Introduction

You are entering the profession at a very exciting time. Some people may call it an interesting time. You recall the Chinese curse, "May you live in interesting times". Certainly, you are starting a career in librarianship at a time of m assive change, exploding opportunities and increasing competition, all of which flow from technological developments.

Your next priority, that is, after passing your final exams, preferably with flying colours, will be to get yourself a job. You are all, no doubt, hoping to be lucky enough to find a job that will be the first step in a great career ladder.

Luck, however, in the context of a career, translates into hard work and the foresight to ensure that you fit the jobs you take, that you understand yourself and the dynamics of the workplace, that you continually update, improve and expand yours kills, and that you make a contribution to your profession.

Nobody's career progresses at a consistent rate, and it is possible to plateau, to seem to be stuck at one level with no possibility of moving forward. This is more likely to happen if, during the job selection process, you ignore fit and need. Wh en you are trying to find your first job, the tendency is to compromise fit in the interest of need, and it is relatively common for new graduates to believe that they cannot be selective about positions. Yet, it would be extremely unwise to take a job which does not allow you to grow and to make the ethical and moral choices which are comfortable for you. The pressures caused by the current climate of change will be an added burden and professionals need to be strong and confident to cope with that burden.

Making sure that the job fits you, as well as being fit for you requires some self-examination about fitness for the position. This entails assessing whether you possess the relevant skills or, even better, the potential to grow them.

It also entails assessing the level of enjoyment you will obtain from the duties and responsibilities the position entails. To ensure a career progression that reflects your actual potential, you must ensure that the jobs you take are the jobs you really deserve, not merely the jobs you believe you have to settle for. Perhaps the most important professional characteristic an individual can develop is an understanding of his own unique strengths, ways of working, and work-related needs to the degree that he is able to emphasise them, rather than trying to remake himself into somebody else. Because it is a very personal thing, it can be very difficult for people to come to that understanding, however coming to that understanding almost invariably in volves exposing yourself to a multitude of professional and personal opportunities and experiences.

But how do you form a realistic view of your skills and potential?

First, you accept that you have a blend of interests, talents, skills, and life experiences which are unique and which all, in one way or another, will enrich and enhance your professional performance. Of course, that is not to say you should assume that you are God's gift to librarianship. It is a suggestion that you do not consider your professional skills and talents as something apart from your other skills and talents.

Second, you accept that you are a work-in-progress. It is commonly accepted by senior members of the library profession in Australia that a new graduate has learned approximately 10% of what he or she will need to know about librarianship in the course of a normal career. In other words, each professional is, at every point in his or her career, a work in progress.

If you accept that you are a work-in-progress, and that, therefore, whatever you do is likewise a work-in-progress, that is, a temporary resting place in a continuous creative and learning process, you will more easily internalise the requirement to be vitally involved in engendering change in the workplace. You will also accept more easily your personal responsibility for outcomes and for continual professional and personal growth.

Qualifications, however good, will depreciate rapidly unless you adopt a career planning strategy which involves planned skills enhancement and continuing education. What is learned in the lecture theatre has a very short half-life, particularly in the areas which are heavily technology dependent. The technological generation gap has now shrunk to four years.

However important they may be, it is not your technical skills that will have the greatest impact on your career success. Competency in a range of generic areas, together with a can-do attitude and the acceptance of personal responsibility for dev elopment of new skills and enhancement of existing skills are even more important than technical expertise. It is a fair bet that in all positions you will be expected to operate at a level of excellence - doing the best that can possibly be done. Excellence also requires continual learning. To remain alert and satisfied, individuals also need to keep learning. Learning opportunities can be formal, or informal, and professional reading should be seen as a critical ongoing continuing education opportunity.

Generic competencies

The American Society for Training and Development has identified sixteen knowledge and skill areas critical for all employees. These are:

• Self esteem
• Goal setting and motivation
• Interpersonal skills
• Speaking
• Listening
• Creative thinking
• Organisational effectiveness
• Problem solving
• Teamwork
• Negotiating
• Reading
• Writing
• Mathematics
• Knowing how to learn
• Career development
• Leadership

Possibly only reading, writing, and mathematics, and perhaps, knowing how to learn, will have been directly addressed by formal education. Well-developed powers of observation is a skill central to success in many of listed competencies, and particularly important in interpersonal skills, problem solving, teamwork and negotiation and therefore an obvious omission from this list.

While the list appears very simple, there are some hidden complexities, not the least of which is how these various generic skills are defined. For example, Professor Leonie Still has observed that for Australian men, teamwork means "follow the leader and don't rock the boat", while for Australian women, teamwork generally means "make a contribution and work effectively together for a mutually agreed goal".[1]

In the modern library, management skills are universally relevant. Every employee, whether professional, paraprofessional or support staff, will be required to apply management skills on the job. In addition to continuing education in management there are a number of other generic skills, all of which are contributory factors in management skills. No professional can afford to ignore reading skills, language skills, listening skills, observation skills, and problem- solving skills in developing a personal plan for skills enhancement and continuing education.

Richard Mahoney, the Chief Executive Officer of Monsanto, regards reading skills as essential for success: "People who read more seem to have that marvellous ability to see linkages between related events. That is the most important quality an executive can have."[2] Research supports Mahoney's assertion. In general, the higher a person's reading skills, the higher his professional achievement. It's not just how well you read, what you read is very important. I would make it compulsory for every student of librarianship to view the movie Working Girl. Melanie Griffith plays a character who reads widely. The storyline clearly demonstrates the benefits of reading all sorts of material, and of being able to see the connections between apparently unrelated things. This is a skill which professionals should cultivate. It is not just in movies that making connections leads to success.

Steps up the career ladder will increasingly be through effective use of language. The higher the position the more influence language skills have on success in preparing reports, writing letters and papers, delivering presentations, and participa ting in interviews.

Listening is important, but what is often ignored is that generally more is learned by talking than by listening. Talking affords the individual the opportunity to become aware of what he knows and does not know. Active participation, therefore, a sists in identifying knowledge gaps, and can aid in developing a personal continuing education plan.

In my experience, the more acute an individual's powers of observation, the better the ability of that individual to contribute to the delivery of quality services. Attention to detail contributes to accuracy, efficiency and effectiveness and enhances responsiveness to client needs. It is also important in negotiation, in teamwork, in problem-solving, and in enhancing interpersonal skills.

All performance evaluation data are collected through some form of observation. An effective librarian continually and objectively evaluates the quality of his or her own work, and actively contributes to the collection and analysis of performance data relating to library processes and service delivery.

The focus on problem solving in the workplace will be responsible for a great deal of the post-qualification learning and unlearning professionals must engage in. Improved performance monitoring will demand effective problem-identification and solving skills to ensure that a climate of continuous improvement is maintained.

Exercises vs problems

Throughout your formal education, you have been evaluated on your ability to solve problems that are given to you. However, outside of formal education, problems usually have to be extracted from complex situations. Most of what most teachers cons ider to be problems are not problems at all; they are exercises or questions. The difference between a problem and an exercise is that an exercise is a problem from which at least some of the information which is required to formulate it, that is to ident ify it and fully describe it, is denied to the person who is asked to solve it.

The very popular case method of teaching uses exercises rather than problems. While case studies contain what the author considers to be all the relevant information, much of the information used to formulate the exercises has been filtered out. Separation of relevant from irrelevant information is a critical part of problem formulation and solving, and what is relevant to one problem solver may not be to another.

For example, I might ask two school children the following question: Four birds are sitting on a branch. If I throw a stone at one, how many are left? An urban child, incorporating into the problem the information that this is a mathematical exercise, will answer `three'. 4 - 1 = 3. A rural child may bring to the problem knowledge about the behaviour of birds, and will answer `none.' If you startle one bird the rest will also take flight. Depending on the context, both answers are correct.

A question is an exercise from which the reason for wanting to solve it has been removed. It is an unmotivated exercise, a problem with no context. Nevertheless, the reason for wanting to answer a question determines what is the 'correct' answer. To learn how to answer questions or solve exercises is not to learn how to solve problems; and to learn how to solve problems that are given is not to learn how to take problems from real situations, how to formulate them. This can only be learned in real life. Part of this learning is the realisation that the best place to deal with a problem is not necessarily where the problem appears. for example, headaches are not generally treated with brain surgery, but by taking a pain killer.

Proactive self-management

You will very quickly discover that work is harder than you expect, even when you learn fast, because work involves more than just carrying out assigned tasks. As well as the duties specified in the formal job description, you will need to master skills and to build a reputation. The depth and variety of the skills you master, and the quality of the professional reputation you build will require a self-directed approach and a can-do attitude.

For example, imagine that you have just come to work in one of my libraries, where you are assigned to provide reference assistance in an area of the library where you have little experience. I would expect that you would utilise coping skills and proactively take action to quickly acquire necessary knowledge and skills. I definitely would not expect you to take a passive approach and wait for a more senior person to note and take action to redress your lack of knowledge and skill, for example by arranging attendance at a formal training program.

There are a number of proactive steps which you could take in this particular hypothetical situation to develop your knowledge of the subject in order to ensure that clients are provided with good service:

• learn the classification of the subject
• learn the vocabulary of the subject
• use subject thesauri to help identify synonyms
• use the full range of subject dictionaries, encyclopaedias, and textbooks to build knowledge from a hierarchy of brief to thorough treatments of topics
• read bibliographic and/or literature guides
• conduct very detailed reference interviews to ensure that you fully understand the context and the detail of any reference question
• compile bibliographies, pathfinders and other subject guides
• read literature reviews
• read the prefaces to handbooks and textbooks
• read subject histories and biographies of relevant people
• learn about the subject specific indexes and abstracting services
• identify the review journals and monographic series
• participate in both library related and subject related associations
• query listservs

None of these require permission, large amounts of funds, or inordinate amounts of time, and yet taking some or all of these actions would allow an individual to very quickly build up a working knowledge of an unfamiliar subject field.

You might also check the rest of your general reference knowledge:[3]

• knowledge of resources and collections
• knowledge of alternative resources
• knowledge of when to refer
• knowledge of the organisation
• communications or networks with other libraries
• knowledge of the correct use of all reference tools
• knowledge of organisation and library policies

Your reference skills:

• ability to thoroughly investigate a problem
• ability to know when only a short answer is appropriate
• provision of search strategy to customer
• systematic approach
• awareness of not knowing the answer, and when to refer
• developing of methodology for answering "unanswerable" questions
• clear, logical thinking
• ability to use all resources available,including print, electronic access and telephone
• ability to buy time when you need it
• investigative know-how
• knowledge of library resource and time limitations
• intuitive knowledge when answer given is correct
• ability to answer questions quickly
• effectiveness in interviewing: getting to the customer's real question

and whether you have developed the appropriate behavioural characteristics to enhance your professional skills:

• approachable
• sense of willingness
• friendly attitude
• acknowledge customers who are waiting
• determined to do a good job
• able to deal effectively with problem personalities
• positive attitude and response to questions
• alert to customers needing help but not asking for it

Personal behaviour

In general, career success is not determined solely by occupational choices. Because everyday decisions and actions convey a behavioural picture of oneself to others, peers, supervisors and subordinates reach conclusions about training, development, task allotment and promotion. Moment-by-moment activities are as important to your career progress as the broader avenues within which they occur, and they are wholly your own responsibility.

I expect library staff at all levels to be proactive within loosely specified boundaries. In other words, I have an expectation that staff at all levels will take the initiative to engender change. While you may never be instructed in so many words to be proactive, demonstrated skills and willingness in this area is virtually a prerequisite for advancement. You not only need to take action about problems yourself, you will also be expected to facilitate others to take action.

As I tell my staff, operating a library is a moonshot. Within the libraries for which I am responsible I favour managing services by self-directed teams. If the person whose role within the hierarchy is to perform a vital function, such as navigat ing the moon-buggy back to the spacecraft, is absent, commonsense would dictate that the remaining members of the team need to work together to ensure that they achieve liftoff and docking and therefore get back home to earth safely. In other words, my staff operate in self-directed teams. They have a clear idea of what the purpose of the team is, and they move in and out of leadership roles depending on their individual skills. Thus three or four people can all assume a leadership role in the same team, depending on what particular task that team is carrying out. And these people need not all be at the same level, or even have the same qualifications. We use skills to define responsibility. While this is fairly new in Australian libraries, and therefore, I suspect, in those in South Africa, increasingly, because of the restructuring which has removed layers of middle management and, because of the need to ensure that quality service is provided within the productivity requirements of a lean staff, staff must be multiskilled. If strict demarcation is applied, and the person who knows how to achieve lift-off is not available, then everyone else remains stuck on the moon.

Libraries are vehicles for empowering people, so by what they do, librarians, by definition, are in the business of empowerment. Empowerment is a complex issue, because it is basically about facilitating people to be all they can be, which includes allowing them to make mistakes. Part of professional obligation is to create an empowering workplace. You should both multi-skill yourself and take responsibility for contributing to development of additional skills in other members of staff.

Beginning librarians often feel quite unempowered in the workplace, and incapable of negotiating the resources they need in order to deliver quality services.

Every interaction in the workplace is part of the ongoing negotiation we are involved in all day, every day. There seems to be an entrenched belief that negotiation is difficult, that you have to do courses to understand the rules, that you have t o negotiate from a recognised position of power and that, therefore, your capacity to negotiate for anything important is limited unless you occupy an acknowledged position of power. This is not true. Children are superb negotiators even though adults log ically have power over and control everything they need and want and children ostensibly have nothing that we want or need. Yet try to get a child to tidy his toys, eat her vegetables or take a nap, and you will find yourself negotiating. Who wins? The child, because instinctively children know there are no rules in negotiations, only options.

A group of children observed playing cricket on a piece of vacant ground in an Australian country town provided an excellent example of negotiating. First, they negotiated the "rules". Over the fence was a six, and so on. Then they started to play. One of the boys was older and much taller than the others, but was bowled out first ball. He refused to leave the crease. "You have to get me out three times before I'm out because I have brain damage", he said. After some discussion among themselves, the other boys agreed to his demands. They were the many and he was the few. What had caused them to change the rules?

• He believed his case was special and therefore exempt from the rules.
• He waited until he was in control of the bat before he made his demands. In negotiation, timing is everything.
• He made his initial demands high. There is a saying in negotiation that "If you are not prepared to ask for more, then you must be prepared to settle for less". The settlement will always be something less than your original demand.
• He justified his demand and used an emotional appeal (brain damage) at the same time. The rationale strengthened, protected and justified the demand.
• He remained at the crease with the bat in hand while they debated the issue among themselves. The tactic of forbearance paid off.
• He held the bat at the crease, so from the other players' perspective he controlled half of the resources. In negotiation, power is a matter of perception.

These principles apply equally to negotiating with those we perceive to be more powerful than we are. The thing to remember about power is if I have power and you do not think that I have, then you will act as if my power doesn't exist. If, on the other hand, I do not have any real power but you think I do, then you will act as if I do. In negotiations we almost always attribute more power to the other party and discount our own power.

For librarians to acquire power involves, in essence, beating the system. To beat any system involves overcoming selfimposed constraints. Trying to beat a system requires exercise of all the mental functions: thinking, sensing, feeling, and intuit ion. It contrasts with passive acceptance of what is. It occupies our mind with what might be, imagining a future that would be better than the present. [4] Significant personal and cultural development is not possible without beating systems. In some cases, systems are beaten, even destroyed, by use of force. However, it is much better to beat them by the use of ideas. Force is directed at getting rid of what we do not want; ideas are directed at getting what we do want. They are not equivalent: getting rid of what we do not want does not assure us of getting what we want.

Beating a system removes constraints imposed on us by the system. It also removes constraints imposed on the system by itself. This extends the system's range of choices, and enables the system to develop.[5] On the wall of my office I have a picture of Ganesha, the Hindu god who is both patron god of literature and the remover of obstacles. It reminds me to strive to remove obstacles rather than concentrate on accommodating them.

I would like to pause at this point to talk a little about the issue of culture, discrimination and libraries. Discrimination is a crime that requires an accomplice. Unless others stand by and fail to protest, unless the victims accept it, the perpetrators do not achieve their aims. Lack of demand is one of the oldest justifications for discrimination in delivery of library services.

Much of the current approach to management has a potential to be discriminatory if applied to libraries, particularly the very limited view of success as applied to an organisation. If an organisation produces the results laid down in its strategic plan then it is seen as successful. More and more these key result areas relate to a market- place orientation and to financial "performance", largely cost-cutting. Libraries are part of society as a whole, and their purpose should be maximising the results they achieve for all parts of that society, not just for traditional library users, and certainly not for one part of society at the expense of others.

Libraries generally have responded to tightening budgets by either cutting services or introducing charges. There is another available pool of funding that has been all but ignored. I am talking about wastage and expenditure on little things. Libraries tend to look to the big ticket items to find the cuts, when they could effortlessly find the amount and more in an accumulation of small amounts we currently ignore. I believe every library staff member has a responsibility to ensure that the potent ial for reduction of needed services to those least able to negotiate is minimised by your management of scarce resources.

The reason libraries have not routinely tapped minor extravagance or wastage as a source of funds is because individual staff members have no idea what everything really costs.

Make it your business to find out the relative difference in the cost of sending a fax and posting a letter, how much it costs to place an order or pay an account, how much each piece of library stationery costs, how much it costs to leave the lights burning in an office for 3 hours while you are at a meeting, or to leave a photocopier or computer on overnight.

Also make it a habit to work out what you are worth to your employer. If you know how much you cost on a per minute, per hour, per day and annual basis, you will be able to work out very easily which of the activities you are contemplating will be worth the cost of your time. You will be aware of the cost of wasting time. I am famous for mentally adding up the cumulated salary costs represented at meetings and when people are taking an inordinate length of time to come to a decision, announcing th e cost of the time taken on a particular topic. Frankly, I think we tend in libraries to over-plan, and use up $1,000 of time to make a $50 decision. Knowing what you are worth will encourage you to optimise the use of your time. It will also allow you to tabulate what you are worth to the organisation. I work on the principle that my employer must always make a profit on me, so I add up any savings I achieve or funding I bring in, perhaps by negotiation of a better deal with a supplier, a change in mater ials that saves money but does not compromise on quality, or identification and elimination of some wasteful practice. Let me tell you, being able to put into your resumé, something like "Achieved a 67% reduction in cost of physical processing of library materials", is a powerful asset when you are applying for promotion or for another job.

There is another form of discrimination so common in libraries that it is not usually identified, and that is the form of their organisational structures, and their management practices. In common with other organisations, and in particular, public services, libraries in colonised countries have had organisational and managerial models imposed on them. While much of what has been imposed on the society may have been recognised and, with independence, or growing political maturity, adapted or changed, world-wide we are led to believe that there is only one "right" form of structure and one "right" way to manage.

In 1995 the standard solution for achieving world class performance is to copy Japanese management. While what we are told to copy may change, the solution - copying someone else's success - seems to remain immutable.

At least one person, however, has recognised the importance of cultural appropriateness in the design and management of information networks. Writing on information technologies in the Pacific, Donald Rubenstein [6] of the Micronesian Area Research Center at the University of Guam, suggests that in Micronesia and other Pacific Island areas, the principal issues in developing information networks are human and cultural, rather than technological and organisational. In that culture, as in many others, information exchange is predominantly through face-to-face interaction. In Micronesia the preferred and usual way of getting information is still to go and talk directly to someone else.

Rubenstein argues that the medium and the message are not equivalent but that the medium of information alters its nature and power. In developing information networks for the Pacific Islands he suggests that it is important to be sensitive to how new information media may affect basic cultural patterns and relationships.

I will not presume to tell you how South African libraries should be structured and managed. I have no doubt that over the next few years you will experience a feeding frenzy of overseas "experts" quite happy to drop in for a few minutes, tell you something to the effect of "Have I got a solution for you. Now, what's your problem?", and charge you huge amounts of money for the privilege.

I will just quote the words of Halidou Sawadogo, a peasant leader in Burkina Faso:

Above all, we must start from what we are - we have to know who we are, and then we can improve what our parents did. Then we shall rise on our own. Our development will not be copied [from] elsewhere. We must value what is in our house, our vill age, our region, our country. Only if we appreciate the value of these things will we be able to relate correctly to the things that come from abroad, some of which are very worthwhile for our country. But all must come from our own roots.

Actually, I think that Africa probably has much more to teach the world than it has to learn. One of the critically important things indigenous peoples have to teach the world is a certain way of giving and sharing. In the dominant culture of the West, we regard property, ownership, possessions, and wealth as natural goals and rights of all citizens. We regard this to be human nature. It is not. Certainly the art of unselfconscious giving is one of Africa's most meaningful gifts to mankind. Logically, libraries are all about giving away information and recreational opportunities, though I am not sure if we see what we do quite in that light. If libraries world-wide took the art of unselfconscious generosity into our service principles our libraries would be much more effective places.

Accountability

It is my view that a critical part of professional ethics and accountability is to ensure libraries are culturally appropriate in their structure, management and service delivery. If we do not ensure cultural appropriateness, we misuse public fund s and we accept discrimination at some level in our delivery of services.

All staff in libraries should be aware of the need for accountability. Accountability is a combination of openness and ethics. This is one area where there can be some conflict in the workplace due to differing interpretations in practice. Ethics relate to personal interactions with people. Generally ethics deal with the good and the bad, but not the legal and illegal. Law on the other hand is a formal statement of a society's beliefs and values. The issues of conflict of interest, exploitation and privacy, are ethical issues. In the public sector the spotlight tends to be on conflict of interest and criminal behaviour, but it is in the other areas that professionals need to be particularly vigilant, because, being less clearly defined, they provi de greater potential for variance.

Work-place and personal pressures are generally cited as the causal factors in unethical behaviour. Ludwig and Longenecker suggest a somewhat different perspective. They trace an analogy to the Biblical story of David and Bathsheba, which describes how King David became caught up in a downward spiral of unethical decisions. They suggest that many ethical violations are the by-products of success, rather than the result of business and competitive pressures. They also suggest that these ethical vio lations result from a willingness to abandon personal principles and identify four potential by-products of success which may lead to ethical violations:

• complacency and lack of strategic focus
• privileged access to information, people or objects
• unrestrained control of organisational resources; and
• inflated self-belief in ability to manipulate and control outcomes. [7]

The professional obligations of humour, excellence, and continuous learning can also be seen as aspects of the obligation to behave ethically. Being able to laugh at oneself and at the foibles of the profession is healthy, shows up where work needs to be done, and keeps the sense of balance. When everything is very serious the tendency is to stop criticising constructively and start protecting.

Much has been written about crafting statements of ethics, and philosophical treatises on the subject abound. More useful in the practical sense is to consider how one would behave when faced with varying ethical dilemmas. Differentiating between right and wrong may seem to be simple, but in practice, the question is becoming more, rather than less complex in the workplace.

Ethical dilemmas in Libraries, Herbert White's collection of case studies, which captures many of the ethical issues that regularly confront librarians, highlights the fact that the decision-making process is rarely straight-forward, and that ethical issues are not necessarily recognised to be so when they arise in libraries.[8]

There is a growing conviction amongst professionals in all disciplines, that it is no longer possible to practice within traditional ethical constraints. The belief is taking hold that unless professionals look out for their own selfinterest, they will be crushed by commercialisation, competition and a host of other inimical socio- economic forces. This line of reasoning can lead the professional to infer that self-interest justifies compromises in, and even rejection of obligations that standards of professional ethics have traditionally imposed.[9] The difficulty for professionals is that different standards are being imposed or expected in different organisations.

Marketing and promotion

While there is a dilemma for the individual in the issue of differing approaches to ethical issues, the situation as regards marketing and promotion of library services is clearer.In common with other types of organisations, libraries are increasingly moving to a market orientation. Marketing, with its emphasis on meeting user needs and adopting an overall systematic plan to meet library and organisational objectives, can help libraries operate more efficiently, provide collections and services th at will better satisfy clients, and attract more resources. Because marketing services requires commitment from all staff, you will no doubt be expected to demonstrate commitment to a marketing orientation.

Every beginning librarian should accept that all librarians have an obligation to promote the profession and what it achieves, by naming and claiming what professional librarians do, and by letting others know of the contribution of the profession to the wider world, and of the profession's successes. I hope that you all belong to a professional association, and that you feel you can make a contribution. In case anyone is reticent about that, let me share something with you.

The most important things I've learned I learned from my lecturers in my first year at university, and from The Australian Women's Weekly. From my lecturers I learned that you must never assume that others know you know something. Always state the obvious. You'll be surprised how often others think you've said something brilliant. From The Australian Women's Weekly I've learned that you should not assume that something you know is commonly known by others. People get paid for sending in household tips I've known all my life.

Conclusion

Albert Einstein said: "Everything should be made as simple as possible, but not simpler." If I were to try to encapsulate everything I have said today in the proverbial twenty-five words or less, it would go something like this: Every professional has an obligation to operate at a level of professional excellence. There are many kinds of excellence. Make sure yours, culturally and personally, is your own.

References

1. speaking on Where to from here? The managerial woman in transition at the launch of Australian Institute of Management Women in Management function, Parliamentary Annexe, Brisbane, 26 September, 1994
2. Fortune, November 18, 1991, p 202
3. adapted from the Alfred Taubman Medical Library list as published in Dian G Schwartz and Dottie Eakin, 'Reference Service Standards, Performance Criteria, and Evaluation.' Journal of Academic Librarianship vol 12 no 1 pp 4-8, p5
4. Russell L. Ackoff, Ackoff's Fables: irreverent reflections on business and bureaucracy. New York: John Wiley, 1991 p 41
5. Ackoff, p 42
6. Donald H Rubenstein, 'Towards a Pan-Pacific Information Network: A Perspective from Micronesia,' Fiji Library Association Journal, No 27 June 1992, pp 53-59.
7. D C Ludwig and C O Longenecker, 'The Bathsheba syndrome: the ethical failure of successful leaders.' Journal of Business Ethics, vol 12 no 4, April 1993, pp 265-273
8. Herbert S White, Ethical dilemmas in libraries: a collection of case studies. New York, G K Hall, 1992.
9. Edmund D Pellegrino, 'Character, virtue, and self-interest in the ethics of the medical profession: Part I: the erosion of virtue and the rise of self-interest.' Reference Services Review Spring 1994 pp 29-35, p 29