ALA-accredited schools of library and information science produce several thousand new librarians yearly, and many of these graduates are assigned supervisory responsibilities relatively early in their careers. Most have responsibility for facilitating the work of others, preparing budgets, planning and evaluating programs, making staffing decisions, and maintaining the safety and security of assets that include funds, related property, and library buildings. Others find themselves in leadership roles that require interfacing with other organizations, mobilizing community support, and representing their organizations to their users and supporters.
Experience suggests that the approach of these librarians to their supervisory duties and the success of their efforts will have a strong influence on their job satisfaction, the productivity and job satisfaction of those whom they supervise, and the quality of services their organizations provide.1 Yet there is little recent information that focuses on the knowledge and behaviors that new supervisors associate with successful supervision in library settings or the resources and training experiences that currently facilitate their transition.
The data reported here reflect an initial effort to remedy this situation through an informal study undertaken by the LAMA Education Committee.
Digital Object Identifier (DOI)
Reprinted from Library Leadership and Management, Volume 21, Issue 1, Winter 2007, pages 13-19.
© ALA, 2007.
Arns, J. W., & Price, C. (2007). To market, to market: The supervisory skills and managerial competencies most valued by new library supervisors. Library Leadership & Management, 21(1), 13–19. https://doi.org/10.5860/llm.v21i1.1657