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Coaching and Mentoring the new librarian : Lessons from Makerere University Orientation Program

Explore the importance of coaching and mentoring new librarians at Makerere University in Uganda. Learn about the challenges, benefits, and strategies for successful mentorship in the library profession.

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Coaching and Mentoring the new librarian : Lessons from Makerere University Orientation Program

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  1. Coaching and Mentoring the new librarian : Lessons from Makerere University Orientation Program Presented by Eliz Nassali State Makerere University, Uganda

  2. Location

  3. Introduction • Makerere University is the oldest University in East Africa, established in 1922. • Current student population – 35,000 • Staff population – 3,021 • Library Staff - 192

  4. Introduction… • In 1995, Uganda Govt instituted a ban on recruitment in all government institutions except in case of death and retirement • It was realised that there was neglect to the least preferred library routines e.g. cataloguing • The need for formal orientation of new librarians

  5. Context of the LIS profession in UG • A LIS professional acquires a BLIS after 3 yrs university education • Least preferred by high school leavers • Even after 3 yrs of LIS education, few are converted • Several settle for librarianship as a profession for lack of something else to do

  6. Coaching • This generally refers to teaching, tutoring, training, preparing, drilling and instruction with a purpose of speeding up and refining existing competencies of the learner in order to improve performance of a particular learner. • Considered to be beneficial in terms of staff retention, job performance and staff induction

  7. Why coach the New Librarian @ Makerere • A new professional needs that person who will be a teacher, coach, counsellor and role model, some one to give professional advice ,encouragement and a nurturing touch • To identify the different talents that need to be tapped for example not everybody will be a cataloguer • To help the librarians grow into their new roles

  8. Reasons cont… • To help them get acquainted with office etiquette, rules and procedures many of which are undocumented • Facilitate knowledge transfer from experienced librarians to the new librarians

  9. Who Should Coach? Three components of successful mentorship: • Accessibility – The coach must be able to devote time for as long as it takes and should be approachable • Chemistry – The right chemistry must exist between the mentor and the mentee • Expertise- Must have extensive knowledge and experience.

  10. Benefits of Coaching In my view, there are 3 fold: • Benefits to the new librarians • Benefits to the Coach/Mentor • Benefits to the Institution

  11. To the mentee.. • Enhanced training and career development. Their initial view of LIS as a desert of opportunities, changed thru’ a deliberate effort to change this perception through short training and conference attendances – 2 at Mortenson Centre, 2 at the Summer Schools in Belgium and Norway, 11 attending conferences • Significantly influenced their attitudes and professional outlook. They now profess undying love for the profession and are proud to be librarians

  12. To the Mentee cont… • Guided them around major procedural obstacles and pitfalls • Improved their results by challenging their assumptions

  13. To the Coach • Opportunity to practice and develop management skills • Satisfaction from helping others and seeing them progress • Deepens and broadens knowledge of their own organisation • Increases self confidence and higher visibility within the Library

  14. To the Institution • Enhanced transfer of skills • Increased on the job learning • A cost-effective method to enhance staff development • Faster, more effective induction • Better communication, commitment and motivation • Retention of quality staff

  15. Challenges in the process • Does on the job mentoring ever end? Now that they are no longer new librarians, should the mantle be dropped? • Being accessible whenever needed. • Separating professional from personal matters

  16. Conclusion • Formal on job mentoring sessions should be encouraged to disarm the ‘in corridor coaches’. • Only willing mentors should be allowed otherwise a lot of harm can be created from involuntary participation. • Experienced staff with expertise should be involved • Feedback and openness between the coach and the mentor are crucial

  17. THANK YOU FOR LISTENING

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