5 Association of Research Libraries Research Library Issues 294 — 2018 …notable declines in the share of respondents [library directors] who agree that they and their supervisor [provost or dean] share the same vision for the library…a strong indication of the perceived division between library leadership and leadership elsewhere in the institution….2 This study highlights an apparent disconnect between what university administrators think about the role of the library and library staff within an institution and what library directors think about their role. However, the study found that when a library had engaged in strategic planning, the library was more apt to be in alignment with its institution’s administrative leadership. Many of the institutions represented in this issue of RLI used their own strategic planning process as a foundation for rethinking the work of liaisons. For UT Austin, campus alignment is at the center of their reorganization. Their new overarching organizational structure is called the Academic Engagement division and consists of Teaching and Learning Services, Research Support and Digital Initiatives, and Scholarly Resources. To the question of how we do the work we do, several institutions discuss training in this issue of RLI. Training comes in many forms and for much of the last decade, training for liaisons has been skill-based. We identify the new work of libraries, such as digital scholarship, copyright education, data management, project management, etc., and then offer skill-based training sessions. In an attempt to rebalance the work we do in moving away from some services, such as in-person reference or discretionary collection development, we make way for new work through skill-based training. What is innovative about some of the approaches outlined in this issue is the focus on building metacognitive skills rather than just job-based skills. This is most strongly illustrated in the work that Guelph is doing on learning to function as a team. Guelph staff have been organized into teams to enable speed and agility. They use a team development model created by Bruce Tuckman: the “forming, storming, norming, and performing” model.3 In essence, Guelph has identified that to work differently we