Australian Library and Information Association
home > awards > LTResearchAward > 1999 > 1999 Dunn & Wilson Scholarship project		  

Dunn and Wilson scholarship project 1999 Changing roles, changing goals: transferring library technician skills beyond the library

Skills analysis of library technicians

Scope

The proposal was to undertake a study of the skills of library technician. The analysis of a broadly defined skills base proved to be a challenge as skills analysis is traditionally undertaken to offer one of the following:

  1. To establish/identify skills and knowledge requirements for a specific position (workplace design; recruitment);
  2. Assessment of an individual to determine current skills levels and to identify training needs.

To achieve the overview required for this study it was necessary to rely on currently available information sources. The resources utilised were

  1. ALIA Work Level Guidelines
  2. National TAFE Course unit components
  3. National Competency standards

Methodology

It was proposed to examine the current TAFE course units and their elements, the Library Industry Competencies and to consider ALIA Library Technician workplace guidelines to extract broad functional skills and knowledge.

  1. Contact was made with course coordinators of all Library Technician courses throughout Australia, with a request (Appendix 6) for available information about the course structure, specifically the skills/knowledge and attitudes that are developed throughout the course. The responses received ranging from handouts supplied to prospective students to email attachments containing full course and element descriptions.
  2. ALIA Workplace Guidelines are readily available both in print and through the Association's website (Australian Library and Information Association)
  3. The 1996 Arts Training Australia Library Industry Competency Standards (Arts Training Australia, Australia. Department of Employment Education and Training et al. 1995) and the 1999 Museum and Library/Information Services Industry Training Package (Australian National Training Authority and CREATE Australia (Culture Recreation Education and Training Enterprise Australia) 1999) were examined.

ALIA Work Level Guidelines

The ALIA Work Level Guidelines establish a core representation of workplace performance standards expected of individuals after qualification and through on-going professional development. It is expected that not everyone will fit these guidelines exactly and indeed there would be many library technicians who work beyond the scope of the stated responsibilities. The guidelines were utilised as method of identifying the skills and knowledge that would be expected as a result of undertaking the formal courses. The Guidelines also recognise the associated 'general skills' that underpin the formal education process. Generic skills development is further discussed later in this report.

In principle I have set the research at a core level for the majority of library technicians, however I am including a consideration of the skills and knowledge of Level 1 librarians in recognition of the many library technicians who have these responsibilities as a part of their role.

In table 1 is listed the associated general skills and attributes of each level as defined by ALIA. These are considered essential skills in career development planning.

Table 1 - general skills


Technician, practitioner stage 1
  • Interpersonal skills, accuracy and data interpretation
  • Communication skills, written and oral
  • Use of information technology, including word-processing, spreadsheets, desktop publishing
  • Use of multimedia and audio-visual equipment, e-mail operations
  • Document imaging and management
  • File transfer and file management
  • Ability to perform complex tasks under pressure
  • Commitment to quality management processes
  • Quality customer-service principles
  • Ability to contribute to the team
  • Time management
Technician, experienced practitioner
  • IT maintenance (eg: internet connections, PC networks, printers, CD-ROMs)
  • IT, multimedia and audio-visual skills
  • Flexibility and adaptability in the work environment
  • Interpersonal skills
  • Excellent verbal and communication skills
  • Time-management skills
  • Excellent organisational and supervisory skills
  • Leadership in the workplace
Professional Practitioner, Level 1
  • Communication skills (oral and written)
  • High-level skills in information technology
  • Team work
  • Ability to work independently
  • High self-achievement standards
  • Creativity and ability to develop new ideas
  • Staff management and leadership skills
  • Capacity to cope with change
  • Decision-making skills

ALIA defined library specific skills and knowledge are listed in Table 2. These skills represent the fundamental core of the library technician course and are recognised by ALIA.

Table 2: Australian library and information association work level guidelines


ALIA Level Technician, practitioner stage 1 Technician, experienced practitioner Professional practitioner, level 1
Qualification Recently qualified LT requiring on-the-job training
LT with consolidated experience
 Newly graduated Librarian
Responsibilities/Skills
  1. Basic cataloguing procedures
  2. Collecting, recording and preparing information for in-house reference files and indexes
  3. Ordering and accessioning resources
  4. Processing inter-library loans
  5. Materials repair
  6. Operating circulation systems
  7. Bibliographic checking
  8. Answering simple reference queries
  1. Operation of information services and systems
  2. Supervision of staff requiring initiative and judgement and the application of established practices, procedures and standards.
  3. Knowledge of information resources
  4. Use of a wide range of information tools, equipment and technology
  5. Assisting in the planning, reviewing and reshaping of operating systems
  6. Management and supervision
  7. Training and education
  8. Design and implementation of policies and procedures
  9. Marketing and promotions
  10. Resource evaluation and selection
  11. Client services
  1. Reference services, including on-line information retrieval
  2. Training and education
  3. Information access - bibliographies, indexes and in-house data and cataloguing
  4. Assisting with collection management
  5. Providing services to specialist areas, such as children's services or local history
  6. Assisting with promotion and publicity activities
  7. Delivering information literacy training programs

Competency Standards

Competency standards are statements that set out the knowledge, skills and the application required for effective performance in employment. Competencies are industry specific or generic and for library technicians it is important to consider both for effective and successful career development and/or transfer.

The purpose here is not to provide a history of the development of library competency standards (see Williamson and White 1996), but to use them to assist in the development of a skills, knowledge and attitudinal breakdown.

Library Industry Competency Standards

The Library competency standards were first 'endorsed' in 1995 to formally identify primary competencies with the key aim being

  1. Introduction of flexible training pathways to meet individual and industry needs
  2. Improved transferability and portability of skills within/across industries, enhancing career path options
  3. Establishment of national qualifications and course accreditation procedures
  4. Development of articulation and pathways between courses and institutions

Competency Standards recognise that performance at work is underpinned not only by skills and knowledge, but by prior learning, either through on the job or life experience. The standards are therefore inclusive of all these elements and are not simply a statement of tasks and duties. Individuals can use the standards to better understand what they do and/or what they need to know to succeed in their careers and to identify other areas of employability.

Arts Training Australia (Now CREATE Australia) developed Australia's first Library Industry Competency Standards and published them in June 1995. In 2001 a new Training Package, developed by Create Australia in consultation with the Library Industry has been implemented by National Training Authorities, including TAFE.

What became evident whilst undertaking this study was the necessity of identifying the skills and knowledge in a 'generic' format that could be easily constructed into terminology acceptable to a broader audience. It would not, I think, be incorrect to assume that the majority of library technicians recall their formal training with reference to the specific Units of study eg: Bibliographic Control or Basic Reference Skills. Relying on this to identify skills leaves the individual at risk of reduced career opportunities. Career paths would be limited to choosing roles that use explicitly stated library terminology.

Offering mapped links between the course units and the Library Industry competency standards was one way of facilitating this broader view. Both the 1996 and 1999 competency standards have been utilised in an attempt to provide a broader vision.

The 1996 Library Competency Standards were divided into three streams each of which were further divided into key functional areas. These are broad generically focused divisions that offer an overall picture of the scope of library work.

Table 3: 1996 Library Competency Streams


Working with clients Working with information Working with others
Provide services directly to clients Develop and maintain information for client access Work in a service environment
Maintain client awareness and education Organise information for client access Maintain work effectiveness in a changing service environment
  Develop and maintain infrastructure  

Appendix 1 maps the key competencies of both the Arts Training Competency Standards and the Library and Information Industry Competency standards to Units of study used in the National TAFE curriculum. The current standards offer clearer mapping of the knowledge development to the competencies. The benefit of mapping lies in identifying competencies achieved through the study of specific units.

Examining both competencies extracts the following broad functional skills and knowledge of library technicians (Table 4). Library specific terminology has been amended to reflect broader concepts. The knowledge level and expertise of an individual in relation to these would, of course, be dependant on original training strengths and subsequent experience.

Table 4: Library Technician Knowledge and Skills extracted from Industry Competencies (non-library specific)

  1. Use the internet
  2. Acquire and process information and resources for access
  3. Analyse and describe material
  4. Provide client services
  5. Assist with programs, activities and promotion
  6. Manage and maintain service areas, resources and equipment
  7. Collect, analyse and evaluate information for research
  8. Contribute to effective working relationships
  9. Contribute to promotional programs and activities for clients
  10. Contribute to structuring information systems
  11. Contribute to the organisation and coordination of the work of others
  12. Contribute to the planning and acquisition of computer systems
  13. Coordinate selection and acquisition of information
  14. Deliver programs for clients
  15. Deliver training
  16. Develop and improve systems and processes
  17. Consult with client groups
  1. Establish and manage effective workplace relationships
  2. Maintain information access
  3. Lead a team
  4. Maintain and modify technological applications
  5. Manage own work, development and learning
  6. Migrate to new technology
  7. Knowledge of OH and S policies and procedures
  8. Operate computer hardware
  9. Operate computing packages
  10. Manage, organise and/or coordinate the work of others
  11. Manage, organise and/or coordinate work activities
  12. Organise information for client access
  13. Participate in a work team
  14. Plan, promote and assess training
  15. Prepare, process and store resources
  16. Provide client education
  17. Provide research assistance
  18. Provide training
  19. Use multimedia equipment
  20. Use networked services
  21. Work with others

Generic Competencies

Generic competencies have a key impact in the working environment, and can be seen as being essential in the development of a workforce that is adaptable and flexible. It means a workforce that can apply skills and knowledge in response to the varied requirements of the individual requirements of an organisation. Generic skills are also known as 'transferable', 'core', 'cross-curricular', 'foundation', 'transition' and 'basic skills'.

The importance of generic competencies first came into prominence with the 1984 Karmel Committee report that considered the development of strategies to raise the standards achieved by primary and secondary students in communication, literacy and numeracy. It was in this report that the concept of 'generic competencies' was discussed.

In 1991 the Finn Committee Report (Australian Education Council. Review Committee. and Finn 1991) listed 6 employment-related 'Key Areas of Competence' that contribute to lifelong learning and development.

Communication - Speaking, listening, reading, writing, accessing and using information

Mathematics - Computation, measurement, understanding mathematical symbols

Scientific and technological Understanding - Understanding scientific and technological concepts, skills and their cultural and social impact

Cultural Understanding - Australian context, global issues and the world of work

Problem Solving - Analysis, critical thinking, decision-making, creative thinking, skills transfer to new contexts

Personal and Interpersonal Characteristics - Personal management, negotiating, team skills, initiative, leadership, adaptability to change, self-esteem, ethics

Mayer Competencies

The Mayer Committee was established, in 1992, (Australian Education Council. Mayer Committee, Mayer et al. 1992) to explore and develop the generic competencies framework further. The brief was to translate the key areas, as discussed in the Finn Report, into an established list of generic or common competencies. In his report Mayer made particular reference to the complexity of modern workplaces, with the move away from specialised jobs to flattened structures and broadly defined roles. In response to this report key competencies are now embedded in and developed as part of the curriculum of many courses, including the Diploma in Library and Information Studies.

'The Key Competencies are not new. In fact they are what trainers and employers have always valued - they are the abilities that make individuals 'stand out' because they are effective and productive, because they are doing a great job.' (Senyk 1997)

Table 5: Mayer's Key Competencies


Key competency Description Skills/knowledge/attitude
Collecting, analyzing and organising information The capacity to locate information, sift it and sort information in order to select what is required and present it in a useful way, and evaluate both the information itself and the sources and methods used to obtain it. Establish the purpose for collecting information

Identify possible sources of information

Locate, sift and sort information in order to select what is required

Organize and, if necessary present information in a useful way

Evaluate the information, its source, and methods used to obtain it
Communicating ideas and information The capacity to communicate effectively with others using the range of spoken, written, graphic and other non-verbal means of expression. Communicate effectively with others in a two way process

Identify purpose, audience and the context

Use communication which is clear, concise and coherent
Planning and organising activities The ability to plan and organize one's own work activities, including making god use of time and resources, arranging priorities and monitoring your performance. Identify, develop and clarify goals

Plan and prioritise activities

Make good use of time and resources

Review progress and work quality

Solving problems The capacity to apply problem-solving strategies in purposeful ways, both in situations where the problem and the desired solution are clearly evident and in situations requiring critical thinking and a creative approach to achieve and outcome. Clarify and define a problem

Explore possible strategies and solutions

Apply strategies to achieve the desired outcome

Evaluate the outcomes and the process
Using Technology The capacity to apply technology, combining the physical and sensory skills needed to operate equipment with the understanding of scientific and technological principles needed to explore and adapt systems. Understand the nature, purpose and use of technology to achieve a given outcome

Select and use technology

Evaluate technology
Working with others and in Teams The capacity to interact effectively with other people both on a one to one basis and in groups, including understanding and responding to the needs of a client and working effectively as a member of a team to achieve a shared goal. Clarify what can be achieved by working with others

Take other perspectives and needs into account

Identify and agree on roles and responsibilities

Contribute and interact effectively to meet team and organisational goals
Using Mathematical ideas and techniques The capacity to use mathematical ideas, such as number and space, and techniques, such as estimation and approximation, for practical purposes. Establish the purpose for any mathematical technique so that the best one can be chosen and applied

Apply mathematical ideas and techniques

Check the outcome to ensure that it makes sense and evaluate the process

Defining the skills

Analysis of the workplace guidelines, library and generic competencies was undertaken to facilitate the extraction of the skills and knowledge into a 'generic' format that could be used when considering alternative career pathways. This is essential to better inform non-library employers of the value of the skills available. Combining the library skills with the general skills offers a solid framework for the identification of transferable skills

Note: the term 'management' includes all functional elements (such as processes and procedures) that contribute to the activity.

Table 6: Defining the skills

Library and Information Skills General skills
  1. Collect, record and organise information
  2. Database management
  3. Organise, maintain and manage materials and resources
  4. Customer services
  5. Client services
  6. Staff supervision and management
  7. Operational management (including budgeting)
  8. Policy and procedures management
  9. Services management
  10. Project management
  11. Technology (including systems, hardware and software use)
  12. Training and education
  13. Marketing and promotions (including presentations)
  14. Research
  15. Multimedia and audio-visual equipment management and use
  1. Interpersonal skills
  2. Communication skills, written and oral
  3. Information technology, (including use of packages such as email, word-processing, spreadsheets, and desktop publishing)
  4. IT maintenance
  5. File transfer and file management
  6. Perform complex tasks under pressure
  7. Team work
  8. Staff management and leadership skills
  9. Decision-making
  10. Time management
  11. Organisational skills
  12. Work independently
  13. Capacity to cope with change

indexprevtopnext
ALIA logo http://www.alia.org.au/awards/LTResearchAward/1999/skills.analysis.html
© ALIA [ Feedback | site map | privacy ] mm.ads 11:31pm 1 March 2010
A a