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Mentoring for Retention, Promotion, and Advancement: An Examination of Mentoring Programs at ARL Institutions

Mentoring for Retention, Promotion, and Advancement: An Examination of Mentoring Programs at ARL Institutions

Gene R. Springs
Copyright: © 2014 |Pages: 19
ISBN13: 9781466658127|ISBN10: 1466658126|EISBN13: 9781466658134
DOI: 10.4018/978-1-4666-5812-7.ch003
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MLA

Springs, Gene R. "Mentoring for Retention, Promotion, and Advancement: An Examination of Mentoring Programs at ARL Institutions." Succession Planning and Implementation in Libraries: Practices and Resources, edited by Kiyomi D. Deards and Gene R. Springs, IGI Global, 2014, pp. 45-63. https://doi.org/10.4018/978-1-4666-5812-7.ch003

APA

Springs, G. R. (2014). Mentoring for Retention, Promotion, and Advancement: An Examination of Mentoring Programs at ARL Institutions. In K. Deards & G. Springs (Eds.), Succession Planning and Implementation in Libraries: Practices and Resources (pp. 45-63). IGI Global. https://doi.org/10.4018/978-1-4666-5812-7.ch003

Chicago

Springs, Gene R. "Mentoring for Retention, Promotion, and Advancement: An Examination of Mentoring Programs at ARL Institutions." In Succession Planning and Implementation in Libraries: Practices and Resources, edited by Kiyomi D. Deards and Gene R. Springs, 45-63. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-5812-7.ch003

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Abstract

Mentoring can play a key role in the career development of librarians. Formal mentoring programs are often available for students enrolled in graduate library and information science programs, for early career professionals through a variety of professional associations, and for librarians at the institutions in which they work. The goals of these mentoring programs may vary, and can range from orientation to promotion or retention and even to advancement. Using the 115 Association of Research Libraries (ARL) academic members as a population, this chapter examines the mentoring practices that may be in place at these institutions by closely reading and analyzing the existing mentoring documentation that was available on their Websites. In all, 22 ARL institutions had mentoring documentation available for analysis. The findings indicate that a large majority of the mentoring programs studied have defined orientation and promotion as their main objectives, while far fewer make any mention of advancement or leadership development as their objectives. Further research is recommended to study both formal and informal mentoring opportunities at ARL institutions.

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