ACRL News Issue (B) of College & Research Libraries 4 / C&RL News Job enrichment for catalogers By Marsha Starr Paiste and June Mullins Catalogers Tufts University Restructuring the catalogers work to maximize achievement, responsibility, recognition, and growth. D uring the summer of 1987, the authors managed a five-month long “linking proj- e c t ” Because of the particular method in which our unified library system operates and because of peculiarities in our library’s method of bar coding, we had the task of matching bar-coded circulation cards, often with minimal data, to each of 280,000 MARC records. We planned the overall approach to the project, developed w ritten procedures, maintained statistics, and prepared reports. To accomplish our task, we had some 90 workers (students, temporary workers, and numerous staff members). Although we did not hire or schedule them, we were responsible for training, making daily assignments, revising finished work, provid­ ing feedback and formal evaluations. We set up the work area and attem pted to create a pleasant atmosphere. In addition, we provided continuity between day, evening and weekend workers. We acted as liaisons with library branches and departments. A major part of the job was answering questions and devising procedures, es­ pecially as it became clear that the circulation clerk who originally typed the book cards had very differ­ ent concepts of main entry and title proper than a cataloger. As catalogers, we were chosen to head the linking project because of our familiarity with MARC records, ability to interpret bibliographic records, and our awareness of matters involving name authority. The task of matching a physical item to a bibliographic record is the essence of the cataloger’s work and this project was a challenging variation from our usual duties. A large part of the work involved sorting problems by type and plan­ ning strategy for dealing with each. We determined priorities for these items and assigned this work to appropriate, accurate workers. Again, as catalogers we were particularly well-suited for the job because o f our ability to place things within broad catego­ ries. For this project, seniority and awareness of local practices were an asset. For us, the project management was a high point in our careers. We had variety and challenge, and learned a great deal. We developed new capabili­ ties and reinforced old skills. The sense of accom­ plishment was trem endous as we created a quarter million item-level records in a brief period of time. O ur responsibility was great because we had full charge of this project, and its completion was es­ sential to bringing up the automated library system by the targeted fall semester. These elements of achievement, responsibility, recognition and opportunity for growth are the cornerstones of the theories of job enrichm ent and job satisfaction developed by Frederick Herzberg. Frederick Herzberg developed his theories of job enrichm ent in the late 1950s through inter­ views with accountants and engineers. Although the validity of his methodology and the accuracy of some of his assertions can be disputed, his theories January 1990 / 5 are still discussed some 30 years after their incep­ tion.1 No discussion of job enrichm ent fails to mention Herzberg. The core of his theories are articulated in Moti­ vation to Work and Work and the Nature o f Man.2 Briefly stated, H erzberg found that factors in­ volved in producing job satisfaction were separate and distinct from the factors that produce dissatis­ faction. Satisfaction is derived from aspects of the work itself rather than from the conditions of employment. Assignments devoid of meaningful work will not necessarily yield unhappiness, but the worker will not find satisfaction and productivity may suffer. The opposite of job satisfaction is not dissatisfaction, just lack of satisfaction. The “satisfi- ers” lie in the work itself. They include achieve­ ment, responsibility, recognition, advancement, and opportunity for growth. Jobs can be enhanced by loading them with these satisfiers. H erzberg was skeptical about “horizontal” loading, that is, merely adding more tasks to a job description. To be meaningful, the loading must divide tasks into “natural work units,” with the worker taking responsibility for the whole unit and having autonomy and control over m eth­ ods and pace. In all instances, the worker needs a sense of “proprietorship” or to feel personally re ­ sponsible for a meaningful portion of the work. What is accomplished must be through the individ­ ual’s own efforts.4 T here must also be built-in sources for feedback. A most significant contribution to the studies of job satisfaction in libraries is one in which Plate and Stone applied H erzberg’s theories in a survey of 238 librarians.5 T heir findings corresponded to H erzberg’s: that the opposite of satisfaction is not dissatisfaction, just lack of satisfaction and that satisfaction arises not from the conditions of labor, but from the content of the work itself. Librarians cited opportunities for advancement and recogni­ 1 Edwin A. Locke, “Nature and Causes of Job Satisfaction,” in Handbook o f Industrial and Or­ ganizational Psychology, ed. Marvin D. D unnette (Chicago: Rand McNally College Publishing Co., 1976), 1297-1349. 2 F re d e ric k Herzberg, Bernard Mausner, Bar­ bara B. Snyderman, Motivation to Work, 2nd ed. (N.Y.: John Wiley & Sons, 1959). 3 F re d e ric k Herzberg, Work and the Nature o f Man (Chicago: World Publishing Co., 1966). 4 J. Richard Hackman and Edward E. Lawler III, “Em ployee Reactions to Job C haracteristics,” Journal o f Applied Psychology Monograph 55 (June 1971): 263. 5 K enneth H. Plate and Elizabeth W. Stone, “Factors Affecting Librarians’ Job Satisfaction: A Report of Two Studies,” Library Quarterly 44 (April 1974): 97-110. tion as being particularly im portant to them . “However, the fact remains that too many library jobs exist, often in technical services, which are not designed to incorporate the potential for achieve­ ment within the job, and offer only infrequent o p p o rtu n itie s for reco g n itio n from external sources.”6 How can the work of the cataloger be restruc­ tu red to maximize achievement, responsibility, recognition, advancement, and opportunity for growth? The cataloger is often an “independent con­ tributor,” a worker whose job is professional but not managerial. While the work of cataloging and clas­ sification is exacting and challenging, there is also a strong elem ent of routine. A recent study by Lynch and Verdin7 suggests that the work of the cataloger, particularly the cataloger without supervisory re­ sponsibilities, is less satisfying than that of other librarians. This is because of the routine nature of the work. O ther studies have found no significant difference between the level of job satisfaction of catalogers and reference librarians.8 Some re ­ searchers have concluded that catalogers are less satisfied with particular aspects of their work than other librarians. These include lack of creativity, opportunity to be directly of service to patrons and the community, and variety.9 Certain stress-pro­ ducing factors are particularly present for profes­ sionals in technical services. There seems to be a preponderance of paperwork and the feeling of being overloaded is reinforced because technical services work is both easily quantifiable and b e­ cause backlogs and bottlenecks are often visible.10 In a survey by Bunge,11 21.7% of technical services librarians cited workload as a primary source of stress. Large numbers of technical services librari- 6Dana Rooks, Motivating Today’s Library Staff: A Management Guide (Phoenix: Oryx, 1988), 139. 7Beverly P. Lynch and Jo Ann Verdin, “Job Satisfaction in Libraries: A Replication,” Library Quarterly 57 (April 1987): 190-202. 8George P. D ’Elia, “The Determ inants of Job Satisfaction Among Beginning Librarians,” L i­ brary Quarterly 49 (July 1979): 293. 9Steven Seokho Chwe, “A Comparative Study of job Satisfaction: Catalogers and Reference Li­brarians in University Libraries,” Journal o f Aca­ demic Librarianship 4 (July 1978): 139-143; Susan Faye Burgess, “Job Satisfaction of Reference Li­ brarians and Catalogers,” Australian Academic and Research Libraries 13 (June 1982): 73-80; D ’Elia, 293. 10Shirley W. Leung, “C oping with Stress: A Technical Services Perspective,” Journal o f Li­ brary Administration 5 (Spring 1984): 11-19. 11Charles Bunge, “Stress in the Library,” L i­ brary Journal 112 (Septem ber 15,1987): 47-51. 6 / C&RL News ans were also distressed by lack of positive feedback and a feeling of fragmentation (17.4% in each category). Further, the staff in technical services is particularly prone to involvement in often dem or­ alizing workplace politics because of the “office­ like” atmosphere in the departm ent.12 Traditional methods of job enrichm ent for cata­ loged have concentrated upon individual growth. They may include committee work; research and publication; conference, workshop and lecture at­ tendance; language study and coursework in one’s area of specialization or presentation of in-house workshops. Catalogers may also participate in departm ental or library retreats of journal reading and discussion groups. A deeper involvement in the overall work of the cataloging departm ent may provide more genuine and lasting j ob satisfaction. Within th e cataloging departm ent, catalogers could be involved in plan­ ning, goal-setting and establishing standards. Feel­ ings of achievement and of responsibility are en­ couraged when catalogers set their own priorities and keep their own records, thus generating their own feedback. Experienced catalogers could also play a vital role in interviewing, hiring, and training new library assistants and catalogers. Training provides an opportunity for relearning and refining skills as well as providing variety and a vehicle for recognition. Participation in the selection and training o f a good “new hire” promotes a sense of achievem ent. D ep artm en tal accom plishm ents have a personal significance to the cataloger who plays a role in making them happen. A general principle of job enrichm ent is the division o f related tasks into units. “A person’s feelings of achievement or accomplishment are enhanced if he works on or completes a ‘whole’ piece of work or if his personal contribution to the whole is clear and visible. Achievement is also enhanced if th e re is some definite feedback source.”13 The division of departm ental tasks into natural work units with a single cataloger respon­ sible for each may be the basis for job enhance­ ment. It would effectively remove some of the fragmentation which technical services librarians have cited as a source of stress. The relationship among the tasks in the “work unit” may be one of workflow, of similarity in content or function. Some work units in cataloging are name authority work, series authority work, audiovisual cataloging and processing, management of backlogs, and mainte­ nance of current and accurate subject headings. A cataloger could be assigned a group of tasks with autonomy and responsibility in their execution. Within the “unit” the cataloger could prepare pol­ 12Leung. 13Locke, 1320. icy and procedure manuals, assign duties to sup­ port staff, provide training, and participate in staff evaluation. The cataloger could also author any necessary reports and participate in writing depart­ mental reports. Coordination of a work module is especially important in providing continued moti­ vation for the veteran cataloger. In writing about “plateaued” workers in general, one author pointed out, “People on the technical ladder don’t have the same status as people on the managerial ladder, because final decisions are made by managers and not technicians. This...reduces the motivational reward value of climbing the technical rungs, and lessens the importance o f technical mastery. If it is appropriate, technical people should be given m ore decision-m aking authority...professional people especially should be rewarded with chal­ lenge, autonomy, and the opportunity to retrain.”14 Rockman,15 in studying job satisfaction in librarians found a high correlation between decision-making, autonomy, and job satisfaction. A study by D ’Elia,16 who is critical of Herzberg, emphasized the role of good supervision in job satisfaction. A good super­ visory climate is one in which the librarian can exercise initiative and professional judgm ent, au­ tonomy in planning, work with little supervision, and have opportunities to try new methods of performing the job and for receiving recognition for a job well done. These factors are all involved in the management of a work module. The aspect of responsibility in managing a work module is also stimulation for further professional growth. “Personal accountability for their work, in turn, will motivate librarians to become more knowledgeable, to develop their skills, and to work to their capacity.”17 Advancement is an im portant component of job enrichment. It may come in the form of promotion in rank or into a managerial position. The added responsibility, experience and skills developed through overseeing a “work unit” may prepare the cataloger for such a position. Advancement may also mean developing more sophistication as a cataloger, with an increased appreciation of the nuances involved in good cataloging. A job enrich­ m ent program as described above will certainly 14Judith M. Bardwich, “How Executives Can Help ‘Plateaued’ Employees,” Management Re­ view 76 (January 1987): 40-64. 15Ilene F. Rockman, “Job Satisfaction among Faculty and Librarians: A Study of Gender, Auton­ omy and Decision Making Opportunities,’’Journal o f Library Administration 5 (Fall 1984): 43-56. 16D ’Elia, 283-302. 17Peter C. Schanck, “Designing Enriched Jobs in Law Libraries,” Law Library Journal 78 (Summer 1986): 392. January 1990 / 7 encourage this sort of growth. W ithin the library the cataloger is the expert in issues of bibliographic control, subject analysis, and MARC formats. T hat expertise could be tapped by utilizing the cataloger in a consultant­ like role beyond the cataloging departm ent. The cataloger could be a resource person for questions and problems for library staff m em bers and pa­ trons. Who b etter understands the catalog than the cataloger? Participation in bibliographic instruc­ tion in the effective use of the catalog may be another job enhancem ent. The cataloger could also teach o ther librarians and staff m em bers about the MARC formats, subject headings, and issues of authority control. An experienced cataloger could act as a preceptor for a library school student or a m entor for a library assistant. These opportunities for growth and recognition should not be over­ looked. Horizontal job loading, or packing a position with a variety of unrelated functions, is generally discouraged by industrial psychologists. However, such job enlargem ent may have a place in job enrichm ent for catalogers. In addition to providing variety, job enlargem ent may provide the cataloger with an overall view of the work o f the library and of the interrelationship o f tasks. This perspective is useful, particularly if the cataloger also directs a work module, aspires to a m anagem ent position, or has input into overall decision-making. Such job enlargem ent may include work in reference and information services, organizing and indexing ver­ tical files, processing reserve materials, acting as bibliographer in an area of specialization, or p ar­ ticipation in collection development. “W hen as­ signed reference work, technical service staff have an opportunity to discover patron needs, to d e­ velop an understanding o f library services, and to learn about reference sources and methods. W hen working on special projects, staff m em bers develop a broad perspective on the library, expand their knowledge o f librarianship, and appreciate the needs of their colleagues m ore.”18 F urther, “job feedback will be increased because technical serv­ ices personnel can see firsthand how effective their work o f making information readily accessible to library users has been ...”19 W ithin the library, job enrichm ent may involve appointm ent to com mittees and task forces. Job enlargem ent, accomplished through horizontal job loading, provides the background which may con­ tribute to effective library problem solving and the developm ent of new procedures and library p ro ­ grams. Project m anagem ent may provide an excellent 18Schanck, 385-86. 19Schanck, 388. vehicle for job enrichm ent for catalogers. W ithin a project, tasks are grouped into a tidy work module and there is a sense o f personal responsibility. “‘Project’ implies a beginning and an end, which implies a chance for achievement.”20 The transition to autom ated library systems often involves num er­ ous discrete projects and the cataloger’s skills make him /her particularly well-suited for directing many o f them . F or instance, it is the cataloger who under­ stands MARC tagging and its implications for search and retrieval. It is the cataloger who is versed in the complexities o f nam e authority. C ata­ logers are adept at the critical review of biblio­ graphic records because they frequently edit to correct or enhance copy obtained through biblio­ graphic utilities. Additionally, catalogers are expe­ rienced in adapting bibliographic records to m eet local needs and in seeking a balance betw een local needs and national standards. Currently, most libraries utilize electronic sys­ tems and the professional cataloger seems to be found in transitional situations. This is quite evi­ dent from the them es o f many recent articles such as: catalogers are working at positions soon to be extinct, the job is slowly becom ing obsolete,21 or cataloger fatigue. It has also been suggested that, for economic reasons, all cataloging work should be done by copy-catalogers, freeing catalogers for other professional duties. Some writers predict comprehensive changes or further narrowing or eliminating the cataloging position. This is predi­ cated upon the dissolution of the “paper files” and to the increased use o f “online information re ­ trieval, optical discs, and electronic publishing.”22 However, we believe, as libraries continue to share online resources, the cataloger’s proficien­ cies will be enhanced. Catalogers have an opportunity to specialize in several specific types o f materials, for example, they describe and classify monographs, serials, musical scores, archival items, photographs, maps, graphic materials, microforms, CDs, and other audiovisuals. In addition to assigning specific subject and alphanum eric categories to the above properties, catalogers wear many library hats; for instance, when problem s arise they devise various cataloging 20Robert N. Ford, Motivation through the W ork Itself (New York: American M anagem ent Associa­ tion, 1969), 116. 21Robert P. Holley, “The F u tu re o f Catalogers and Cataloging,” Journal o f Academic Librarian- ship 7 (May 1981): 90-93. 22Robert D. Stueart, “Libraries: A New Role?” in Books, Libraries and Electronics: Essays on the Future o f W ritten Communication (White Plains, N.Y.: Knowledge Industry Publications, 1982), 93. 8 / C&RL News and classification policies for their individual online indexes. They take great care in confirming and determining points of access with an awareness of patron needs. Also, catalogers are frequently called upon to make decisions about such local issues as, which MARC fields should be indexed online for faster direct searching. These considerations may have been overlooked by the system vendor but are most important to the specific needs of music, serials and non-print catalogers. Catalogers also update and maintain a name-authority file for their individual library’s automatic system. A certain percent of their job calls for providing original descriptive cataloging, designating added entries, determining analytical entries and annotations. Cataloging librarians also, search and assign sub­ ject heading and designate classification numbers. The transition from catalog maintenance to data­ base maintenance is obvious. F u rth erm o re, these accom plishm ents com ­ bined with other abilities enable these librarians to create new bibliographic records, to edit, input, retrieve, correct and store them online. Because catalogers work intensely with items acquired by the library, they could point out weaknesses in,23 or analyze collections; they may also design classifica­ tion systems for special subject collections. These days, catalogers have a hand in library institutional policy. For example, in cataloging an educational videorecording series consisting of 3 videocassettes accom panied by one te a c h e r’s guide, the cataloger may set a policy of w hether to catalog each item separately, or as a group; also w hether or not to photocopy the teacher’s guide for each cassette in the event two teachers want to use the materials simultaneously.24 Catalogers keep a watchful eye over the records of other libraries and may report or edit problem records in a shared resource file. These include records which have contradictory information such as, incorrect form of name, incorrect forms of subject headings and other incomplete or mis­ coded material.25 The skills involved in the various classifying and cataloging strategies of the defunct paper file era, will be utilized by catalogers in expanding, non- conventional roles. These roles could expand upon basic cataloging skills and catalogers could utilize 23Kelly Wamken, The Information Brokers: How to Start and Operate Tour Own Fee-Based Service, Information Management Series, no.2 (New York: R.R. Bowker, 1981), 18. 24Vema Urbanski, ed. “Questions and Answers,” OLAC Newsletter 6 (June 1986): 24. 25Karen L. Homy, “Quality Work, Quality C on­ trol in Technical Services,” Journal o f Academic Librarianship 11 (Septem ber 1985): 206-10. their experience and judgm ent to develop into information access analysts, systems designers, telecom m unications experts or online analyst/ technical resource managers. Quite prevalent in high-tech employment and outside of traditional libraries, catalogers may be “system designers, mediators, contract negotiators, resource allocators, writers, speakers, fund raisers, researchers, subject experts, collection builders, proposal w riters, o r teleco m m u n icatio n s ex­ perts.”26 The cataloging position of the future is germi­ nating now. One can see several requests within the classified ads section from large academic libraries searching for the library systems analyst, with the description that includes several aspects such as: “developing specifications for new mainframe and microcomputer applications; participating in d e­ signing, coding, testing and docum enting new modified applications; supporting planning and implementation of new systems; and training end- users in new systems.” There was another ad for an Automation Services D epartm ent director with the description: “Functions of position include: sys­ tems analysis and programming; training and soft­ ware support; hardware and software evaluation, procurem ent, and coordination of maintenance; and assist with the implementation and develop­ ment of the library system.”27 As some of the current electronic systems b e­ come obsolete, and others become more sophisti­ cated, and as new and more advanced systems are made available, the increased improvements and superior capabilities nationally and internationally will replace the older systems. This will require accurate, detail-oriented, experienced catalogers to function as trainers, managers and as library policy developers for these deluxe electronic sys­ tems. Catalogers, utilizing the previously m en­ tioned skills, may be called upon to demonstrate their creativity, management ability, independ­ ence, and intellectual ability and judgment. These are vital components of job satisfaction and work enrichment. Above all else, the catalogers skills reveal a person whose importance is overwhelmingly sub­ stantiated in the field. Because it is this person who develops, designs and implements the processes of the subject analysis, classification, organization, editing and expanding the bibliographic records that are crucial to information dissemination. ■ ■ 26Miriam Tees, “New Roles for Library School Graduates,” Canadian Library Journal 43 (D e­ cem ber 1986): 372-76. 27Chronicle o f Higher Education, Septem ber 7, 1988, B35. At Ballen, everybody works in customer service. 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