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Standards and Best Practices for Florida Academic Libraries: Personnel

Personnel

Personnel Graphic

ACRL Principle and Performance Indicators

Personnel: Libraries provide sufficient number and quality of personnel to ensure excellence and to function successfully in an environment of continuous change.

8.1 Library personnel are sufficient in quantity to meet the diverse teaching and research needs of faculty and students.

8.2 Library personnel have education and experience sufficient to their positions and the needs of the organization.

8.3 Library personnel demonstrate commitment to ongoing professional development, maintaining and enhancing knowledge and skills for themselves and their coworkers.

8.4 Library personnel contribute to the knowledge base of the profession.

8.5 Library personnel are professionally competent, diverse, and empowered.

8.6 Library personnel keep current with library technology, applications, and infrastructure and participate in ongoing training.

8.7 Library personnel engage with library student employees to provide mentoring and work that enhances the students’ overall academic experience.

8.8 Library personnel continuously examine and transform roles to meet the needs of the evolving organization.

ACRL Sample Outcomes

"The Standards include performance indicators, which are intentionally library-centric. Outcomes, however, should be user-centric, preferably focusing on a specific population and articulating specifically what the user is able to do as an outcome of the performance indicator. "
- ACRL Standards for Libraries in Higher Education

Performance Indicator 8.1 Library personnel are sufficient in quantity to meet the diverse teaching and research needs of faculty and students.

Sample Outcome

  • Faculty and students consider library personnel sufficient in quantity to meet their research and instruction needs.

Performance Indicator 8.2 Library personnel have education and experience sufficient to their positions and the needs of the organization.

Sample Outcome

  • Faculty and students consider library personnel sufficient in quality to meet their research and instruction needs.

Performance Indicator 8.7 Library personnel engage with library student employees to provide mentoring and work that enhances the students’ overall academic experience.

Sample Outcome

  • Student employees list library personnel as academic and employment references.

Performance Indicator 8.8 Library personnel continuously examine and transform roles to meet the needs of the evolving organization.

Sample Outcome

  • Personnel roles align with new library services.

ACRL Benchmarks

"Many academic institutions use benchmarks to identify their strengths and weaknesses in comparison to similar institutions. For example, benchmarking can be used to demonstrate whether an institution or its library is funded or staffed at levels comparable to similar institutions in a geographic area, with a similar enrollment, or with other related characteristics."
- ACRL Standards for Libraries in Higher Education

Principle 8: Personnel

  • Salary and wages expenditures. E.g.: Per full-time student. Per undergraduate student. Per faculty. Of professional staff per enrolled student.
  • Enrolled students per full-time equivalent (FTE) staff. E.g.: Full-time undergraduates per FTE staff. Full-time graduate students per FTE staff.
  • Staffing percentages. E.g.: Percentage of professional staff out of total staff. Percentage of support staff out of total staff.
  • Salaries. E.g.: Professional staff salaries. Support staff salaries. Total staff salaries.
  • Salaries as percentage of total library expenditures.
  • Professional development funding. E.g.: Per professional staff member.
  • Staff turnover rate.

Citation

All ACRL information taken from:

Association of College and Research Libraries. (2018). Standards for libraries in higher education.

       Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/slhe.pdf

SACSCOC

11.2 The institution ensures an adequate number of professional and other staff with appropriate education or experiences in library and/or other learning/ information resources to accomplish the mission of the institution. (Library and learning/information staff)

Rationale and Notes: A sufficient number of qualified staff is measured by the effectiveness of the delivery of services to students, faculty, and staff rather than simply the number of staff employed. Qualified faculty and staff members are essential to carrying out the mission of the library and to support various other learning/information services. Overall qualifications are based on academic credentials as the standard qualification for library and learning/information resource faculty and staff; however, other types of qualifications may prove to be appropriate, especially for noncritical tasks or for tasks associated with related academic support services.

 

Questions to Consider

  • How does the institution determine the qualifications of its library and/or other learning/ information resource staff?
  • How are library support services augmented with nonprofessional staff? •
  • How does the institution demonstrate that the staff is sufficient to accomplish the mission?
  • What professional opportunities are available to the library and learning/information resources staff?

Sample Documentation

  • Roster of library/learning resource staff with job duties, academic qualifications, and experience.
  • Position descriptions.
  • Details related to professional growth and training activities.
  • Information regarding the alignment of library/learning staff with the programs/services offered by the institution.

Reference to SACSCOC Documents, If Applicable

None noted.

Cross-References to Other Related Standards/Requirements, If Applicable

  • Standard 6.2.a (Faculty qualifications), if library faculty members are also instructors of record for credit courses

12.2 The institution ensures an adequate number of academic and student support services staff with appropriate education or experience in student support service areas to accomplish the mission of the institution. (Student support services staff)

Rationale and Notes: Qualified and effective faculty and staff are essential to implementing the institution’s goals and mission and to ensuring the quality and integrity of its academic and student support programs and services. In order to carry out such programs and services, the institution is expected to appoint student affairs professionals who have adequate educational training and/or experience to provide these services. Although academic credentials are primary and, in most cases, will be the standard qualification, other types of qualifications may be appropriate. Furthermore, mission-related considerations may affect desired qualifications.

 

Questions to Consider

  • How does providing academic and student support programs and services cut across organizational lines at the institution?
  • What are the student support programs and services and how are they staffed?
  • What are the qualifications, both academic and experiential, for student affairs and academic support personnel?
  • What are the training and professional growth opportunities for student affairs staff?
  • What evidence is needed to demonstrate that the staff is sufficient to accomplish the mission?

Sample Documentation

  • Roster of academic and student services staff with job duties, academic qualifications, and experience.
  • Position descriptions.
  • Details related to professional growth and training activities.
  • Organizational charts that help demonstrate reporting structures.

Reference to SACSCOC Documents, If Applicable

None noted.

Cross-References to Other Related Standards/Requirements, If Applicable

  • Standard 12.1 (Student support services)

Citation

All SACSCOC information taken from:

Southern Association of Colleges and Schools. (2018). Resource manual for the principles of accreditation: Foundations for quality enhancement. [3rd ed.].

       Retrieved from https://sacscoc.org/pdf/2018%20POA%20Resource%20Manual.pdf