College and Research Libraries Peer Coaching in a University Reference Department Gwen Arthur Seeking to extend its regular staff development program, Temple University's Reference and Information Services Department implemented in Spring 1989 a semester-long peer coaching program designed to provide staff with support in fine-tuning and maintaining certain refer- ence desk skills. The program combined training in positive reference behaviors, objective ob- servation, and feedback. In addition to detailing the peer coaching experience at Temple, the article covers the origins of the program, coaching basics, and peer coaching's applicability to the academic library setting. or many years the Reference and Information Services De- partment at Temple University has had a training program for all reference desk staff, both professional and paraprofessional. We also have regu- larly scheduled departmental staff devel- opment programs that cover a variety of topics from specialized reference sources, such as the CIS Index, to special collections in the Temple and Philadelphia library communities to communication strategies for library staff working with special stu- dent populations such as handicapped and foreign students. Still those responsi- ble for training and staff development wondered if we were doing everything we could to develop our staff's skills and knowledge. We were considering various directions in which to take our program. Since we already had programs that in- troduced and periodically reviewed a vari- ety of reference sources, we thought we should go elsewhere for program ideas. Increasingly imperative issues seemed to be those of behavior and communication in the reference interview. We had also be- come aware of the training research that shows that the information and skills learned at workshops may not always be transferred to the on-the-job situation. 1 This research also concerned us~ because of our established commitment to library continuing education at Temple. In 1983 the Maryland State Department of Education's Division of Library Devel- opment and Services conducted an unob- trusive study of public library reference services. The sttidy revealed that on the average only 55 percent of reference ques- tions were answered correctly. 2 These findings were similar to those of other un- obtrusive studies of reference service. 3 The findings in the 1983 Maryland survey (that used questions to which the answers could be found in just a few basic refer- ence sources) also seemed to indicate that variables most strongly associated with correctness of answers were staff behav- iors, including negotiation behavior (probing, paraphrasing, and open ques- tioning), interest in the patron's question, comfortableness with the patron's ques- tion, and follow-up. 4 Maryland's Division of Library Development and Services has since instituted a statewide program for Gwen Arthur is a Desk Services Coordinator at the Reference and Infonnation Services Department, Samuel Paley Library, Temple University, Philadelphia, Pennsylvania 19122 . .... 367 368 College & Research Libraries reference training. The program focuses on the development of positive reference behaviors, using peer coaching as one method of maintaining desired interper- sonal and communication behavior on the job. Studies done after the implementa- tion of this training program revealed a dramatic increase in percentage of correct answers in reference departments in which these model behaviors were ap- plied on a consistent basis. 5 We at Temple recognized that coaching might be useful to our reference staff, not only assisting them in their transfer of new skills or information to on-the-job sit- uations, but also providing them with support for fine-tuning and maintaining positive reference desk behaviors. The Maryland statewide study and statistics provided us with the incentive to plan a coaching program. The video Coaching: Practice Makes Perfect produced by the Li- brary Video Network in Baltimore and its accompanying material on peer coaching, along with some basic training literature on coaching and feedback, provided us with a starting point for our plans. 6 But be- fore describing the coaching program planned and implemented in Spring 1989, here are some coaching basics. TRADITIONAL COACHING AND PEER COACHING Coaching has been used in business and industry both as a means for resolving performance problems and for helping employees develop and maintain skills. Coaching as a facet of training or staff de- velopment may be short-term or long- term. It may cover a variety of jobs and skills: manual, intellectual, or managerial. In business, coaching relationships are frequently between supervisor and em- ployee, and the business literature often emphasizes coaching strategies that re- flect the dual role of the supervisor as coach and evaluator. 7 This hierarchical emphasis is somewhat mitigated by the recent management literature trend that emphasizes communication and motiva- tional strategies based on positive feed- back and reinforcement. 8 Elements of the coaching process in the business environ- ment commonly include: (1) agreement July 1990 between supervisor and employee on problem or performance objectives; (2) mutual agreement on action to be taken; (3) follow-up by both parties; and (4) rein- forcement from supervisor. 9 This same su- pervisory style of coaching exists in li- braries. It is mentioned in passing in some of the library training literature, but little is found in-depth on this subject, except for M.G. Williamson's Coaching and Counsel- ing Skills. 10 Supervisors who are interested in traditional coaching should consult the broader training and supervisory litera- ture that details coaching approaches ap- plicable to a variety of work environ- ments. The dearth of information on coaching in the library literature might indicate that library administrators and supervisors as- sume that new information or skills learned by staff, either during initial train- ing or via various continuing education or staff development programs, will later be applied on the job. If so, these administra- tors need to pay more attention to the re- search that shows that without adequate practice and feedback, skills learned may not be transferred or maintained. 11 As Beth Babikow and Becky Schreiber point out in their article about coaching alterna- tives in library settings, librarians ''do not have the opportunity to practice skills eve- ryday [and] ... until performance reflects new skills, can it be said that the skills have truly been learned?"u The larger is- sue of skill transfer was well covered in a bibliographic essay by Deborah Carver in a recent issue of Library Adminislration and Management. 13 Babikow and Schreiber also advise that the traditional hierarchical mode of coach- ing may be uncomfortable for both the su- pervisor and the subordinate. Staff aware- ness of the dual supervisory responsibility for coaching and evaluation may inhibit their practice of the very skills that coach- ing is intended to develop. 14 Yet coaching still seems in order, as research in educa- tion shows that skills learned during train- ing may not be applied to the job unless observation and feedback occur. 15 Because of the collegial nature of certain professions like teaching and librarian- ship, peer coaching rather than supervi- sory coaching is a model that should be considered for use in these environments. Peer coaching uses some of the same coaching basics (mutual agreement on ob- jectives, reinforcement) as the more com- mon style described above. However, the hierarchical relationship is no longer in ef- fect: coach and coachee are colleagues, not supervisor and subordinate. Often em- ployees may even pick their coaches. The opportunity in peer coaching to choose a trusted colleague as coach may reduce some of the tension inherent in the coach- ing situation (particularly in the tradi- tional supervisory-subordinate arrange- ment). The process of peer coaching, as described by Babikow and Schreiber, in- cludes: (1) picking a coach one trusts; (2) drawing up a contract identifying objec- tives; (3) observing of coachee by coach; and (4) providing feedback from coach to coachee. 16 With the exception of choice these steps are similar to those described above in traditional coaching. Basically, the coach should adhere to certain tenets in any coaching situation. First, because the coaching situation may make the coachee feel vulnerable, an ele- ment of trust should exist. Also, the coachees must feel that they are getting something out of the coaching. Therefore, agreement on goals and objectives by both coaching partners is necessary. Observa- tion and feedback are essential compo- nents of coaching; both should be objec- tive. PEER COACHING IN LIBRARIES Presently, peer coaching seems to be a model that has developed more in public libraries than in other types. At least one library system, that in Maryland dis- cussed above, has planned and conducted reference workshops including coaching techniques to insure transfer of skills learned in the workshops to on-the-job sit- uations.17 The LVN video Coaching: Prac- tice Makes Perfect has a public library em- phasis.18 The only formal coaching program in academic libraries may be part of the training program for preprofession- als at the University of lllinois Libraries. 19 In response to an informal query sent to Peer Coaching 369 RLG libraries in the Summer of 1988, we received no positive responses regarding the use of any type of formal coaching pro- gram, either peer or supervisory. Some li- braries did indicate that they use peer ob- servations for purposes of evaluation. Evaluative peer observation is an entirely different matter. Although peer coaching has evidently not been widespread in a variety of li- braries, the technique may be particularly suited to the nature of librarianship. Many librarians consider themselves profession- als. Because they often may function fairly autonomously as professionals, they may not respond favorably to the more com- mon hierarchical coaching mode that dominates business. Peer coaching pro- vides a context that may reduce some of the awkward or uncomfortable aspects of the traditional situation. After all, coach- ing does involve placing an individual in a vulnerable position, open to criticism. First, peer coaching allows the librarians to set their own objectives. Second, they can pick a trusted colleague as coach. Third, common experiences and concerns shared by coaching partners may provide the basis for particularly realistic, yet non- judgmental, feedback. Also, since it ap- pears from the library literature (or lack of it) on coaching that many supervisors may not conduct formal coaching, peer coaches are not necessarily any less expe- rienced at coaching than supervisory ones. Staff awareness of the dual supervi- sory responsibility for coaching and evaluation may inhibit their practice of the very skills that coaching is in- tended to develop. All these points may be doubly true for academic librarians. The academic library environment is often both professional and collegial. Professional relationships maintained in this setting may reduce the emphasis on supervisor-subordinate roles. Professional and/or faculty unions 370 College & Research Libraries may make increased peer communication and interaction particularly important. All of these elements make the academic li- brary a setting in which peer coaching may be a particularly useful method of providing staff with support for develop- ing, maintaining, and fine-tuning skills. PEER COACHING IN TEMPLE'S REFERENCE AND INFORMATION DEPARTMENT The more we learned about peer coach- ing, the more promising it seemed for pro- viding support for staff in incorporating new skills and maintaining positive refer- ence behaviors on-the-job. Moreover, sev- eral Temple librarians had already ex- pressed an interest in coaching for a variety of reference functions, including library instruction, computerized data- base searching, and communication and interpersonal skills at the reference desks. For a variety of reasons we decided to fo- cus our initial coaching program on refer- ence desk skills. First, reference desk ser- vice seemed a library function particularly well suited to coaching, since it often in- volves highly visible and observable behavior-interaction with the public. Second, by beginning with something simple, that is, observable behavior, we hoped to encourage objectivity in coach- ing. Third, because coaching on desk be- haviors did not require any special subject or technical expertise, we could involve both professional and paraprofessional desk staff in the program, and hopefully eliminate evaluation as an issue by mini- mizing distinctions between experienced and inexperienced staff. Fourth, because some reference desk behaviors seem to be related to the accuracy of desk service, as the Maryland study demonstrates, coach- ing fit our ongoing priority for quality ref- erence desk service. 20 (Coaching lays the foundation for feedback, modification, further observation, and more feedback.) The Temple University program was initiated in February 1989 in the Reference and Information Services Department of the Central Library System. It was con- ceived as a semester-long program, at the end of which the staff would evaluate its July 1990 usefulness. Early in the term we planned to review positive reference desk behav- iors, including nonverbal behavior, open questions, and other elements. Then we would introduce the concept of peer coaching, including the basics of objective observation and feedback. Then partici- pating staff would coach one another on their reference desk behaviors for the rest of the semester. Depending on staff re- sponse, we could then continue and ex- tend the program in following semesters to involve other staff. We hoped that be- yond encouraging positive desk behav- iors, the program would foster positive communications and teambuilding among department members. After all, coaching does involve plac- ing an individual in a vulnerable po- sition, open to criticism. When we introduced the proposed pro- gram to Temple reference staff, they ini- tially expressed some concern over how the program would be administered. Typ- ical issues included scheduling of observa- tion and feedback. Although staff did not express too much anxiety about being ob- served, they were quite conscious of the potential for psychological strain among coaching participants who were not com- fortable with one another or who had not had some instruction and practice in ob- jective feedback. We attempted to allay these concerns by providing a clear out- line of our program and by emphasizing that the focus of the program was to pro- vide objective feedback, not evaluation, of reference desk behaviors. We reminded them that they would choose their own coaches and draw up their own contracts. To summarize, we began our program by using the ''Reference Behaviors Check- list'' included with the L VN video Coach- ing: Practice Makes Perfect to focus on vari- ous desirable reference desk behaviors such as follow-up, negotiation, and posi- tive nonverbal behavior such as smiling. 21 The L VN video was also used to introduce the peer coaching concept. Staff viewed additional videotaped sketches of refer- ence interviews in order to stimulate fur- ther discussion. We covered the basics of behavior observation and objective feed- back, again using videotaped simulated interviews in order to practice observation and feedback techniques. The entire refer- ence staff participated in the initial train- ing; about half were actively involved in coaching for the duration of the semester. A more detailed outline of the entire pro- gram is given in figure 1. (See figure 1.) In May, at the end of the semester-long program, we received feedback from the coaching participants. This feedback was useful both in gauging some of the bene- fits of the program and in planning how to continue it. Not surprisingly, staff re- ported initial awkwardness about being observed and receiving feedback. How- ever, they indicated that they felt more Peer Coaching 371 comfortable as the semester progressed. They also reported that being coached sensitized them to question negotiation and made them generally more aware of their interpersonal and communication styles. Positive feedback particularly made them aware of which communica- tion behaviors worked well for them; posi- tive feedback reinforced good behaviors. Overall, coaching helped them fine-tune and maintain the positive reference be- haviors. Staff also felt that the experience of ob- serving other staff in action was a valuable one. In many cases, serving as a coach and an observer provided staff with perhaps their first opportunity since their early training to obseroe the entire reference pro- cess in action and to evaluate how it works or doesn't work. The process also gave them a chance to observe patron reaction to different types of communication styles First Session: Session leaders stress nature of the program: it focuses on (1) learning about and using positive reference desk behaviors (2) coaching each other in order to maintain them. Entire department views ALA video Coaching: Practice Makes Perfect. Staff discuss concept of peer coaching; also details such as choosing coaches, contracts, scheduling conflicts. Positive desk behaviors are covered, using ''Reference Behaviors Checklist." Volunteers agree to participate as coachees; rest of staff requested to cooperate if asked to participate as coaches. Second Session: All department members observe videotaped sketches of reference ยท interviews and use the ''Reference Behaviors Checklist'' to practice their reference and observation skills. Third Session: Coachees and their selected coaches share with the rest of the department how they drew up their contracts. Staff covers basics of good feedback. Staff views same video sketches from Session Two and additional ones; using videos as basis for behavioral observation, they practice providing feedback both as a group and in teams of two. Next six weeks: Coachees and coaches observe each other at reference desks, provide feedback to each other. Fourth Session: Entire staff meets to discuss progress in coaching program; if and how it should be continued. FIGURE 1 Temple Reference Peer Coaching Program Outline 372 College & Research Libraries and to judge for themselves which behav- iors evoked positive responses from pa- trons. As contracted observers, they could do this without feeling intrusive, unin- vited, or pressed for time because they themselves were on duty. Senior staff not only reported that observation of others sensitized them to their role as role models for new staff, particularly as they saw new staff emulating their desk behaviors, but also gave them a fresh perspective on pos- sible ways to improve reference desk be- haviors. Senior staff not only reported that ob- servation sensitized them to their role as role models for new staff . . . but also gave them a fresh perspec- tive on possible ways to improve ref- erence desk behaviors. Problems raised in our review of the program included scheduling. Since half the departmental desk staff was partici- pating in the program, scheduling was difficult. Coaches did report the problem of patrons persisting in asking them ques- tions when reference desk activity was high. Another problem was that coaching sometimes turned into consultation when a more experienced staff person was ob- serving a new staff person. CONCLUSION In spite of some problems, the overall response to the program from staff was positive. Because participants were able to select coaches from their peers, the coach- ing environment proved to be relatively nonthreatening. The program focused on coaching specific reference desk behav- iors, so participants were able to set rela- tively unambiguous goals for observation and feedback in their contracts. Equally important, they were also able to empha- size those specific identifiable reference behaviors that were important to them. July 1990 the reported effects of the program were (1) greater clarification of the refer- ence process for all staff involved in coach- ing; (2) increased recognition of positive communication behaviors, both through observation and feedback; (3) increased self-awareness of individual communica- tion style and desk behavior; and ( 4) in- creased reinforcement of positive desk be- haviors. Departmentally the program intro- duced and reviewed reference tech- niques, such as using open questions, question negotiation, and follow-up. It made staff aware of good reference behav- iors, encouraged their use by all staff, and supported staff application of them on- the-job via coaching. Also all staff became acquainted with the basics of objective feedback that can be useful in a variety of situations. Finally, the program fostered a team feeling among the participants. Overall, the Temple reference staff felt that coaching provided a different sort of staff development program. Rather than just covering reference sources or acquir- ing new technical skills, such as comput- erize'd searching, the coaching experience provided them with the opportunity for polishing their communication skills and reinforcing their positive desk behaviors. The rush of activity at a busy reference desk often strains these behaviors. Staff participants felt that coaching, both ob- serving and being observed, was a sup- portive experience, definitely worth con- tinuing in some form in future semesters. Staff coaching teams of Spring 1989 say: that they anticipate coaching each ot~er}# semesters to come, and we plan to ~v.~ more of the staff start coaching-in Fall 1989. Coaching will become a long-term component of our reference staff develop- ment program to be used regularly to sup- port skills maintenance and development, and to stimulate and re-sensitize staff to the reference process. Although we have not evaluated the coaching program be- yond the self-reports of the participants, we think that it has added a vital dimen- sion to our reference training and staff de- velopment at Temple. Peer Coaching 373 REFERENCES 1. Bruce Joyce and Beverly Shower, "Improving lnservice Training: The Message of Research," Edu- cational Leadership 37:379- 85 (1980). 2. Ralph Gers and Lillie J. Seward, "Improving Reference Service: Results of a Statewide Study," Library fournal110:32-35 (1985). 3. Peter Hernon and Charles R. McClure, "Unobtrusive Testing: The 55 Percent Rule," Library four- nal111:37-41 (1986). 4. Gers and Seward, "Improving Reference Service," p.33-34. 5. Better Communication= Better Reference: A Skill Building Workshop for Library Staff Who Answer Refer- ence Questions: Trainer's Manual (Baltimore, Md. : Maryland State Department of Education, Divi- sion of Library Development and Services, 1988): p.ii. 6. Coaching: Practice Makes Perfect (Baltimore, Md.: Library Video Network, 1986) . (video) 7. Bill C. Lovin and Emery Reber Casstevens, Coaching, Learning, and Action (New York: American Management Association, 1971). 8. Bernard L. Rosenbaum, How to Motivate Today's Workers: Motivational Strategies for Managers and Supervisors (New York: McGraw-Hill Book Co., 1982). 9. Ferdinand F. Fournies, Coaching for Improved Work Performance (New York: Van Nostrand Reinhold Co ., 1978). 10. M.G . Williamson, Coaching and Counselling Skills (London: The Library Association, 1986). 11. Joyce and Shower, "Improving lnservice Training," p.382-85. 12. Beth Babikow and Becky Schreiber, "You Can Take It With You: Coaching for On-the-Job Appli- cation of Learning," Public Libraries 24:123 (Fall1985). 13. Deborah A. Carver, "Transfer of Training: A Bibliographic Essay," Library Administration and ' Management 2:151-53 (1988). 14. Babikow and Schreiber, "You Can Take It With You," p.124-25. 15. Joyce and Shower, "Improving lnservice Training," p.384. 16. Babikow and Schreiber, "You Can Take It With You," p.124. 17. Gers and Seward, "Improving Reference Service," p.32-35. 18. Coaching : Practice Makes Perfect. (video) 19. Beth S. Woodard and Sharon VanDer Loan, "Training Preprofessionals for Reference Service," Reference Librarian, 16:233-57 (1986). 20. Gers and Seward, "Improving Reference Service," p.34-35 . 21. Coaching: Practice Makes Perfect. (video)