Kathryn Crowe

Collaborative leadership: a model for reference services

Abstract In 1991, Joseph C. Rost published Leadership for the 21st Century (Praeger) in which he presented a definition of leadership that focused on the influence relationship among leaders and followers rather than on the traits of the leader or the functions of leadership. Rosts model is useful for academic reference leaders who usually head a group of professionals who are involved in a variety of responsibilities that require them to be leaders. This article applies Rosts theories to academic reference leadership and explores a model that will provide for better job satisfaction for librarians and improved services to library users.

Information Literacy and Communication Research: A Case Study on Interdisciplinary Assessment.

This report offers an interdisciplinary approach for conducting assessment on learning outcomes in undergraduate communication research skills where information literacy is embedded in the expected outcome. A Communication Studies department and the University Library piloted a two-year program to develop strategies for coordinated assessment that give feedback to both the Department and the Library. This collaborative model could be applied to any type of communication learning outcome that is related to information literacy.

Taking a Page from Retail: Secret Shopping for Academic Libraries

Abstract Objective – The University Libraries at the University of North Carolina at Greensboro (UNCG) sought to gain feedback on the customer service experience beyond satisfaction surveys. After reviewing a variety of methods, it was determined to conduct a mystery or secret shopper exercise, a standard practice in the retail and hospitality world. Methods – Two mystery shopper assessments were conducted in 2010 and 2012. Students were recruited from a Hospitality Management class to serve as the secret shoppers. “Shoppers” completed a rating sheet for each encounter based on customer service values established by the Libraries. Data was analyzed and presented to staff. Results - Initial findings were generally quite positive but indicated that we could improve “going the extra mile” and “confirming satisfaction.” As a result, we developed training sessions for public services staff which were delivered during summer 2011. A LibGuide that included training videos was created for public services student employees who were required to view the videos and provide comments. In addition, we developed more specific public service standards for procedures such as answering the telephone, confirming satisfaction, and referring patrons to other offices. The Secret Shopper assessment was administered again in spring 2012 to see if scores improved. The results in the second study indicated improvement. Conclusions - The mystery shopper exercises provided the UNCG University Libraries with the opportunity to examine our services and customer service goals more closely. Conducting the mystery shopper study identified several areas to address. We realized we needed more clearly defined standards for staff to follow. We saw that we needed to discuss what “going the extra mile” means to us as an organization. We also needed to develop a scalable training method for student employees.