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REFEREED ARTICLE
Retention begins before day one:
orientation and socialization in
libraries
Connie Chapman
Received 20 August 2008
Reviewed 29 September
2008
Fraser Valley Regional Library, Maple Ridge, Canada
Abstract
Purpose – The purpose of this paper is to promote the notion that an orientation plan and
socialization to the culture of the organization are crucial components for the retention of library
employees.
Design/methodology/approach – A review of selected literature was conducted from both within
and outside librarianship to determine the relationship orientation and socialization have to retention.
Findings – Employee orientation is a multi-stage process utilizing both formal and informal
activities that help assist the employee to become part of the culture of any organization, including the
library. A human resources program that includes well-planned processes for recruitment, selection,
orientation, socialization and retention will help a library be more competitive as librarians retire.
Paying attention to these processes is increasingly important as we enter the period in which the baby
boomer generation is moving toward retirement.
Practical implications – As baby-boomer librarians retire, libraries should strive to maintain
retention by improving current orientation practices and assisting with socialization to the
organizational culture. The orientation process and retention can be improved by the use of checklists,
the support of the immediate supervisor, and appointing a mentor.
Originality/value – The paper provides considerations that may assist planning approaches for
libraries considering future staffing in a shrinking employment market.
Keywords Career development, Socialization, Retention, Mentors, Libraries, Librarians
Paper type Literature review
New Library World
Vol. 110 No. 3/4, 2009
pp. 122-135
q Emerald Group Publishing Limited
0307-4803
DOI 10.1108/03074800910941329
The importance of employee retention in libraries becomes increasingly relevant in both
the USA and Canada as large numbers of library staff, including librarians, are expected
to retire within the next ten years. The vacancies resulting from this pending
demographic shift are likely to increase competition among libraries for a decreasing pool
of librarians and library leaders. This paper is based on the notion that libraries may be
about to experience staffing issues the like of which they have not previously experienced,
but that there are also potential interventions which may positively affect libraries in their
efforts to offset some of the problems raised by this impending demographic shift.
A study of recruitment and retention of public library administrators in Britain
prior to 2000 (Usherwood et al., 2000) showed that one third of staff left because of poor
future job prospects, while one quarter left because of organizational characteristics.
About three quarters of the respondents expected junior professionals to stay three
years or longer in their first library job. The study concluded that prior to 2000 there
was very little movement out of the library profession, but movement instead to other
public libraries. One can well imagine how the outcomes of this earlier study might
change as the pool of potential library employees becomes dramatically smaller, as will
be the case in the next decade.
Ingles et al. (2005), in a recent study of Canadian librarians found that more than 75
percent of senior librarians have worked for the same organization for at least 11 years.
Unfortunately, because past turnover has been low for professional librarians – in this
case, in Canada – there appears to be very little research conducted on turnover rates
on library staff in particular.
Hence, the concepts explored in this paper come from a cross section of human
resource literature. While libraries and library staffing certainly have particular
characteristics, it is also the case that libraries may share similarities with other
workplace organizations. Indeed, the demographic shift is being faced by all workplace
organizations, and as such, this paper is based on the assumption that human
resources literature from fields other than libraries, as well as literature related
specifically to libraries, may be of use in considering how to address the human
relations issues arising from the pending demographic shift.
This paper references selected literature related to concepts of new employee
orientation, socialization, and retention. New employee orientation in particular is
examined as a process, with emphasis on the socialization aspects, which takes place
during the first year of employment. Based on ideas present in some of the literature
reviewed, the orientation process is seen as multi-stage and combines both formal and
informal activities. It is concluded that a human resources program, which is based on
a comprehensive understanding of orientation, socialization and retention, will help a
library be more competitive in the face of a potentially declining pool of employee
candidates.
1. Introduction
High birth rates in many developed countries after the second world war resulted in a
generation known as the “baby-boomers”. The majority of the world’s baby-boomers
were born in the USA, Canada, New Zealand, Australia, and the UK between the years
of 1946 and 1964 (Whitmell, 2002). The baby-boomer generation has moved like a big
bubble from birth to retirement, creating the need for more schools and universities
along the way, and influencing the workplace and consumer spending. This cohort has
dominated the workforce for many years and its members are now entering retirement
and will be retiring in ever increasing numbers.
In libraries across North America there ought to be great concerns about the large
number of librarians who will be retiring in the next decade. A 2003 US survey
estimated that 60 percent of librarians in the USA were 45 years or older (Matarazzo
and Mika, 2004) while in Canada, a similar survey found that 65 percent of librarians
were over the age of 45 years (Ingles et al., 2005). While studies indicate that librarians
do not have high turnover rates generally (Ingles et al., 2005; Usherwood et al., 2000),
the upcoming demographic shift does create a sense of urgency for libraries to examine
their methods of retention in a competitive market.
As libraries begin to face this apparently inevitable prospect of entering a very
active hiring phase, it is argued in this paper that the human resources literature
provides evidence to suggest that libraries may draw on a number of human resource
strategies to positively affect their human resource options. For example, a key may be
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improving the process of employee orientation. Effective employee orientation may
enable libraries to maintain a high retention rate by strengthening the first impressions
of the organization, and ensure new recruits actually fit into the organization
The period of time from when an employee starts a job until the time the person is
considered part of the organization, is commonly referred to as the “orientation” period,
but this period can be also known as “induction” (Omidsalar and Young, 2001), “new
employee development” (Holton, 1996), “organizational socialization” (Ballard and
Blessing, 2006), “onboarding” (Katz, 2008), or “organizational entry” (Kennedy and
Berger, 1994; Simmons-Welburn and Welburn, 2003). For the purposes of this paper
the term “orientation” will be used.
However, orientation is just one part of a library human resources plan that should
include recruitment, selection, training, socialization, and retention. Omidsalar and
Young (2001) connect the processes of orientation and training in complementary roles.
The authors note that orientation focuses on attitude or motivation, while training
deals with the development of knowledge, skills and attitudes, with an emphasis on
skills. The authors consider the main goal of orientation to be socialization, which
“focuses on how individuals learn the beliefs, values, orientations, behaviors and skills
to fulfill their new roles effectively within an organization” (Omidsalar and Young,
2001, p. 22). Omidsalar and Young (2001) state that orientation is important for a
variety of reasons, but mainly to help the employees develop a commitment to the
organization and to increase retention.
2. Employee retention/turnover
Before examining in detail new employee orientation as a strategy for retaining new
staff, research literature should be examined more generally related to retention and
turnover. The following section includes an examination of research related to the
seriousness with which some organizations have addressed the issue of retention and
turnover, with some comment on the cost implications of not doing so.
Friedman (2006) and Hacker (2004) found new employees’ decisions about whether
or not to stay employed in an organization appear to happen fairly swiftly. Generally,
employees who plan to leave an organization decide within the first few days or weeks
on the job. Kennedy and Berger (1994), in a study of new employees in a variety of
organizations, found that over one third of the new hires left during the first month. In
a Wal-Mart study of entry-level, hourly positions, 67 percent of the first-year turnover
happened in the first 90 days (Peterson, 2005). These studies examined the turnover
rate only, not the reasons why people left their jobs.
Many corporations have examined employee turnover rates and have committed
additional resources to improving their orientation programs as a method of improving
retention. Hammers (2003) found that a US national bank experienced a turnover rate
of 51 percent in 1999, while Corning Glass and Texas Instruments were so concerned
about their turnover rate that they re-examined their orientation programs (Omidsalar
and Young, 2001; Zemke, 1989). By the end of the second year of its new orientation
program, Corning Glass Works noted a turnover rate that was 69 percent lower than
the turnover among employees who had not received the orientation (Zemke, 1989).
Texas Instruments experienced a turnover rate that was 40 percent lower for
employees who had attended a new orientation program compared with employees
who had attended the original orientation program (Zemke, 1989).
US retail giant, Wal-Mart, experienced a turnover rate of 70 percent in 1999 before
they revised their methods of recruiting and orientation (Peterson, 2005). Wal-Mart’s
strategy to improve retention began by training managers about recruiting and
interviewing techniques, introducing behavioral instruments as a recruiting tool, and
including managers in new employee orientation. In 2003, Wal-Mart noted a 44 percent
turnover rate compared to the retail industry average of 65 percent (Peterson, 2005).
According to Friedman (2006), failing to integrate the employee into the
organizational culture is a frequent contributor to low retention rates. If there is no
welcoming atmosphere, the decision to leave may be very quick (as mentioned earlier
in this paper). National City Corporation (NCC) has embraced the notion of offering a
welcoming environment for new employees. NCC managers attend workshops that
teach communication skills, how to create a supportive work environment, and how to
select buddies for new employees. Buddies also attend workshops to learn coaching
skills for assisting new employees. These training functions for supervisors and
colleagues reduced the turnover rate at the organization and new employees are now 50
percent less likely to leave in the first three months of the job (Hammers, 2003).
By developing a human resources plan that includes a recruitment, orientation,
training, and retention program, organizations can improve their ability to attract,
retain and motivate good employees. Gering and Conner (2002) recommend a retention
strategy that includes a business plan, a value proposition, progress measures and
management influences. The business plan identifies the cost of employee turnover
and helps managers to determine whether a retention problem. The business plan
should also provide some solutions as to how the organization can resolve the
problems that result in turnover. The value proposition identifies the organization’s
unique characteristics which can then be promoted when recruiting so as to attract
employees who identify with those characteristics. An organization can measure the
effect of the retention plan by methods such as noting whether absenteeism or
tardiness is reduced, whether employees volunteer for community service or special
projects sponsored by the organization, and whether employees recruit their friends.
Finally, management needs to show its commitment to its employees by rewarding
them for their successes but also by taking corrective or disciplinary action where
necessary. Employees want to know that they are valued and that their employer has
invested in a relationship with them.
Simmons-Welburn and Welburn (2003) describe the initial period in a new job as a
time when new employees try to make sense of the organization and define their role in
relation to the organization. They theorize that if new employees have unmet or
unrealistic expectations, they will leave an organization prematurely. It is quite
possible that the organization itself has promoted unreal expectations beginning with
the recruiting and selection process. One way to reduce surprises has been successful
for Federal Express, a US-based courier service. It utilizes peer recruiters to help select
recruits and give job applicants a realistic understanding of the company and its jobs
(Denton, 1992). The interview should also be constructed so that the interviewer can
assess the skills and ascertain whether the person’s personality and work style fit the
company’s culture. One method is to ask the interviewee to respond to questions about
situations that are pertinent to the organization. Some researchers (Friedman, 2006;
Katz, 2008; Steel et al., 2002) have also noticed an increase in the use of personality tests
during the interview process to determine the fit with the organization.
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Kawasaki (2006) recommends that libraries develop a retention program that
includes orientation, professional development and training. Spending the time to help
a new librarian feel part of the library helps to keep them around. A retention plan
should have a mission statement with goals and outcomes. Kawasaki’s suggested plan
is based on a university student retention model at the University of Alaska. His list of
recommendations for the first six weeks includes:
.
provide meaningful work;
.
provide appropriate tools to do the work;
.
participate fully in orienting new hires;
.
provide opportunities to make connections within the library organization and
the institution;
.
create an environment that provides elements for asking and seeking out; and
.
information and professional development (Kawasaki, 2006, p. 231).
The program needs to be flexible to accommodate for employee needs. Everyone in the
library has a role to play, whether it is to provide information or to be supportive of the
new employee. Developing a retention program as part of an overall human resources
plan will help to save money recruiting new staff and will make the current staff feel
valued and appreciated.
It is costly to recruit, hire and train new employees. Staff salaries and benefits are
typically the largest expenditure in an organization’s budget. Costs for hiring include
recruitment, training, and loss of services until a new employee is hired and skilled
enough to attain efficiency at the job. There are also financial and social costs caused
by the extra burden placed on other staff members who must take on additional duties
until the new employee is hired and on board. Estimates of the costs to replace an
employee vary greatly, but they range anywhere from one third of an employee’s first
year salary (Omidsalar and Young, 2001) to the equivalent of one whole year’s salary
(Gering and Conner, 2002; Stanley, 2008).
While management may consider conventional turnover rates simply to be the cost
of conducting business (Stanley, 2008), these rates may clearly represent a significant
drain on already-tight budgets and, if the turnover rate increases unnecessarily, the
costs can quickly create a profound effect on the organization’s budget. So the potential
cost of turnover of new employees alone would argue that seeking a preventive
strategy might be worthwhile.
3. The orientation process
Based on the above experiences, the remainder of this paper sets out the notion that a
comprehensive plan of new employee orientation and socialization can be a useful
aspect of a human resources strategy oriented toward increasing retention. Implicit in
this is the idea introduced at the outset of this paper, that it is time that library
management began to pay serious attention to such strategies, as they will likely
become increasingly important to organizational effectiveness and perhaps even to
survival.
The first days on the job can be very stressful for new employees and the
organization can help reduce the stress with a well-planned orientation program.
Kennedy and Berger (1994) propose that the major goals during early days should be to
“diminish feelings of social and emotional vulnerability, decrease stress, and allow new
employees to learn the interpersonal and operational skills necessary for success in the
new position” (Kennedy and Berger, 1994, p. 59).
Workplace orientation usually involves programs of short duration designed to
provide basic information about the organization that will help reduce the initial stress
of the new job (Holton, 1996). Job training, which is the learning of skills and tasks of a
particular job, often occurs at the same time as, and in combination with, the
orientation process, particularly in smaller organizations.
Approximately 92 percent of organizations provide some form of orientation for
new employees (Tyler, 1998). However, these programs need to be well planned in
order to achieve the desired results. If orientation is not done well, it can reduce
effectiveness, contribute to dissatisfaction and turnover, and affect future recruitment
efforts (Hacker, 2004; Zemke, 1989).
The orientation process often takes place over an extended period of time and
occurs in a variety of ways. Hacker (2004) identified three stages of orientation. The
first stage, “pre-hire”, takes place immediately after the employee has accepted the job
but before actually starting the job. During this time the employee should receive
general information about the company, the benefits and an employee handbook. The
second stage, “post-hire”, takes place from the first day of employment through the
first week as the newcomer goes through the process of learning the new job and
becoming familiar with the organization. The third stage continues beyond the first
week and typically can last up to one year as the new employee becomes comfortable in
the new job. Tasks for this stage of orientation do not necessarily need to be done
immediately and include setting goals and determining future training needs. Hacker
(2004) states that by improving the orientation program, the retention rate for an
organization can improve by 25 percent.
Orientation takes place over stages and the methods that are used are both formal
and informal. An orientation typically includes a formal program that is planned and
conducted by the human resources department or other designates. The formal
orientation commonly includes a general orientation to the company and a specific
orientation to the department (Ku and Kleiner, 2000). During the general orientation,
the new employees learn the history of the organization, complete forms, and learn the
standards of conduct, discipline policy and safety. The specific orientation includes
meeting the staff in the immediate department and tours of the organization’s facilities.
Ku and Kleiner (2000), claim that the main goal of the formal orientation is to make the
new employees feel good about the company and to show them how they fit into the
company.
Orientation also includes an informal aspect which is unplanned and unofficially
conducted by fellow workers. During this informal orientation, the new employee
learns the language and the values, myths and rituals of the organization. The support
of the supervisor during this stage is very important and acceptance by colleagues is
crucial for instilling a feeling of belongingness in the organization (Ku and Kleiner,
2000). The informal orientation is a very important component for the adjustment and
socialization of the new employee within the organization.
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4. The socialization process
As mentioned early on in this paper, Omidsalar and Young (2001) suggest that
socialization is complementary to orientation as a component for assisting new
employees in making the transition in the new job. The following discussion
demonstrates that there is more literature acknowledging institutional culture and
effective or ineffective socialization with regard to libraries than that related to the
concept of orientation in libraries.
The term “organizational socialization” describes the process that employees go
through to learn about their new jobs and adapt to the roles and culture of the
workplace (Klein and Weaver, 2000). Organizations have distinct cultures, that is, the
assumptions that people share about the values, beliefs, norms, symbols, language,
rituals and myths of that organization (Sannwald, 2000). The culture develops and
evolves over time and new employees must learn the culture in order to fit in. The
formal orientation can assist with the organizational socialization by providing
information about the organization, job and culture to new employees. The informal
socialization as the newcomers learn from fellow employees and participate in the
organization is even more beneficial.
Omidsalar and Young (2001) found that many orientation programs focus on
attitude or motivation and the primary goal of orientation is socialization. Ashforth
and Saks (1996) also emphasize the importance of socialization, noting that it facilitates
the adjustment to the organization. Cable and Parsons (2001) concluded that when the
new employees’ personal values become aligned with the organization’s values, the
employees are more likely to be committed and less likely to quit. Their survey found
that positive social support within an organization resulted in a shift towards the
organization’s values.
Writing particularly about libraries, Sannwald (2000) notes that libraries have a
strong culture that is embedded in practices and policies. He describes libraries as
exhibiting typical cultural traits such as conservative, traditional, and bureaucratically
controlled. Libraries place a high priority on constructive interpersonal relationships
and conflicts are often avoided. Employees are expected to conform and be supportive
and constructive when dealing with others. New employees who violate the cultural
norms may never be accepted within the organization. It is very important to provide a
well-planned orientation to provide information and support to help the employees
learn the organizational culture.
The socialization aspect has also been examined in academic libraries. A survey of
members of the Association of Research Libraries conducted by Black and Leysen
(2002) found that only one third of the entry-level librarians rated general orientation
sessions as important. The survey identified the supervisor as the most effective
influence during the orientation process. More significantly, Black and Leysen (2002)
detected a feeling of isolation among new librarians. Many reported that they felt alone
and disregarded because they did not have experience. The authors concluded that in
order to help reduce feelings of isolation, the supervisor should define the expectations
required of the new employee, act as a mentor, and introduce the new librarian to
important resources and individuals.
Simmons-Welburn and Welburn (2003) surveyed human resource administrators at
16 academic libraries. Fourteen of the libraries had a formal orientation process but
Simmons-Welburn and Welburn (2003) found that the greatest effect on the
socialization of the new employees was from the support of supervisors and peers
through informal processes. This informal socialization had a greater impact on job
satisfaction and professional commitment than did formal orientation.
The North Carolina State University Libraries (NCSU) has adopted an orientation
process that emphasizes socialization as the primary goal (Ballard and Blessing, 2006).
It took several years of research and trial and error to design an orientation program
that started with only a checklist. After much research and revision of its orientation
program, the current orientation consists of sessions that focus on library culture and
values, orientation checklists that ensure that supervisors welcome employees and
cover policy and procedures, and one-on-one meetings with appropriate individuals
and the new staff. No distinction is made between librarians and support staff; they are
oriented at the same session. The orientation also includes tours, as the NCSU believes
that a more stimulating experience will enhance the socialization process. As was
noted in other studies, the supervisor or management is crucial to the socialization of
the new employee. New employees will educate themselves through more informal
means if the supervisor fails to promote corporate values during the first weeks.
Wesson and Gogus (2005) examined the six dimensions of socialization by
comparing individual computer-based orientation with a group social-based
orientation. The group based orientation took place over a week during which
participants were secluded with other new hires, instructors, and presenters. The
orientation involved presentations, videos, reading assignments, team-building
sessions and question and answer periods. In contrast, the computer-based
orientation was self-guided, took two to three days, and covered all of the same
material as the group orientation, using multi-media techniques on a computer. After
the orientation, the participants completed three surveys over a five-month period. The
results of Wesson and Gogus’ (2005) study indicate that participation in the
computer-based orientation led to lower levels of socialization in the areas of people,
politics and organizational goals. They concluded that the missing component in the
individual computer-based orientation was the influence of supervisors and colleagues,
an important factor to the socialization of the new employee.
While it is evident that orientation is a necessary component to acquainting new
employees to the workplace, it is the aspect of socialization that ensures that they will
begin to feel part of the organization. It is the acceptance of the new employee from
supervisors and co-workers that is crucial to whether or not that person will fit in and
stay with the organization.
5. Evaluation of orientation programs
Although orientation programs are difficult to measure successfully, the North
Carolina State University, through evaluations at the end of the program and staff
comments, believes that its orientation programs reduce turnover and absenteeism,
prevent performance problems, promote positive attitudes about the library, and result
in better communication between the supervisor and the new employee (Ballard and
Blessing, 2006). The NCSU apparently plans to conduct a study using structured
follow-up interviews with staff once they have become established in their positions to
determine whether orientation succeeded in preparing the newcomers for working in
the organization. Although many organizations do provide an orientation program,
there is no guarantee that it is effective.
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Zemke (1989) reviewed the orientation programs of a number of large national
organizations and concluded that no orientation, or poor orientation, can reduce the
ability of the new employee to do the job, may contribute to dissatisfaction with the job,
and may result in higher turnover for the company. Sanders and Kleiner (2002)
identified three errors associated with orientation programs: there was too little
information provided to the new employees, too much information, or there was
conflicting information. There is a common tendency to overwhelm the new employee
with too much information during the orientation program. Rollag et al. (2005) state
that newcomers do not have the ability to prioritize the information they receive if too
much documentation and training is provided. They may be overwhelmed as they try
to read every manual, report and database. It is much better to encourage relationships
with co-workers who can help point out what is important. Ku and Kleiner (2000)
suggest that the orientation pace should be flexible and carried out according to the
needs of the individual employee. They recommend that a typical orientation session
should not exceed two hours.
Asking new employees how they rate the orientation is one method of evaluating
the program. Many companies distribute an evaluation questionnaire immediately
after an orientation but new employees may be unable to identify whether or not they
think the orientation has helped them understand the organization. Alternatively, an
evaluation questionnaire may be sent out after employees have been on the job for 2-4
weeks and include questions asking if the orientation met their needs. Changes to the
program can be made based on the feedback and suggestions received (Tyler, 1998).
It also can be difficult to measure whether or not an orientation program has
successfully resulted in the socialization of new employees. A survey of new employees
in a large educational institution was conducted at the end of orientation, then again
two months later (Klein and Weaver, 2000). The employees were assessed on whether a
formal orientation increased their socialization in the organization. Six dimensions of
socialization were used as a measurement:
(1) Politics.
(2) History.
(3) Goals/values.
(4) People.
(5) Performance proficiency.
(6) Language.
The results indicated that employees attending orientation were more socialized on
goals/values, history and people than employees who did not attend the training.
Employees who took part in the orientation also showed a greater commitment to the
organization than employees who did not attend orientation. Klein and Weaver (2000)
theorize that, as these employees had more knowledge of the history and the goals and
values of the organization, they were able to join in discussion with other staff
members and be more quickly accepted.
6. Recommended components of orientation/socialization
There are three important issues for successful orientation:
(1) Checklists ensure that all relevant information is covered during the formal
orientation.
(2) The support of the immediate supervisor is critical.
(3) A peer who acts as a buddy or mentor can be very beneficial in assisting
socialization.
6.1 Checklists
The use of checklists during the formal orientation process is very common. Omidsalar
and Young (2001) identify three areas where employees need specific information:
technical aspects of the job; company standards, expectations, norms, traditions,
policies, etc.; and social behavior. They suggest that a checklist, specific to the
particular job, be developed by a committee composed of members from various
departments, supervisors, and people who currently hold a similar job. If several
people are responsible for delivering the orientation, the use of a checklist is very
helpful to ensure that all issues related to the job are covered. The checklist should be
made available to the new employee and could also include a time frame for each item
and the names of the individuals responsible for each area (Weingart et al., 1998). The
use of a checklist allows the supervisor to ensure that the orientation meets the
expectations for welcoming new employees and covers the policies and procedures.
Reviewing the checklist with the new employee at the end of the formal orientation will
also help reveal whether the employee has a clear understanding of the goals,
objectives, policies, procedures, and expected behavior within that organization
(Omidsalar and Young, 2001).
6.2 Role of the supervisor
For an orientation program to be successful, it must align with the mission and goals of
the organization and have the full support of management. Although the human
resource department may develop and plan the orientation, and various individuals
may be responsible for certain areas of the orientation, it is usually the immediate
supervisor who takes final responsibility for ensuring that the formal part of the
orientation is completed and informal socialization is underway.
Formal orientation programs may be less helpful than peer or supervisor
interactions for the socialization process of employees (Bauer and Green, 1994; Black
and Leysen, 2002; Simmons-Welburn and Welburn, 2003). The organization needs to
understand the importance of the supervisor’s role in the orientation and socialization
and assist the supervisor, if necessary, by offering additional training.
The supervisor is often the bridge between graduate school and the profession as
new librarians enter their first job (Black and Leysen, 2002). Supervisors can act as
mentors, define expectations and protect new librarians from trying to take on too
much in their first year on the job. Supervisors can also connect new librarians to
important individuals and resources. Jones (1988) describes how the supervisor can
ease the new employee into the organizational culture by meeting and holding
discussions, to help the new librarian to “avoid stepping on toes, going to the wrong
person with the wrong question, alienating colleagues and wasting a great deal of time
trying to find out things that the established staff already knows and takes for
granted” (Jones, 1988, p. 233). In an academic library the supervisor can help the new
employee by identifying the place and status of the library in the university setting,
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who the library administration reports to and how the library is perceived by the
university administration and non-library faculty. The supervisor can be very helpful
in interpreting these issues as the social, economic and political context in which an
academic library operates can be much more complicated than that of a public or
special library (Jones, 1988).
Many newcomers are reluctant to ask questions because they feel they need to prove
themselves quickly. Often they take hours as they attempt to solve a problem on their
own when asking a colleague for assistance could provide an answer within minutes. A
good supervisor will continually encourage new hires to ask questions and refer them
to workers who have the best skills to answer the questions. Helping the new staff
member make connections to other employees will help to establish the relationships
necessary to becoming a part of the organization (Rollag et al., 2005).
The supervisor’s attitude to the new employee can affect success or failure.
Sometimes a supervisor may unconsciously or unintentionally contribute to failure by
identifying the employee as weak in the early stages of the job (Topper, 2007). Once a
supervisor has made that decision, it may be very difficult for an employee to regain
credibility as everything that the employee does may be judged as negative. The
supervisor should invest time and energy early to build and develop the relationship
and try to avoid labeling an employee in the early stages of employment.
6.3 The buddy/mentor relationship
The supervisor can also assist the socialization process by assigning a buddy or a
mentor. A buddy or a mentor provides a support network and someone the employee
can turn to for answers (Hammers, 2003; Tyler, 1998). A buddy is paired with the new
employee at the beginning of orientation and will be close at hand to answer questions
during training, while a mentor is generally a senior employee who is available
whenever the new employee needs guidance.
A mentoring relationship has been shown to be one of the most significant factors
contributing to retention, promotion, and long-term success in an organization
(Howland, 1999). The mentor may be assigned or the new employee may choose
someone. Generally a mentor is a more experienced employee who can share
experiences and provide knowledge, wisdom and insight. The mentor can suggest
committees or professional organizations that the new employee might join. The
person in the mentoring role has the opportunity to demonstrate skills and knowledge
while assisting the new employee and this may result in increased personal satisfaction
for the mentor in addition to helping the new employee adapt to the culture of the
organization (Ku and Kleiner, 2000). For organizations where a buddy or mentor is not
officially assigned, new employees can benefit from observing role models and
receiving positive support from experienced colleagues (Cable and Parsons, 2001).
The new employee must play an active role in the orientation process in order to fit
into the organization. Sannwald (2000) recommends that new employees should watch
and listen to pick up on the traits of the organization. They should participate actively
by following the checklists and asking questions. They can observe and model their
behavior on people who are successful in the organization. Berry and Reynolds (2001)
suggest that newcomers learn the language specific to the organization – the
terminologies, job titles, acronyms and expressions. They should find out about the
various types of committees active in the organization. If the orientation provided does
not satisfy the needs of new employees, they can seek out experienced staff members
who are willing to share their expertise or ask to shadow peers in their daily work. In a
study of newcomer involvement in work-related activities, Bauer and Green (1994)
concluded that involved individuals reported less role ambiguity and felt they were
more accepted by the work group than newcomers who were not as involved. Through
the combined efforts of the new employee, management and the other employees of the
organization, a mutually satisfying relationship can develop.
7. Conclusion
A human resources program that includes well-planned processes for recruitment,
selection, orientation, socialization and retention will help a library be more
competitive during the upcoming years as librarians from the baby-boomer generation
retire. All of these processes are closely linked to helping new employees become part
of an organization. The process begins with recruiting and selecting candidates that
will fit into the organization’s goals and culture. Orientation/socialization begins as
soon as the candidate is hired and continues during the first few days of employment
up to a year as the new employee is socialized and finds a place in the organization. All
library staff members involved in these processes should be provided with the training
necessary to help them find and keep employees that will fit in well with the
organization.
The recent studies conducted in Canada (Ingles et al., 2005) and the UK (Usherwood
et al., 2000) indicate there will be a possible shortage of librarians to replace retiring
librarians in the next decade. Libraries cannot delay evaluating their human resources
plan for the future. Library management must realize that in order to keep library
employees, retention plans need to begin before day one of employment.
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About the author
Connie Chapman is currently a student in the Executive Masters of Library and Information
Science Program, School of Library and Information Science, San Jose State University, San Jose,
California, USA. The anticipated graduation date is August 2009. She has been employed at
Fraser Valley Regional Library, Maple Ridge, Canada since 1995, with experience in circulation,
acquisitions, training and orientation. Connie Chapman can be contacted at: chapman.connie@
gmail.com
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