The Dysfunctional Library

Challenges and Solutions to Workplace Relationships

Jo Henry, Joe Eshleman, Richard Moniz

• Publisher: ALA Editions
• Year: 2017
• Print ISBN:
  9780838916230
• eBook ISBN:
  9780838916704
• Topic: Languages & Linguistics
• Subtopic: Library & Information Science
• Index: Languages & Linguistics

1

THE DYSFUNCTIONAL SELF

It is human nature for individuals to blame the problems that they see in the world and in the library workplace on someone or something other than themselves. As this book will indicate, there are often good reasons to look for external validation of why dysfunctional systems and situations exist. This chapter could have been put at the end of this book, but there is a reason for its placement at the beginning. It may seem cliché, but if librarians and administrative staff really hope to improve their respective libraries and the work that is done in them, it starts with improving themselves. The intent of this book is to deal with dysfunctional issues and problems, and this chapter is no exception. It is, however, worth noting that while library staff may not exhibit a major degree of dysfunctional behavior, none are not entirely immune. As humans and as librarians, all of us are essentially works in progress. Ronald Wheeler, the director of the Fineman and Pappas Law Libraries and an associate professor of law and legal research at Boston University, bravely declared, “I had to admit to myself that I was the source of the problem and that I had to work on my own internal issues in order to function appropriately in the workplace and elsewhere.” Jamie Watson, Collection Development Coordinator for the Baltimore County Public Library, writes that “sometimes in a busy work day, you (and others) make knee-jerk decisions.” As a recent study by the authors of this book revealed, workload and frequent interruptions—just to name a couple of external challenges—can be constant hurdles for many librarians. This chapter will examine individual attributes that have been identified as critical or in some cases dysfunctional. It will then explore the topic of emotional intelligence and its applicability to libraries and librarians; briefly touch on the relative prevalence and effect of psychological disorders in the library workplace (especially if they pertain to us personally); and, finally consider anecdotally how these relate to a handful of specific library roles.1

LIBRARIAN TRAITS AND ATTRIBUTES IN GENERAL

It is the authors’ contention that emotional intelligence, or a lack thereof, plays a central role in dysfunctional decision-making and behavior in the library workplace. As such, much of this chapter targets emotional intelligence and how it can be built, encouraged, and repaired. Other relevant factors to consider include key traits that experts have identified as pertinent for workplace success. For example, in citing several other authors, Helen Partridge, Julie Lee, and Carrie Munro state that all librarians must be willing to experiment and accept that change will, at times, entail mistakes.2

Partridge, Lee, and Munro also note the work of Cheryl Peltier-Davis, associate cataloging librarian at the Alvin Sherman Library at Nova Southeastern University in Florida, who outlines a long list of the traits or attributes that individuals should look for and foster in themselves. They must

• • have the capacity to learn constantly and quickly
• • monitor new ways of organizing and accessing resources
• • keep abreast of trends in technology
• • possess the temperament to work independently as well as work on a team
• • have the propensity to take risks and to work under pressure
• • be service- and user-oriented
• • be skillful at enabling and fostering change
• • have a sense of humor (most important!)
• • be committed to continuing formal and informal education . . .
• • conduct research and publish results
• • read professional literature, especially outside the field
• • become actively and, in some instances brazenly, involved in ILS design and usability studies
• • support cooperation and collaboration among the global community of librarians
• • advocate for the profession by marketing the value of web 2.0, library 2.0, and librarian 2.0 to decision-makers.3

This is a daunting list, but extremely pertinent to our desire to avoid dysfunction and be as productive as we can be. It is worth noting that Partridge, Lee, and Munro conclude their study on attributes of librarians by stating that “librarian 2.0 is less to do with technology and more about quality transferable skills and interpersonal abilities.” Of greater importance is the study’s discovery that librarian 2.0 is more about changing attitudes and ways of thinking than anything else.4

When exploring individual traits, it is interesting to look at how they can change under specific circumstances and over time. Patrick Kyllonen discusses how particular events in our lives seem to be associated with significant changes in personality: Successful careers are associated with increases in emotional stability and conscientiousness, remarriage is associated with a reduction in neuroticism, just as numerous other such life events can correlate with change. Any number of events that affect individual lives can have profound or subtle impacts. Kyllonen also describes an additional study that indicated that “self-confidence, warmth, self-control, and emotional stability all tend to increase with age.” This is a hopeful sign. Perhaps time, coupled with greater awareness, can boost this process.5

Before moving on to a more detailed treatment of emotional intelligence, it is worth touching on the importance of grit and resilience. Dysfunction might come from a tendency to give up at the first sign of adversity instead of applying a reasonable amount of perseverance. Grit is a known quality or attribute that helps us to persevere. Although the authors’ focus here is on librarians, it is worth noting that many institutions of higher education have in recent years developed programs to encourage students to assess their own grit and resilience. For example, the Educational Testing Service recently created the Personal Potential Index (PPI), which, among other attributes, measures just these traits.6

At Johnson & Wales University in Charlotte, NC, new-student orientations have taken on the task of introducing students to the concept of having a growth mindset and the importance of grit and resilience as masterfully discussed by Carol Dweck in her book Mindset: The New Psychology of Success:

Sometimes we don’t want to change ourselves very much. We just want to be able to drop some pounds and keep them off. Or stop smoking. Or control our anger. Some people think about this in a fixed mindset way. . . Some people think about losing weight or controlling their anger in a growth mindset way. They realize that to succeed, they’ll need to learn and practice strategies that work for them.7

This book focuses on workplace-related thoughts and behaviors. Adopting a growth mindset is a critical element of improving or reducing dysfunction, and it goes hand-in-hand with the concept of emotional intelligence.

EMOTIONAL INTELLIGENCE

After this brief exploration of traits and mindset, it is important to consider just how central emotional intelligence can be in defining the successful or dysfunctional library workplace. Why is emotional intelligence so critical when considering dysfunction on a personal level? In a nutshell, multiple studies have indicated that individuals who score high in emotional intelligence have better job performance and tend to be associated with high-performing teams and organizational effectiveness. Daniel Goleman, the foremost scholar associated with the concept of emotional intelligence, broke emotional intelligence down into five separate areas: “self-awareness, self-management, self-motivation, empathy, and social skills.” According to Goleman, “at best, IQ contributes about 20 percent to the factors that lead to life success.” Although scholars and researchers continue to debate this exact percentage, it is widely accepted that cognitive ability alone is not sufficient for workplace success. In fact, dysfunction in our behavior and success could be the result of an overreliance on developing cognitive capacities at the expense of other equally or more important skills. It is necessary to break down each of these in turn, consider where we fall on the spectrum of functional to dysfunctional, and determine what we can do to play to individual strengths and repair or nurture areas of weakness. While there is some debate within the literature as to how to effectively measure emotional intelligence (e.g., by employing self-report, observed skills, or problem-solving), and there is also debate about how much people can improve, it is generally agreed that most people can benefit from training and awareness. Most authors concur that, while variance exists, nearly everyone is able to improve to some extent. Finally, when working in a field that is experiencing rapid change, it is important not to minimize the challenges that are at the very core of self-perception.8

In her exploration of the professional identity with which librarians identify, Suzanne Stauffer concludes that

Inherent in this construction of the professions as a source of identity is the recognition that changes in a profession are more than simple changes in the functions or structures of duties, responsibilities, or institutions. They are changes in the identity which professionals derive from their membership in the profession. [emphasis added] . . . When such changes are imposed suddenly from outside the profession or by an influx of members whose identities are radically different, such changes become challenges, even threats, to the identity which members derive from their professional role . . . The resistance of many librarians to changes in the profession over the past several decades . . . is now understood as a reaction against the imposition of an alien identity which rejects, degrades, and devalues the identity which they derive from their profession.9

When moving forward and considering the challenges associated with developing emotional intelligence, do not forget the context of librarianship and the special burdens that are placed on individuals who connect their personal identities with their professions. Indeed, library professionals may have opportunities to reframe some of the big picture. As Simon Lord observes, “Rather than perceive these changes as a threat to the profession, information professionals should be willing to adapt and recognize that, with the right response, these changing forces can become an opportunity to evolve and enhance their roles—from gatherer and supplier to analyst, educator and indispensable guide.”10

The Elements of Emotional Intelligence

• • self-awareness
• • self-management
• • self-motivation
• • empathy
• • social skills

Self-Awareness

When considering the topic of emotional intelligence...

Table of contents

• Cover
• Title Page
• Copyright Page
• Dedication
• Contents
• Acknowledgments
• Introduction
• 1. The Dysfunctional Self
• 2. Dysfunctional Organizational Culture
• 3. Incivility in the Work Environment
• 4. Toxic Behaviors of Staff
• 5. Organizational Deviance and Workplace Politics
• 6. Poor Communication in the Workplace
• 7. Conflict Management
• 8. Ineffective Collaboration
• 9. Difficulties with Team Composition
• 10. Leading Away from Library Dysfunction
• Conclusion
• About the Authors
• Index