greenwood Press. Changes in resources and technology demand librarians maintain professional currency and proficiency. When administrators do not support or provide opportunities for staff development, recruitment and retention suffer. Thr
43、ough consortia agreements, formation of staff training committees and training trainers in-house, budgets are not jeopardized. Administration needs to support, plan and budget for staff development opportunities to ensure satisfactory patron service, and staff morale and expertise. Yessin, G. (2004). Orienting new employees: Law Libraries 101. Law Library Journal 96(1), 193-203.Developed by the reference librarian at Florida A&M University College of Law, this article presents guidelines for new employee orientation in law libraries.
