Start with specific examples of needed improvements when addressing poor library staff performance.

When a library staff member isn’t meeting expectations, a supervisor’s first move sets the tone for what happens next. In a school library, where staff touch every kid’s day—helping with research, guiding readers, shelving with care—getting off to a clear, constructive start matters more than you might think. Here’s the thoughtful, practical way to begin: provide specific examples of what needs to improve.

Let’s start with the big idea: specifics beat vague feedback any day

If you tell someone, “You’re not performing up to par,” you’re leaving a lot of room for interpretation. Did the issue come from customer service, organization, or teamwork? The staff member might wonder what to fix first, or assume the problem is something outside their control. The moment you offer concrete, behavior-based examples, you’re drawing a map. It shows exactly where the gaps are and what a successful outcome looks like.

Think about this like giving a recipe instead of just a list of ingredients. If I say, “Cook for 20 minutes on medium heat, stirring every few minutes until the sauce coats the back of the spoon,” you know what to do. If I just say, “Make a good sauce,” it’s easy to miss steps, and the result won’t land where you want. In a library setting, the same logic applies: precise guidance helps staff adjust quickly and confidently.

The right framework to use: the SBI model

A practical way to frame feedback is the Situation-Behavior-Impact model. It keeps the conversation grounded in observable facts, not feelings or assumptions. Here’s how it works:

• Situation: Describe when and where the issue occurred.

• Behavior: Note the specific actions the staff member took (or didn’t take).

• Impact: Explain how those actions affected patrons, colleagues, or the library workflow.

The beauty of SBI is that it stays professional and non-personal. It communicates what to change without turning the talk into a personal critique. Let me explain with a quick example you can adapt:

• Situation: During the first period yesterday at the circulation desk.

• Behavior: You didn’t acknowledge a student waiting to check out, and two holds weren’t scanned correctly.

• Impact: The student felt ignored, and other patrons had longer waits, which can erode trust in the library’s reliability.

Notice how this stays specific, observable, and actionable. It doesn’t pile on explanations about character or motives. The goal is to illuminate what to change, not to label someone.

What counts as specific improvements? Concrete bullets you can use right away

When you’re preparing feedback, it helps to map out clear improvement targets. Here are some common areas in a school library, with concrete behaviors you can cite:

• Welcome and assist patrons

• Improvement target: Greet every patron within 20 seconds of arrival; offer help or direct to a resource.

• Specific example: “When a student approaches the desk, greet them by name if you know it, and ask what they need in one or two sentences.”

• Circulation accuracy and speed

• Improvement target: Process checkouts and returns with 100% accuracy; keep lines moving during peak times.

• Specific example: “Scan the barcode, confirm the title and student name, and point to the due date on the screen before completing the checkout.”

• Shelving and organization

• Improvement target: Correctly shelve materials in Dewey order, with spine label facing out.

• Specific example: “Place the book in the correct number range, then align the spine labels so they’re easy to scan from the aisle.”

• Resource guidance and reference help

• Improvement target: Provide targeted, age-appropriate research tips within two minutes of inquiry.

• Specific example: “For a middle school topic, share one or two credible sources and show how to evaluate their usefulness.”

• Technology and digital resources

• Improvement target: Assist students with basic tech issues and guide them to the library’s digital tools.

• Specific example: “Walk a student through logging in to the library portal and show how to save a resource to their reading list.”

• Collaboration with teachers

• Improvement target: Schedule and participate in regular planning with classroom teachers.

• Specific example: “Attend the weekly checklist meeting and bring one new idea for a research skills lesson.”

• Program support and events

• Improvement target: Help run storytime, makerspaces, or book clubs with consistent routines.

• Specific example: “Have a 5-minute pre-activity briefing, assign roles to volunteers, and recap outcomes after the session.”

What to say in the conversation—practical language that sticks

After you’ve gathered the specifics, you’ll want to deliver them in the moment, but with care. A short, calm discussion works best. You can start with a warm tone and move into the SBI points. A simple script can keep you on track:

• “Let’s talk about a couple of moments from last week that stand out.”

• “Situation: On Tuesday at the circulation desk during lunch duty.”

• “Behavior: I noticed two patrons were left waiting while a hold wasn’t scanned.”

• “Impact: That single delay can ripple, making the line longer and leaving others unsure where to turn.”

• “What we’re aiming for: Greet patrons quickly, confirm their needs, and complete the checkout smoothly.”

• “Next steps: Here are two concrete changes we’ll try this week. If we keep tracking these, we’ll know if the changes help.”

If you can, give the staff member a chance to respond. The goal isn’t to issue a verdict but to co-create a path forward. And yes, you’ll want to document the conversation. Not as a punitive record, but as a guide to measure progress.

What comes after specificity? The plan is not a punishment; it’s a map

Once you’ve laid out clear expectations with concrete examples, you’ll often move into one of a few sensible next steps, depending on how things go. Here’s the practical ladder you’ll see in many school libraries:

• Performance improvement plan (PIP) or similar plan

• A PIP isn’t a threat; it’s a time-bound framework that aligns support with accountability. It typically includes specific improvement targets, frequent check-ins, and agreed-upon resources.

• Transitional reassignment or role adjustment

• If certain tasks aren’t a good fit, you might shift responsibilities to leverage strengths while the staff member grows in other areas. This isn’t about labeling someone as failing; it’s about meeting the library’s needs and the person’s potential.

• Formal warning (when warranted)

• A formal process is reserved for ongoing performance gaps that haven’t improved after clear feedback and support. It’s part of a fair, documented approach that protects both the library and the staff member.

• Ongoing coaching and development

• Sometimes the gap narrows with structured coaching, micro-deadlines, or short, focused training sessions. Even small wins matter and build momentum.

The real-world librarian’s lens: what this looks like in a school setting

Picture a typical Oklahoma school library, buzzing with students during free periods, teachers planning research lessons, and a team that needs to move with accuracy and warmth. The first step—speaking in specifics—lays a foundation that feels fair to everyone involved. It shows that you’re serious about quality service, not about reprimanding someone for not “getting it” fast enough.

Let me offer a quick scenario to bring this to life:

• Scenario: A staff member struggles to guide students through a research task during class time. The line is, well, long, and a few students look lost.

• Specific improvement targets:

• Increase proactive support: approach groups with a ready-to-use research scaffold within 30 seconds of a group opening a question.

• Deliver quick, age-appropriate guidance: provide two credible sources and one search tip within the first five minutes of a session.

• Document progress: keep a simple log of which lessons you supported, what worked, and what you’d change next time.

• Conversation flow: start with SBI, acknowledge strengths, then lay out the concrete steps, and end with a collaborative tone — “Let’s try this next week and compare notes.”

A few practical tips to keep the environment constructive

• Respect and privacy matter. Choose a private space for feedback when possible, and keep conversations confidential to protect everyone’s dignity.

• Timing matters. Bring up specifics soon after the observed issue, but give both sides space to reflect. Don’t wait so long that the details get fuzzy.

• Use data where you can. If you have numbers—checkout accuracy, wait times, or search success rates—bring them into the discussion in a neutral way.

• Be consistent. Apply the same approach to all staff. Consistency builds trust and makes improvement feel fair.

• Follow up with notes. A short recap email or written summary helps everyone stay aligned and reduces the risk of miscommunication.

• Balance empathy with clarity. A library job can be demanding: patrons, teachers, and students all leaning on you. A little empathy goes a long way, but don’t soften the message to the point of ambiguity.

• Tie feedback to goals for the library. When staff see how their growth supports student learning and teacher success, motivation follows.

A quick note on what makes this approach fit a school library

Oklahoma school libraries operate at the intersection of resource stewardship, instruction, and student well-being. Clear, evidence-based feedback helps staff align with those priorities—without turning every conversation into a disciplinary moment. Specific examples of needed improvements give staff a concrete path toward better service, more accurate operations, and stronger collaboration with teachers. When you start with clarity, you make room for growth, not fear.

A few closing thoughts to carry with you

• Concrete feedback is a gift. It flags the exact places to grow and removes guesswork for the person receiving it.

• Growth is a two-way street. Invite the staff member to contribute ideas for how to reach the targets you set.

• Documentation isn’t punishment; it’s a shared map. It helps everyone track progress, celebrate improvements, and revisit goals if needed.

If you’re stepping into a leadership role in a school library, remember this: the tiniest, most precise note can spark the biggest change. You’re not just telling someone what to fix; you’re setting the stage for better experiences for students, teachers, and families who rely on the library every day. When the first step is specific, the journey ahead becomes clearer, kinder, and more effective for everyone involved.

So, next time you notice a performance snag, start with specifics. Build them into a calm, respectful conversation. Lay out a path forward that’s concrete and measurable. And watch how the library’s energy—its shelves, its programs, its quiet corners of discovery—seem to align with the mission of helping every student learn, grow, and wonder a little bigger.