Abstract:
This thesis sought to analyze the current trainer role of the library manager. It was one small factor embedded within the whole issue of continuing library education and professional development efforts faced by library managers.
In this study, where no other empirical research established any normalized data or generalizable results, the description and discussion of training, continuing education, circumstances and individual experiences appeared to be both valid and necessary. The primary investigative methodology was a case study of six professional library managers fulfilling a trainer role.
The data were collected by means of a semi-structured interview and free responses from the subjects, as well as impressions by the interviewer, and were
recorded in written notes. Data, collected in the form of verbal responses of the subjects, were categorized into the three working hypothesis elements.
The analysis of data was a summary of the similarities and dissimilarities, the consensus or diversion of opinion, and evidence of trends in thinking between cases. Additionally, the statements of the subjects that were directly relevant to the issue of the trainer role of the library manager were studied.
The working hypothesis derived from the analysis of the case studies involved three elements: a) the existence of the trainer role of the library manager; b) what the trainer role may be; and, c) the importance of teaching skills and knowledge to the fulfillment of the library manager's responsibilities.
The findings supported these conclusions. A trainer role does exist for the library manager. The description of the trainer role varied widely, which represented differences in job responsibilities, organizational structure and culture, and management styles. There was a noticeable split among the subjects on the importance of teaching skills and knowledge into those with teaching background who value it and those without it who do not.
