Did I Ask For This?: Reflecting on My Career Choice After Two Crazy Weeks
The two weeks since my vacation have been hectic. I have had little time to focus on one topic. There are 63 unread messages in my email. I’ve been in 19 meetings ranging from fiscal planning to managing e-resources, improving technical services processes, reprising a diversity climate survey for library staff and receiving a conference update from colleagues. I have been preparing for meetings ad hoc, beginning about 20 minutes before their start, if at all. I have begun analyzing data for the department’s annual report. I have worked through three lunch breaks. Some important issues have not received my adequate attention and some have.
In my spare time (primarily my commute and work breaks) I finished reading Jonathan Safran Foer’s Eating Animals, which my university has assigned for incoming freshmen and transfer students. I started reading “Assessing the Cost and Value of Bibliographic Control” in the July issue of Library Resources & Technical Services.
While my time at work isn’t always so full, the past fortnight is not exceptional.
Before I earned my library degree, my work in library acquisitions usually involved one or two types of jobs in a given day. My responsibilities were technical and focused and I mastered them: I knew everything I needed to know to do my job as accurately as I could. The speed with which I could do my job’s duties gradually increased. I was a machine: a bibliographic searching machine, a firm ordering machine, a receiving and invoicing machine. I took pride in my efficiency and satisfaction in getting the job done. I left work at the office.
A few years ago I contributed a chapter, “From Paraprofessional to Department Head: Lessons in Cultivating a New Professional,” to Staff Development Strategies that Work!: Stories and Strategies from New Librarians, published by Neal-Schuman. In it I observed that formal library education, technical skills and experience were critical to my ability to lead a department, yet insufficient. I was surprised by how little control I had over my day-to-day work and my department’s priorities as a new department head.
Mastery in managing a department is elusive compared with the technical responsibilities I used to have; perfection is no longer within reach, much less conceivable. I took a case-based management class in library school and have had subsequent management training, but the tools I acquired in those sessions are just tools. Learning how to use them depends on situations that require them. I have learned about FMLA and grievance processes firsthand. I have addressed conflict between members of my department. I have experienced the death of a member of my staff, which engaged an entire suite of management and leadership skills. However, I don’t feel like I can truly master management: every situation and experience is new and I learn from it.
Time management is critical and difficult. Delegation remains a challenge for me. I have accepted the fact that I cannot give every single situation for which I have some responsibility my maximum effort and attention, but sometimes I can address it well enough.
I have days in which I wish I could spend my time with a stack of order requests to process, where I excel and my work is taken for granted. However, the rewards of a job well done are greater now. When I accomplish something, my colleagues and staff benefit directly and express their appreciation. As a professional, I am more engaged with the work that goes on outside my department. I have more opportunities and responsibility to contribute to the direction and success of the organization, often well beyond my job description.
I have embraced my role and accept the challenges it presents as opportunities. In the first paragraph, I describe my current situation as one of chaos or in which I cannot imagine catching up on everything before a new task presents itself. I also express the variety of ways in which I participate with other colleagues to further the institution’s mission. When I am overwhelmed by the number of tasks demanding my attention, I take it as a sign that I am trusted with important work. I enjoy my job and find the variety of work engaging and fulfilling.
What advice or stories do you have about adjusting to a professional career from a technical staff job? Have you decided management wasn’t for you and moved on to a different role, or have you grown in ways you never expected?
Your way
Sun, 04/15/2012 - 18:22 — AnonymousI loved the way you told us about your challenges....
Perfect textbook for library school students
Tue, 08/23/2011 - 11:38 — AnonymousI've been thinking about this same issue a lot lately. In a grumpy mood one day, I was walking from one meeting to another, thinking about all of the problems I had to work on, and passed through our children's book section. I thought, "all of these books aren't going to teach these kids ANYthing they need to learn. They need to know all this OTHER stuff that no one EVER teaches you."
Anyway, I've been thinking about what the perfect CD/Acq textbook would look like, and a bunch of case studies and interviews with CD & Acquisitions librarians seems most helpful. What do you think would have been more helpful to you in library school? Or as a practitioner now? It would be a fun book to write.
Perfect textbook for library school students
Tue, 08/23/2011 - 15:29 — Stephen M. BrooksI think that's an excellent question! The class that came closest to supporting my unforeseen responsibilities would have been my Library Management class. We got into all kinds of stuff in there: Maslow's Hierarchy, for example. The class' case study approach got me to work collaboratively to solve a problem, which was relevant to the kind of work I would end up doing.
My big takeaway from the class was this: If you are trying to solve a management problem and a person is at the center of the problem, imagine taking that person out of the situation and look at the problem anew. If the problem still exists, you have an organizational problem; if the problem goes away, you have a staff problem. It seems obvious in hindsight, but it was a simple strategy that helped me address actual management challenges at work, when I didn't have any real world experience dealing with such challenges.
All this is to say that I don't know what a good collection development or acquisitions textbook would look like. Work experience is, I think, the best intro. to acquisitions anyway (I don't know about coll. dev.). We "covered" acquisitions in 90 minutes of my collection development class in library school. I relish the opportunities I get at UNC to talk to SILS students--in class or one-on-one--about acquisitions. Not that we need every library school graduate interested in acquisitions, but it benefits everyone if library school graduates grasp acquisitions.
acq.
Tue, 08/23/2011 - 17:44 — AnonymousI totally agree... and I think acquisitions -- in the broad sense -- is the most important issue ever. All the dealing with vendors, and journal packages, and the publishing world, and acquiring e-resources... Licensing, plus figuring out whether you have a preservation strategy for what you acquire... plus all of the scholarly communication issues. It's so complex, acquisitions. I wish there were more about it in library school.
Fun to think about Stephen! --G
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