Dunn & Wilson scholarship project 1995

Discussion and conclusion

The observation and interview data and the background of the participants in this study evidenced a higher level of functioning than had previously been described. The supervisory/management role of library technicians has certainly extended in the past fourteen years since the task analysis reported by Smeaton (1984, p34) which was compiled as a basis for curriculum decisions for some library technician courses.

The evidence of this study could clearly be used as an argument for the potential of library technicians, particularly in the technical services areas of academic libraries (and I do view interlibrary loans processes as technical). It can also be used to counter the underutilisation arguments, however, this must be done against the context within which the participants operated. Wilma remained in a position which had been reclassified according to award restructuring requirements, and both Sandra and John had gained their positions in an organisation that selected staff on the basis of merit rather than qualification. Their positions had not been defined as 'library technician positions' and there was no indication that this would be reconsidered in future; in fact the interlibrary loans position was advertised as requiring either the professional or the paraprofessional qualification. I therefore agree with Kreitz and Ogden (1990) that the profession will continue to be faced with the problems of 'trying to define what it is that each class of library employee does that makes it unique and thus rewarded differentially' (p301).

In light of the linking between practice and education, and the contribution competency standards can make, suggested by Doyle (1995) and Williamson and White (1996), one needs to ask what does this mean for library technicians when considering the current, higher level of functioning of the participants in this case study? Much can be learnt from the Curtin Library and Information Service (LIS) application of the national library competency standards as a management tool. Curtin University of Technology had identified twelve core competencies:

1. Communication
2. Financial management
3. Information management
4. Interpersonal skills
5. Leadership
6. Organisational understanding
7. Outcomes management
8. Quality client service
9. Self management
10. Situation solving/decision making
11. Specialised or technical knowledge and abilities
12. Team management (Williamson & White, 1996, p17)

These competencies were certainly evidenced in the case study, however, linking of competencies to such exemplars of higher-level functioning in isolation would serve no purpose according to the Curtin experience. Where the Curtin competencies above were used 'where relevant to extend, develop or enhance the library industry competencies' (Williamson and White, 1996, p37), linking of competencies to HEW levels in order to accumulate competency profiles warrants a very comprehensive approach. They can then be used 'in establishing the climate and context for industrial reform' (p37) in regard to career development and training and thereby benefit library personnel and the industry. It would certainly provide individuals, whether they be library technicians or not, with the opportunity to realise their potential.

When considering how graduates would develop the expertise to be able to practice at the level of the case study participants one must firstly consider their educational input and whether it has been related to outcomes and the assessment of the graduate's level of competency. What assessment methods are used? Have the graduates been adequately assessed in order to demonstrate that their level of competence will allow them to cope at Level 3 or Level 5 within the Australian Standards Framework (ASF). ASF3 requires competence in order to accept 'responsibility for co-ordination of a work area and/or group, and/or of a small budget', and the ASF5 demands a level of competence to accept 'responsibility for organising and leading in a work area' (Arts Training Australia, 1995, p[10]).

The case study data suggests that the participants have all gained an enormous amount of skills, knowledge and expertise in the six or seven years since graduating and it is this that has mainly contributed to their effective functioning at the higher level. Undergraduate courses for library technicians cannot be expected to provide the required input and therefore consideration might be given to what postgraduate courses may be required. Bowden and Masters stated that they 'have found it useful to develop a conceptual model of the relationship between observable practice and underlying capacities which make competent practice possible' (1993, p155). Therefore what library technicians operating at the higher level do and what skills, knowledge, attitudes, and beliefs are essential to that doing could be useful information in determining the requirements for further education, training and development of library technicians. This case study provides at least some of that information with enough evidence to indicate that the role of library technicians does extend beyond the ALIA definition in the work level guidelines for librarians and library technicians. At the date of writing this report, the ALIA guidelines are being extensively revised and hopefully will reflect some of the changes inherent in the practice of higher-level library technicians.

Additionally, considerations about competence which as previously mentioned Quirk (1994) defined as 'a stage of development of learning leading to expertise' (p15) would require investigations about the operational differences on the career path between the novice and the expert. The findings of such action based research could underpin future courses specifically targeting library technicians in management/supervisory positions, such as the AIMA institute for library technicians.

Rider (1996) suggested that 'to meet the needs of the 21st century, libraries will want to maximise the potential of all library staff to develop new roles and contribute successfully to the mission and goals of the future library' (p31). It would seem that the library administration at the Universities of Melbourne and University of Western Sydney, Macarthur have taken this maxim to heart and may contribute to library technicians getting what they want which according to Oberg (1992) is 'respect, trust, collegiality, just compensation, and a future - in short, a career and not just a job' (p107).