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This paper summarizes a time-diary study of a Canadian public library that estimated the hours spent by patrons using library facilities and circulated collections during a month. The purpose of this paper is to convert conventional library statistics into a metric more understandable to external stakeholder groups: time.

Paper-based time-diaries collected data on the patron use of circulated library materials throughout the loans cycle and exit surveys measured the duration of branch visits. This data along with gate and circulation statistics were used to estimate hours of patron residency in library branches and the time spent consuming borrowed materials.

Patrons used the services, facilities and collections of Prince George Public Library’s Bob Harkins branch for an estimated 182,000 hours during August 2013. Over 90 per cent of use occurred offsite through the consumption of circulated materials by diarists and secondary use of borrowed items by their families and friends.

Conventional statistics understate the utilization of public library resources as most of their use occurs outside the library branches, a different usage pattern than for other municipal services. This study suggests that all library use is potentially measurable using a single metric, hours of patron use. The value of a time metric, once methodologically sound, is its usefulness as a measure of library performance and its convertibility in dollars of direct value using contingent valuation methodology.

Time-diary methodology collected patron time-use data on public library circulated materials. The paper demonstrates the potential of patron time-use as a metric of library performance. Hours of patron use appear convertible into dollars of benefit using contingent valuation research.

Time pressures in paid work and household labor have intensified in recent decades because of the increase in dual-earner families and long and nonstandard employment hours. This analysis uses U.S. time-diary data from 1998 to 2000 to investigate the association of employment and household multitasking. Results indicate that mothers do more multitasking than fathers and the gender gap in household labor is largest for the most intense type of multitasking: combining housework and child care. In addition, mothers employed for long hours spend more time multitasking than mothers employed 35–40h per week. It appears that motivations for multitasking are heterogeneous: some multitasking is done out of convenience, whereas other multitaskings are a strategy used to manage too much work in too little time.

We investigate how household disadvantage affects the time use of 15–18 year olds using 2003–2006 data from the American Time Use Survey. Applying competing-risk hazard models, we distinguish between the incidence and duration of activities and incorporate the daily time constraint. We find that teens living in disadvantaged households spend less time in nonclassroom educational activities than other teens. Girls spend some of this time in work activities, suggesting that they are taking on adult roles. However, we find more evidence of substitution into unsupervised activities, suggesting that it may be less-structured environments that reduce educational investment.

A project to determine employee development needs of Plymouth Polytechnic and Derriford Hospital NHS senior technicians revealed employer and employee variance in opinions over desired managerial competences. Job analysis through the use of time diaries permitted construction of a detailed description of current job roles for both organizations. This information was then used to research the views of senior technicians on how their performance could be enhanced through provision of an employee development programme. The study validated the capability of the time diary technique to generate detailed, quantitative information on job role activities. Variance in the training needs for the two organizations was identified. In the case of NHS technicians it was possible to define areas where provision of a new training scheme would be beneficial. Their counterparts in higher education revealed a much lower degree of interest in the provision of external assistance to develop further their managerial skills. Concludes that the Polytechnic would need to implement structural changes to the work environment before introducing any new training schemes for technical staff.

Discusses a project which aimed to determine the employee development needs of Plymouth Polytechnic and Derriford Hospital NHS senior technicians. Using the time diary approach, it revealed employer and employee variance in opinions over desired managerial competences and variance in the training needs for the two organizations. In the case of NHS technicians it was possible to define areas where provision of a new training scheme would be beneficial. Their counterparts in higher education revealed a much lower degree of interest in the provision of external assistance to develop their managerial skills further. Concludes that the Polytechnic would need to implement structural changes to the work environment before introducing any new training schemes for technical staff.

The burnout, stress, and work-life balance challenges faced by teachers have received renewed interest due to the myriad disruptions and changes to K-12 schooling brought about by the COVID-19 pandemic. Even prior to the pandemic, relatively little was known about teachers' time use outside of the classroom, the blurring of work and home boundaries, and how teachers compare to similar professionals in these regards. We use daily time-diary data from the American Time Use Survey (ATUS) for 3,168 teachers and 1,886 professionals in similarly prosocial occupations from 2003 to 2019 to examine occupational differences in time use. Compared to observationally similar non-teachers, teachers spend significantly more time volunteering at their workplace and completing work outside the workplace during the school year. On average, teachers spend 19 more minutes working outside of the workplace on weekdays than observably similar non-teachers and 38 more minutes on weekends. The weekend disparity is particularly large among secondary school teachers. This suggests that before the widespread switch to online and hybrid learning necessitated by the COVID-19 pandemic, teachers were already navigating blurrier work-life boundaries than their counterparts in similar professions. This has important implications for teacher turnover and for the effectiveness and wellness of teachers who remain in the profession.

The central purpose of this paper is to demonstrate that managers of several IT companies, during the dot‐com bubble, used the myths that were readily available in the wider American culture of the time to motivate and manipulate their employees. These managers motivated their employees to put in long hours at the worksite, to be continually on‐call, to intensify their work pace, and to self police their co‐programming teams. The methods used were qualitative social research including interviews, observations, self‐reported organizational charts and time diaries. This is a single case study conducted during a specific period of time. The implications discussed in this paper may provide insight to the managers of IT personnel who seek to motivate their employees to greater efficiency. This paper adds to a discussion on the role of myth in managing IT personnel.