Technical Services in a Changing Environment: Opportunities for Innovation

4/17/1998
NETSL Spring Meeting
Hogan Center, College of the Holy Cross
Worcester, MA

Reported by David Miller (Levin Library, Curry College, Milton, Mass.)
With contributions by Julie Miles, Penny Schroeder, and Kris Jacobi

Morning speaker:
Herbert White, "Technical Services in the New Millenium: Opportunities and Dangers"

Breakout sessions:
I. Susan MacArthur, Sharon Saunders, Marie Gardner, and Carole Parker, "Cataloging Cul-de-Sacs and Acquisition Alleys: Designing Work Spaces in Techical Services"
II. Barbara Dash, "Providing an Online Catalog and Basic Preservation for Rare, Special, or Older Collections"
III. Norman Desmarais, "Will Technology Make Acquisitions Librarians Obsolete?"
IV. Joanne Palko and Connie Roberts, "Once More Into the Breach: Reinventing Technical Services at UConn"

Afternoon speakers:
Christina Bellinger, "Communication for Conflict Management"
Mary Elizabeth Clack, "The Lens of Learning: Creating Collaborative Technical Services Environments in Libraries"

"Technical Services in the New Millenium: Opportunities and Dangers"
Herbert White, Dean Emeritus and Distinguished Professor, School of Library and Information Science, Indiana University

Dr. White opened his freewheeling talk by stating that, as a retiree, he's in his third career, after 25 years as manager in government and the corporate sectors, and twenty years at Indiana University, with ten of those as Dean. Now, with complete freedom to do what he likes, he continues to write, teach and speak. At present, he is teaching two courses. The first is on case study methodologies and analysis. Librarians, he contended, do very little analysis of situations; rather, we survive them. His second course is concerned with planning and evaluation, skills which librarians also frequently fall short on. These courses are part of his larger focus on the library as an administrative unit, which is still little taught.

The present era, with a focus on the next millenium, is a good time for stock-taking, Dr. White continued. In that vein, he drew our attention to issues surrounding the "cloud of technology," constantly shifts and growing larger. This represents both an opportunity and a danger. Technology does some things very well, such as making access to information simpler, and storing it cheaply. But at the same time, endusers are "drowning" in tremendous quantities of information. This presents us with a major challenge: can we do something with the technology we have, other than simply putting more information into the system? Can we truly add value, as intermediaries? According to Peter Drucker, the future of knowledge workers involves becoming "lifeguards of information flow." Evaluation of information is something that technology does very badly, but that librarians can do quite well.

Relating this general challenge to Technical Services, Dr. White asked if we're still content to "mark and park" our materials: analyzing them, putting them somewhere, and letting others figure out where they've been put. This is not, he contended, a premise we want to work with, abandoning responsibility for how materials are found or utilized.

Those processes that are unique to Technical Services, which can both add value to information and make materials easier to find, have been less well understood historically by library managers. Technical Services have often not been considered a part of what "really happens" in the library, and our specific competencies were often left out of library planning. Dr. White stated strongly that this was a management fault, and indeed is responsible for the perception that Technical Services librarians work for each other ("cataloging for other catalogers") rather than the public at large. What other sort of gratification could we expect to get under those circumstances, he asked? It is the responsibility of management responsibility not only to understand and make the best use of our own abilities, but to help develop value systems analogous to those of our Public Services colleagues.

In order for Technical Services, and librarianship in general, to prosper in new millenium, we must do better what computers cannot do well. We may ask, what does this technology allow or require us to do, simply because it exists? Questions like this point us to thinking about developing the services we provide, even beyond current developments in MARC and other metadata formats, and beyond AACR2. Subject analysis and retrieval is another area in which there is much room for greater sophistication.

An appropriate value system for the coming era will not be stated in terms of money spent or saved, but in terms of the uniqueness of what librarians produce. We have two roads to follow: continuing to make what we do now more sophisticated, or using technology to help us think differently about our profession. Dr. White again quoted Drucker, who has said that the most significant profession beyond the year 2000 will be that of knowledge worker. These professionals will "navigate through logjams of information," since the general public will not be able to use access to everything.

What is it, Dr. White concluded, that Technical Services professionals uniquely do? Professionals address human problems amenable to expert service. We need to address our future, and the challenges technology presents, not simply in terms of cost, since "being cheap only creates the demand to be cheaper." The relevant approach is to define what options are available to us, to consider what technology allows us to think about doing in the first place. As professionals, we must determine what we it is ought to be doing, not what others believe we should be doing.

Breakout sessions

I. "Cataloging Cul-de-Sacs and Acquisition Alleys: Designing Work Spaces in Techical Services"
Susan MacArthur, Sharon Saunders, Marie Gardner, Carole Parker (Bates College)

The team from Bates College described an extensive redesign of their Technical Services work area building, which arose as a consequence of the library's overall redesign. The session was informal, with floor plans available for the audience to examine. The issues discussed included an examination of felt needs prior to the redesign, and how well those were addressed; how different areas have adjusted to those needs not well handled (such as insufficient book truck space); impacts on work flow, communication, and supervision; and concerns about noise, privacy, and light.

II."Providing an Online Catalog and Basic Preservation for Rare, Special, or Older Collections"
Barbara Dash (Library of Congress)

This session was presented by Barbara Dash, a cataloger of rare books at the Library of Congress, who has also organized a special project for cataloging the Bowdoin College Library's special collections. She discussed planning, cataloging, preservation, and ideas for extending the access and use of the collection. She emphasized that when doing cataloging or retrospective conversion of these materials, it is essential to work from the book itself, rather than cards. Use Descriptive Cataloging of Rare Books (Library of Congress, 1991), which has instructions for both full-level and minimal-level rare book cataloging. When there isn't time for the full treatment, following the minimal-level rare book guidelines will add value to the catalog record without slowing down the cataloging, since the extra information required is easy to include (e.g., the full transcription of the publisher's name rather than the brief form). Ms. Dash demonstrated some preservation aids, such as uncolored cloth ties that won't leave any trace of color on the books, inexpensive Japanese brushes for brushing off mold, and acid-free folder stock which had been cut and folded into simple containers: book cradles, phase boxes, and folders to hold pamphlets within envelopes. This fascinating talk was filled with creative ideas, practical information, and thoughtful advice.

Reported by:
Julie Miles
Assistant Head
Information Processing Dept.
W.E.B. Du Bois Library
University of Massachusetts/Amherst

III."Will Technology Make Acquisitions Librarians Obsolete?"
Norman Demarais (Providence College)

Approximately fifty plus spring conference attendees joined the acquisitions breakout session led by Norman Desmarais, Head of Acquisitions at Providence College in Rhode Island. Intending to focus on the changes that technology is bringing to acquisitions, the group reacted to many of the points raised by the conference keynote speaker, Herb White. As a result, the meeting encompassed a wide range of library concerns, many not unique to acquisitions librarians, but important and common to librarians at all stations and levels. There was strong affirmation for White's call for a more assertive stance by libraries, librarians and library staff.

Clearly acquisitions along with the rest of the library community finds itself in a state of flux, continuously defining and redefining itself. Conferees noted that technology has expanded the cast of players in acquisitions work; blurred roles between collection development and/or materials selection and acquisitions; and has not yet solved the all too familiar problem of lack of formal training in acquisitions. In a day when acquisitions librarians find themselves dealing with increasingly complicated interests such as contracts and licenses, training remains largely an "on the job" situation.

The group urged librarians to work closely with faculty members in developing collections. Librarians must realize and promote the expertise they possess. Often this means informing library users what they have missed even in the face of user satisfaction. There was a lively discussion of the need to combat the subtle degree of mediocrity that can result from technology's ability to help users find "something" on just about anything. We need to encourage researchers to strive for quality, to be discriminating in the use of all resources.

The session ended by comparing the variety of ways acquisitions work is managed among libraries. While most in attendance at this session were from relatively small libraries, there exists a broad array of organizational styles among them. The widest difference appears to be between libraries with professional acquisitions librarians and those without. The session ended with group members sharing experiences, illustrations, and problem-solving suggestions.

Reported by
Penny Schroeder
Collection Management/Acquisitions Librarian
Bowdoin College Library

IV. "Once More Into the Breach: Reinventing Technical Services at UConn"
Joanne Palko and Connie Roberts (University of Connecticut)

The attendees were introduced to the timeline and processes that have been operating within the Homer Babbidge Library and the Regional Libraries that lead up to the reorganization of all of the University of Connecticut's Library Services.

Initially, in 1986/87, a Technical Services Reorganization Task Force cast a critical eye on the library's staffing and traditional organizational chart. It recommended a "Technical Services Division" with the following departments: Acquisitions, Bibliographic Control, and Preservation. This Division would ultimately have the Library's Systems Department and the MicroComputer Support Unit merged into it to create a new entity: the Technical Services and Systems Division.

With all self-evaluation, there are changes that can be made, but with a change in staffing and the advance of technologies, the "big picture" vision was in order.

Despite a decrease in staffing, there was not a decrease in responsibilities. For example, in June 1989, the Bibliographic Control Dept. had a total of 16 permanent FTE: 7 professional, 8 para-professional, and one support staff. Four years later (1993), there were 11.5 permanent FTE: 5 professional and 6.5 para-professionals.

The methodologies and steps taken to arrive at the new organization were detailed. The initial planning process started in November 1994 with strategic planning retreats lead by a consultant, and with more planning and dedicated committee-work, the University of Connecticut Libraries Strategic Plan was a reality on June 1, 1995.

From August 1995 to March 1997, the Strategic Plan was implemented. By undertaking a review of the internal organization, and setting priorities, the new organizational structure was destined to be flatter (less hierarchical) and team-based. The Organizational Review Team "organized" the Library and its myriad functions into seven major areas which absorb the Departmental duties within the whole of the University Libraries framework: 1) Access Services (Circulation, Reserve, ILL); 2) Research and Information Services (Reference including Map Library, Art & Design Library, Music Library, Pharmacy Library); 3) Information Technology Services (Systems, Copy Services, Culpeper Library [audio-visual and microcomputer lab]); 4) Collections Services (Collection Development, Acquisitions, Bibliographic Control, Preservation, Stacks Management); 5) Regional Campus Libraries; 6) Dodd Research Center (Historical Manuscripts & Archives, Special Collections; and 7) the Director's Office and Administrative Services.

In 1998, the Leadership Council, consisting of functional Area Heads and Associate Directors, is charged with assessing the new organization periodically. The UConn experience continues its holistic system-wide workflow, and should be considered a "work-in-progress."

Reported by
Kris Jacobi
J. Eugene Smith Library
Eastern Connecticut State University

"Communication for Conflict Management"
Christina Bellinger (University of New Hampshire)

Ms. Bellinger's talk was based on research she conducted for her Master's thesis in Sociology, concerning conflict in academic libraries. She examined the effects of organizational structure on communication and conflict management, investigating the characteristics librarians possess which lead them to handle conflicts as they do.

Conflict is endemic in organizations, which have been called "structures of interacting anxieties". This view, while it may be extreme, is useful for studying how relationships in organizations work. Conflict may either constructive or debilitating, and can be considered a process as well as a difficulty. Conflict management has the potential to cement relationships, or to promote change and development.

The primary causes of conflict in academic libraries are bureaucratic structure, the environment (political, physical or economic) and differences in professional cultures. Bureaucratic structures in larger libraries limit interaction between departments, and communication is primarily vertical. There are few points of interaction, and those which do exist are typically points of stress within the organization. This is less true for smaller libraries, which tend to have flatter structures and more cross-departmental committees focusing on specific issues. Even in these situations, where there are high levels of integration, conflicts will arise, though their duration and intensity may be reduced.

Environmental factors include scarce or inequitably distributed resources, physical working conditions, and changes in technology. The longevity of many academic library staff can also be an environmental factor causing conflict, as individuals tend to lose sight of changing practices outside the institution. Conversely, the arrival of new people on a stable library staff can also create difficulty. At worst, a new hire who fails to understand the existing human environment can end up marginalized and bitter. Any of these conditions may, however, be mitigated by the culture of the library.

Differences in professional culture surface, for example, when the professional values of librarians conflict with administrative structure and economic imperatives. Professionals characterisitically expect to have a voice in decisionmaking, in opposition to the older "command and control" ethic.

Ms. Bellinger discussed a dozen varieties of conflict management behavior. These range across a continuum from promising to dysfunctional, depending on the circumstances. Toleration, for example, works if the relationship between parties is distant and the offense is minor, but is a poor approach to chronic offenses. In contrast, struggle is the approach taken when there is no interest in preserving a relationship; here, the point is to win. Conciliation, compromise, rebellion, exit and mediation are other approaches to conflict management, which differ subtly but significantly from each other.

Ms. Bellinger asked the audience to consider how we manage conflict in our own libraries. In particular, we should look at the structures of our libraries and where relationships are formed. She advocated a consideration of consensus management, which has inefficiencies, but builds relationships and focuses conflict on issues rather than personalities. Decisions made by consensus are owned by those who made them, which alleviates the sense of threat we experience from changes over which feel we have no control.

"The Lens of Learning: Creating Collaborative Technical Services Environments in Libraries"
Mary Elizabeth Clack (Harvard College Library)

Ms. Clack's presentation focused on "how learner-centered strategies, tools and processes can be used in a variety of library settings in which technological change plays an increasingly important role." She discussed frameworks for understanding change, collaborative learning, and an approach to fostering innovative transitions. Her remarks were grounded to a great extent from the experience at Harvard, where constructs such as the Four Ps and Kolb's learning types (both discussed below) have been useful in helping people recognize their roles as continual learners in a group context.

Many metaphors are available to help understand the feelings aroused by organizational change, such as encountering wind shear while flying at high speed, or hitting a rough stretch of whitewater. One may also understand change not as a series of events, but as a process of transition. William Bridges describes a three-stage model of change, consisting of endings, neutral zones, and beginnings. In the endings phase, the focus is on what might be lost through change, as well as what can be preserved and carried forth. Neutral zones often don't feel "neutral": they're periods of confusion and anxiety, but a containing much potential energy. In the beginnings stage, one is ready to address whatever new has emerged from the neutral zone; it is a period of clarification. These phases overlap in any real process of change: for example, endings often must be revisited, as they turn out not really to have "ended" after all.

Staff members during times of change will experience the phases of the model differently. Some will feel as though there are no overlaps or transitions, that each phase abruptly follows the previous one. In other situations, particularly where several strategic initiatives are taking place at one time, staff may experience change as a perceptual neutral zone, where nothing is stable. These reactions will be colored by the specific systemic situation, as well as by personal factors such as each person's role in the process and the type and extent of information received.

In a collaborative learning environment, change can be both understood and creatively managed. Learning is not simply a process, but is a whole posture toward any and all experience: the Chinese characters for "learning" mean "constant study and practice." At the organizational level, managers may create a climate in which learning, both personal and professional, is supported and encouraged. The boundaries between these two phases of individual learning may productively be blurred, as may the difference between individual and organizational learning. As individuals learn to learn collectively, a collaborative environment is developed.

Ms. Clack discussed four types of adult learners, as identified in the Learning Styles Inventory of David Kolb. These types are the converger, diverger, assimilator and accommodator. Individuals tend toward these types depending on their preferences for concrete or conceptual sources of knowledge, and active or reflective processing of experience. In considering the composition of workgroups, one may ask how many of these types are represented. The balance will color the connection between individual and collaborative learning which the group manifests. She also noted that computer-related learning, tied to training in technical skills, is most congenial to the accomodator type. This needs to be taken into account when planning training programs, and also serves to remind us that technical skills are only one element among many present in a creative team.

Organizations need to support different forms of learning, as well as types of learners, in order to manage change productively. Examples include expressive learning, in whic

h one learns by teaching; feeling learning, with an emphasis on affect and ethics; and reflexive learning, or learning about learning itself.

Ms. Clack concluded with a discussion of methods for fostering innovative transitions in an organization. These include Four Ps, again as developed by Bridges: purpose, picture, plan, and part to play. Together, these points emphasize a peer-oriented approach to directing change, constant communication about the goals of change and the ability to work with different types of learners in appropriate ways. It is essential to keep space available for reflection and inquiry, as well as activity and advocacy. Since "change is inevitable, but growth is optional," the great challenge is to bring the two together.