Library and Knowledge Services Manager Review

I manage the Trust’s Library and Knowledge Services, a highly varied role that underpins patient care by ensuring staff have access to high‑quality, evidence‑based information. My day‑to‑day work spans both front‑line enquiry handling and strategic service development, while supporting and mentoring a small, highly effective team.
This includes responding to a wide range of enquiries, from quick factual requests to in‑depth literature searches that inform clinical and operational decision‑making. Recent work has included researching topics such as deep vein thrombosis in paediatrics and evidence to support improvements in patient flow, ensuring our clinical and support teams can base decisions on the best available evidence.
I work collaboratively with colleagues across the Trust, including teams such as Procurement and Estates, to ensure the library has the resources, systems and infrastructure required to deliver an effective service.
Alongside operational management, I lead and supervise projects, including a quality improvement project evaluating the impact of our services. I also oversee the ongoing development of our training offer to respond to emerging challenges and developments in the information landscape, including AI literacy and critical appraisal skills. I contribute directly to delivering this training and provide support for students and learners working at the Trust.

Overall, the programme was broadly well structured, with a clear framework that supported progression and allowed learning to be integrated effectively with my role. The overall sequencing of modules made sense, and the apprenticeship model provided a strong structure for combining academic study with real‑world practice.
At the start of the programme, some requirements and processes were not explained as clearly as they could have been, which led to initial uncertainty. There was also a relatively high level of administrative and bureaucratic activity, and while some of this was clearly necessary, there were instances where it felt duplicative of earlier work. Streamlining these elements or clarifying expectations earlier would have reduced pressure and allowed greater focus on learning.
The structure of the programme itself was sound, though the effectiveness of that structure depended on consistent application across modules. In a small number of cases, particularly Finance and Contemporary Issues, the way the structure was implemented did not fully support learning. For example, in Finance the progression from introductory material to assessment could have benefited from more gradual scaffolding. Contemporary Issues, while well positioned within the programme, did not fulfil the potential suggested by its place in the overall structure.
One of the programme’s strongest structural features was its close alignment with my job role. The ability to reflect on live workplace challenges alongside formal learning is a key strength of the apprenticeship approach. This interplay brought the structure of the programme to life, reinforced learning, and enabled practical application that directly influenced decision‑making and outcomes at work.

I have received a high level of support from my employer throughout the programme. My line management and the wider organisation have been very supportive of my development, particularly in recognising the demands of balancing full‑time work with study and an apprenticeship.
There was a good degree of flexibility to enable me to meet programme requirements alongside my role, including support with protected time for learning, flexibility around deadlines where operational pressures required it, and encouragement to embed learning directly into my day‑to‑day work. This flexibility was especially important given the changing demands of the service during the course of the programme.
Importantly, my development through the programme was actively recognised by the Trust. During the course, I was promoted into a more senior role, which reflected both my progression and the increased responsibility I was taking on. The programme was seen as an enabler rather than a barrier, with learning viewed as directly contributing to my effectiveness and leadership capacity.

The support from my training provider was mixed overall, but there were several strong and genuinely valuable elements. My tutor was consistently helpful, approachable, and supportive, particularly towards the latter stages of the programme. The drop‑in sessions he ran were extremely useful, providing timely guidance and reassurance when workloads were at their most intense.
A particular highlight was the tutor visiting the hospital site on several occasions to run sessions for our cohort. This made a significant difference to engagement and understanding, grounding the learning in our real working environment. It was an excellent example of responsive, high‑quality support and went above and beyond what I had expected.
There were, however, structural aspects of the programme that at times made the support feel less effective than it could have been. In particular, clustering of deadlines increased pressure and made it harder to balance academic requirements alongside work and personal commitments. Some elements of the course design and associated bureaucracy also felt overly complex, and clearer communication of these requirements earlier in the programme would have reduced stress and avoided unexpected challenges later.
To the provider’s credit, feedback was listened to and acted upon, and I understand that changes were implemented for subsequent cohorts to address these issues. This responsiveness demonstrates a willingness to reflect and improve, which I see as a positive indicator of the provider’s overall approach to learner support.

Overall, the qualification has supported me well in performing more effectively in my role. It has strengthened and formalised skills that I was already using in practice, giving them a clearer theoretical underpinning and allowing me to apply them more confidently and consistently. Areas such as leadership, coaching approaches, negotiation, and operational management are now more deliberate and evidence‑informed, rather than relying primarily on instinct and experience.
A key strength of the qualification was the way learning could be embedded directly into my day‑to‑day work. The apprenticeship structure enabled me to reflect on real, live challenges within the service while studying, which helped bring the learning to life and apply it immediately to decision‑making, service development, and team leadership. This reflective element has had a tangible impact on how I approach problem‑solving and strategic thinking within the Trust.
The qualification also gave me the opportunity to step back from operational pressures and contextualise what the service is working towards, which has improved both my confidence and effectiveness in the role. This was particularly valuable during a period of organisational change and staffing turnover within the service, where structured reflection and learning helped me respond more thoughtfully rather than reactively.
While there were a small number of modules where I felt the content or design did not fully support the level of development I had hoped for, the qualification overall has clearly contributed to my professional growth. This progression was recognised by my employer during the course of the programme, with a promotion into a more senior role, reflecting the increased responsibility and capability I demonstrated.
In summary, the qualification has helped me perform better by reinforcing existing strengths, providing a stronger theoretical framework for leadership and management practice, and enabling immediate, practical application of learning within my role.

Yes

It is a great place to work, your development is nurtured and there are a myriad of challenges to rise to.