Everyone has a brand. Whether you’re managing it or not is an entirely different question.

I’m getting my MLIS right now, but before this, I was the marketing director of a statewide photography company and I’ve worked in PR and content development for a lot of other people. I think it’s incredibly important to have a personal brand. I know that it’s not something that we like to think about. Everybody wants to be unique and be themselves. And branding doesn’t stop you from doing this, but it does give you a set of personal guidelines. Should I post that? Am I going to be pleased to see this in a year? Five years? Fifty years? The Internet is permanent, so anything you add needs to be seen that way.

Here’s one of the really terrible facts about life: Appearance matters. It does. It matters to almost everyone, at least on a subconscious level. Numerous studies have been shown that minorities of all types (racial, gender, sexual, religious, etc.) fare less well in traditional job interviews than do their white straight Protestant male counterparts. By adopting a professional, consistent brand, you can start to offset some of this because you know how you want to present yourself in a professional situation. In short, fake it til you make it.

One of the most important aspects of personal branding in my opinion is making sure that you come up first when people search for your name. I started using my first name (“John”) in all professional contexts when I was still in undergrad because too many people had my nickname online (“Mack”). Thus, John Mack Freeman was born. And when I Google myself, pages about me fill all of the top slots. If someone goes looking for me, they can find me easily because I want to be found. And please, even if you don’t plan on using it today, go ahead and buy the domain name for your full name. One day you’re going to want it, so get it before someone else does.

Branding doesn’t have to stay static. Brands relaunch campaigns all the time. People shift their opinions around brands that aren’t moving, both personal and corporate. In the words of Coco Chanel, “I don’t care what you think about me. I don’t think about you at all.” You have to do what is best for you, incorporating and tweaking as you go. 

Branding can be as simple or as complicated as you want it to be. You can draw up guidelines or you can simply ask “does this show who I am? Will this develop my goals?”

When homophobic graffiti was discovered recently at Fort Lewis College, the administration and students were quick to condemn such actions. We are a small liberal arts college located in the four corners region of Colorado. We offer free tuition scholarships to Native American students from any tribal affiliation and the Native students (over 40% of our enrollment) are actively involved in a culture of tolerance and civility. The librarians of John F. Reed library, along with the rest of campus, are making a continued effort to offer a more inclusive and welcoming environment.

In the library world, we classify and catalog library materials into narrowly defined categories using subject terms and call numbers. This system, although useful for library items, doesn’t always work as well for individuals. It does not reflect the diversity of our gay, lesbian, bisexual and transgender (GLBT) library patrons. The gender and sexuality spectrum has expanded in recent years from these narrow and familiar designations into an alphabet soup of words and acronyms. Intersex, Queer, Questioning, Two Spirit, Asexual androgynous (IQQ2AA) are only a few of the ways library patrons self identify their sexual orientation, gender identity or gender expression. For the purposes of this article, the acronym GLBT is meant to include the broader spectrum.

Reed Library Reference and Instruction Librarians have worked to partner with other groups and departments across campus. Our job descriptions include serving as liaisons to specific teachers and departments. These partnerships encourage us to initiate an active role in the educational and personal issues of our student body.  At the library we have done the following:

Diversity Training

Several of our library staff members have taken Safe Zone Training. This interactive workshop looks at myths and stereotypes of GLBT individuals and provides awareness, knowledge and skills to address the challenges our students might face. This training consists of three to four hours of workshop time on the topics such as Queer 101 and Ally 101. Upon completion of the course, a colorful rainbow-decorated sign is given to individuals to post on office doors or windows. It informs others they are welcome to seek us out in a safe space to talk about GLBT issues and concerns.

Library Subject Guide

A research guide was recently created that looks at GLBT issues from an academic perspective. This guide highlights important resources available through the library as well as sources available freely online. Various tabs include background information, key issues, current areas of scholarly research and a listing of both local and campus groups and contacts that are available for GLBT students.

Displays

Books, magazines and DVDs that highlight GLBT issues for both academic and personal use are periodically displayed in the library. In honor of the Dr. Martin Luther King, Jr. holiday in January, an “Isms” display focused on racial, ethnic, religious and other stereotypes. Other displays have corresponded with gay pride in the month of June and National Coming Out Day in October.

Collection Development

Library materials are regularly purchased to support both the research and personal needs of our students. These items include picture books and young adult literature that have proved valuable for members our Teacher Education department to use to facilitate a culture of acceptance in the classroom. These materials are also available for our local patrons to check out. By tracking the number of times GLBT books and DVDs are checked out from “new arrivals” and display areas, we can assess the growing interest students might have in GLBT and other diversity issues.

As students reach college, it is still a time for them to investigate who they are as individuals and explore their thoughts and feelings in a safe space. As a Liberal Arts College who believes in diversity and civility, expanding student awareness through library collections and resources reinforces that commitment.

 Alejandro Marquez, M.L.S, is a Visiting Instruction/Reference Librarian at Fort Lewis College in Durango, CO.

A man walks in to a supermarket deli. There are a few people in front of him waiting to be served. The woman at the front of the line is impatient and rude. The man behind her is shy, inarticulate and indecisive about what he really wants. The next couple has contradictory ideas and appears to be taking their frustration out on the worker behind the counter. Each interaction has the potential for success or disaster, depending on their interaction with this worker. All of the customers have choices to make and different places they can go for their desired items. The lessons that can be learned in this deli environment are applicable to a library situation.

Introduction

Job advertisements often include the phrase “customer service” in the “Job Description” or “Job Requirements” sections. What does customer service actually refer to? In simple terms, customer service is assisting a client or patron interested in a product or service. The “assisting” includes separate activities performed, and it directly affects how successful this outcome will be. One important factor is the level of customer service quality provided or not provided. Someone can know all about a product, including the positive and negative features of different companies’ versions, but if he or she is unable to clearly explain this information, the customer can be dissatisfied.

The scenarios described above can occur whether a customer is in search salami or Shakespeare. Individuals that work in a specific job field can benefit by looking at best practices from outside their profession. For instance, a library director attended a three-day seminar covering a delicatessen’s outstanding customer service practices (Hilyard, 2012). The director used many concepts discussed in the seminar to create a successful training program titled “Customer Services: Hold the Pickles.” The purpose was training staff to apply these delicatessen practices to their own workplace. One example is patrons were encouraged to fill out a form on the good and not-so-good aspects of the library services offered. Librarians review these forms to define measurable goals, and management encourages new ideas for improving customer service. Managers reward employees who incorporate these new practices, and administrators better define procedures based upon new information (feedback).

The purpose of this article is to explain how customer service activities that happen in a deli can be applied to a library environment. The examples described are based upon the authors’ work experience in different types of libraries and delis. The interaction with these three types of customers is covered in more detail. 

Different Types of Patrons

The woman at the front of the deli counter is impatient. Normally she is polite and calm, but today she is stressed out because of a tight deadline for scheduling a women’s leadership breakfast this week. She speaks loudly and is very rude to the person behind the counter. What she needs is the same “thing” that any good library employee can provide – a polite individual really listening and providing the correct resources to meet her information needs. Acting in a professional manner can lead to a more meaningful conversation. On a side note, there is a difference between rudeness and verbal abuse. In the case of verbal abuse, the worker should physically leave the area to prevent the situation from escalating. The department manager or another worker with experience handling this kind of situation should be notified immediately to speak with this customer.

Another example of a typical customer or patron is the shy and indecisive person who is not really sure what he really wants. This is a very common occurrence at a reference desk. Sometimes a patron appears to know his or her topic of interest but is unsure what specific information is needed and cannot articulate these needs to the librarian. This can lead to frustration unless the librarian takes the time to ferret out the details of what really is sought. The librarian can suggest possible topics in an attempt to find the desired information. 

The next example is a couple that has contradictory ideas and appears to be taking out their frustration on the person behind the reference desk. They cannot articulate their desire and appear to be getting more stressed. As a result, these patrons might blame the person who is trying to help them. The librarian wants to give the patron the best information based on what they really need and not just what they say they want. More time may be needed in this instance and can be a balancing act where patience and solid customer service skills are essential.

Three Levels Of Customer Service Quality

There are three levels of quality in customer service:

1. No communication. The worker is aware of the patron’s presence but does not make any attempt to assist them. This may be due to loud, ongoing multiple conversations between individuals (including on cell phones) that are quickly walking by in different directions. This condition can disrupt the worker’s normal routine of assisting patrons separately.
    
2. Acknowledging the individual by making eye contact and greeting them. The conversation should begin with an open ended question to clarify the specific information requested. This exact moment is an opportunity to learn more about this patron. The amount of time for interaction can determine the quality level. An example of second level assistance is a greeting and a short discussion followed by pointing to a specific shelf, or “small talk” (brief conversation on nonconfrontational topics) that builds a stronger rapport and increases the probability of high service quality (Retail Selling 101). 
3. Exceeding the patron’s expectations. This “achievement” can occur when the interaction leads to the patron obtains useful information AND is impressed with the librarian’s professionalism. Speaking confidently, actively listening and making direct eye contact are examples of professionalism. These customers will remember the exceptional service received and tell other people about their positive experience. The likely result (and goal) is more individuals visiting the library, which is competing with for-profit companies that increasingly market their own information resources (Coakley, 2006). A good skill in any customer service encounter is ascertaining what the customer needs as quickly as possible and satisfying that need. A good way to clarify the specific information needed is by asking closed-ended questions that require a “yes” or “no” response. The transaction should be closed by the librarian asking did you find what you needed and was your question answered. This interaction is an example of better customer service because additional time was taken to successfully help the patron.

Conclusion

Providing a high level of customer service quality leads to loyal “customers” returning because of their positive experiences. Library staff must always be available to customers from the time customers enter the building until they leave (Miller, 2012). Taking the extra step needed to help a customer includes providing additional information without the person’s request. The result and also goal, is making a good and lasting impression and, hopefully, a repeat customer. One way to achieve this goal is by workers feeling personal satisfaction from helping individuals. This can be reinforced by receiving a customer’s verbal compliment as well as management rewarding the worker in some fashion. A positive work environment is created because this worker feels appreciated and useful. While the cynic might say a librarian may easily be replaced by anyone with a customer service background, what really must be understood is that good customer service skills are really just one of the tools a good librarian needs to get the job done effectively and efficiently on a daily basis.

Librarians must strive to provide the highest level of service quality. A key factor is ongoing training and includes reviewing customer feedback followed by adapting operations to better meet patrons’ needs. A part of this process is librarians attending seminars covering how businesses outside of the library field implement effective practices followed by applying these to their own activities. Each member of the staff benefits by being actively involved and seeing improvements from their hard efforts.

Mike Parchinski earned a Master of Library Science at Southern Connecticut State University and has Master of Science and Bachelor of Science degrees in Environmental Science. He works in the retail industry, reviews scientific publications and volunteers in the Technical Services department at a public library. 

Scott R. DiMarco is Director of Library and Information Resources at Mansfield University of Pennsylvania. He earned a Master of Library Science, State University of New York at Buffalo and a Bachelor of Science and a Master of Arts from the State University of New York at Brockport. 

References

Coakley, Candace. “Becoming a Great Place to Work: the story of Wegmans.” Northeast Human Resources Association. October 23, 2006. http://www.boston.com/jobs/nehra/102306.shtml

Hilyard, Nann Blaine, ed. “The Not-So-Secret Keys to Great Customer Service.” Public Libraries Online. May/June 2012, Vol. 51, No. 3. http://www.publiclibrariesonline.org/content/not-so-secret-keys-great-customer-service

Miller, B. “What Is Customer Service?” May 20, 2012. http://www.wisegeek.com/what-is-customer-service.htm

“Workers should not have to choose between the job they need and the family members they love and who need their care.” - Acting Secretary of Labor Seth Harris

For twenty years, the Family and Medical Leave Act (FMLA) has allowed millions of eligible employees to take unpaid leaves for specified family and medical reasons. These workers have been able to care for themselves and their families without fear of losing their jobs or medical insurance. Since President Clinton signed it into law on February 5, 1993, FMLA has been used 100 million times.

At the February 5, 2013, celebration of FMLA’s 20th anniversary, President Clinton spoke of the importance of work and family balance. “People desperately want to have successful families, to be good parents and to have a job and succeed in it. If you take one away to get the other, the country pays a grievous price and every life is diminished.” He went on to note that more people have mentioned FMLA to him — both while he was in the White House and in the 12 years since — than any other piece of legislation he signed.

Rep. Rosa DeLauro of Connecticut, who has championed FMLA, said that “since the law passed in 1993, workers have used up to 12 weeks of unpaid leave 100 million times to care for a newborn child, for an injured or sick family member or just to get better themselves.” To underscore the need to continue updating FMLA, the Wage and Hour Division (WHD), which is charged with enforcing the FMLA, issued a final rule implementing expansions that cover military families and airline flight crews. In addition, the government has released a report (“Family and Medical Leave Act in 2012: Final Report”) that describes some of the many ways the law has had a positive effect on the lives of millions of workers and their families without imposing an undue burden on employers.

• Watch the FMLA Event Video 
• Read the News Release on the Final Rule 
• Read the News Release on the Survey
• View the Slideshow

Listed below are links to information on various FMLA resources.

• General Guidance
• Fact Sheets
• e-Tools
• Posters
• Forms
• Interpretive Guidance
• Applicable Laws, Regulations, Rules and Histories

For additional FMLA information, visit the Wage and Hour Division (WHD) Family and Medical Leave Act’s web site.

Working in a library has many perks: being constantly surrounded by books, working with great people and being an important part of your community. Unfortunately, not everything about working in a library is so ideal. We tend to sit long hours while we are working, usually in front of a computer screen. In my experience, we also tend to sit long hours during our leisure time at home when we are reading books, watching television or spending more time on the computer!

A lot has been written about ways to increase your physical activity and wellness at the workplace, but sometimes the suggestions can be daunting (get home and run 6 miles to make up for sitting all day!) and end more in frustration than wellness. One of the most important things I have learned about my personal wellness while working in a library setting is that the positive changes must be convenient for them to stick. I have also learned that you don’t have to do it all yourself! There are things you can do and that your workplace can do that will make it easier to improve wellness at work. Here are a few ideas to increase your workplace wellness this season:

Things that your library can do:

• Provide kitchen or kitchenette facilities so that staff can prepare food brought from home.
• If you have a kitchen or kitchenette, inform staff about the available facilities, how to use them properly and encourage them to take advantage of the provisions. Working in a large academic library, I had no idea we had a full kitchen on a different floor! Once I discovered it on my own, it was hugely beneficial to my eating habits at work. An introduction to the use of the appliances (like the fancy coffee maker) would have been a great asset from the start.
• If you are one of the lucky libraries to have a small amount of extra cash laid aside for your employees, providing small snacks such as fruit, coffee and filtered water is a great morale booster.

Things that you can do:

• Use the facilities your work provides for you! Homemade lunches (even leftovers from last night’s dinner) are likely to be healthier (and cheaper) choices than going to a fast food restaurant or vending machine.
• Leave dry foods at work for a snack such as dried fruits or nuts. Letting yourself get too hungry often leads to bad food choices. Just make sure they are well sealed; you don’t want your good health habits to attract ants!
• Leave a favorite mug or cup at work; this can give you a sense of comfort in your work environment, plus encourage you to bring a thermos of your favorite drink.
• Get outside! Once you’ve gotten your lunch together, finding a place outside to relax can help you clear your mind after spending the morning indoors. Or, if eating indoors with your colleagues is a beneficial social activity for you, slip outside afterwards for a quick walk before returning to work.
• Park a little farther from the library than you usually do. This will guarantee a small walk at the beginning and end of your day.

I hope you find these wellness suggestions useful and you try them out for yourself! We are more apt to make changes when they are easy and convenient. Healthy food choices are more likely to be brought from home than purchased while at work, so try to bring food with you and leave what you can at your workplace for maximum convenience. Talk to your employer about what they can do to increase the wellness of library employees. Here are some persuading talking points:

• Reduced sick leave
• Increased productivity
• Improved staff morale
• Decreased workplace injuries

Stay healthy!

Mentoring, whether formal or informal, engages newer workers, acclimates them to organizational culture and grooms them for greater levels of responsibility. The workplace is changing: flatter organizations, fewer advertised positions and a higher degree of uncertainty characterize the “new normal.” These new circumstances present challenges, many of which can be met by developing strong mentoring relationships in the workforce. Mentoring styles and strategies are evolving to better serve workers’ current professional development needs. 

How Mentoring “Used to” Look

Ten years ago, mentoring programs that matched mentors and “mentees” or “protégés” flourished. In some programs, the “matching” of experienced and newer professionals was a formal and lengthy initiative. Other organizations encouraged a more spontaneous coming together of mentors and mentees. Most frequently, the mentoring programs were comprised of one mentor meeting with one mentee for a specific period of time – often with a specific agenda. 

The results of these earlier programs? Often, they went well and the younger professional (the “mentee”) gained a critical understanding of “how work got done” within the organization, along with helpful tips on how to move forward. For the mentor, there was often a sense of fulfillment and contribution. In other instances, however, mandated match-ups didn’t work out, or vague program goals didn’t translate into satisfying and successful results for either mentor or mentee. 

The Need for Mentoring Hasn’t Gone Away

Fast forward to the present time and we find ourselves engaged in a very different workplace – one in which everyone feels an urgency to get the work done – often with fewer resources and less time. Emails, voicemails, and texting often replace person-to-person and face-to-face communications. Departmental and organizational leadership changes more quickly – and in-depth professional development conversations just don’t seem to be possible. Additionally, there are fewer clearly identified tasks that one can accomplish to move up, and even knowing who to turn to with one’s career development questions is often unclear.

While the old mentoring model may not fit so well in today’s workplace, the need for mentoring has not gone away. Consider these challenges that younger librarians and seasoned professionals may face:

• A mid-career librarian with eighteen years’ experience has made the leap to self-employment. She’s built a solid business plan and started taking on projects for new clients. But she misses the camaraderie of her old workplace. How does she develop a support network? How can she find others who are doing similar work?
• A new graduate has been hired by a public library. He’s delighted and full of excitement about his new job. But since this is his first real professional position, he isn’t quite sure who is responsible for what, which people work in which parts of the library and how best to succeed in his new role. How does he figure this out?
• A library executive working in a leadership role is feeling a bit stale – he’s productive, gets important initiatives launched and is often looked to for advice from other senior leaders. Yet something is missing. He is looking for a new challenge and isn’t sure how to reignite some passion for the work and the field he’s been in for over 22 years.
• An LIS professional realizes that what got her hired ten years ago won’t get her promoted tomorrow. She knows her tech skills aren’t as strong as they should be – and she gets a bit overwhelmed trying to figure out just which technologies she should know more about. How can she decide what she needs to know – and who can help her get these important skills?
• A part-time school librarian has just landed a full-time job at a public library. Her first week of work was exciting but a bit overwhelming. Who can she turn to when she has questions about how to make a successful transition?

All these professionals could benefit from mentoring – whether it’s done through a formal mentoring program or through a spontaneous informal mentoring meeting. To meet the realities of today’s workplace we need to expand our definition of mentoring to include any opportunity for seeking or offering support and information, either in response to a specific question or need, or as an agreed-upon professional relationship that extends over time and offers guidance and support across a wider range of topics. We also need to consider mentoring a more reciprocal activity than we may have defined it before. Perhaps while you are asking for support as you transition to a new position, you can offer to share an area of your own expertise with the person who is helping you!

Whether you’ve just graduated, or you’re looking for something to engage you after 25 years in the field, or you’re somewhere in between, mentoring can be extremely valuable. Consider these ideas for adding mentoring to your own professional action plan.

Create Your Own Mentoring Initiative

You don’t need to wait to be “tapped” for a mentoring program. Nor do you need to work in an organization that relies on formal mentoring to develop its employees. You can create your own! Your own mentoring initiative should be one that you’ve thoroughly thought through, and one that specifically targets your goals, addresses gaps in your knowledge, and increases your network and organizational savvy.

Here is how you can begin:

• Identify your current needs and questions. If you’re in job-seeking mode, you may need to do some informational interviewing to learn more about organizations you’ve targeted for employment. If you’re a new hire, you may need to know the roles and types of influence held by different colleagues in your workplace (hint: these roles and spheres of influence aren’t ones that show up on the organizational chart!). If you need to get up to speed on a technology or new organizational initiative, you probably need to get more information from experienced colleagues who have special expertise or a history with the organization.
• Once you’ve identified your needs, consider who you can learn from. Identify two or three people whose advice, wisdom or special expertise you could really use.
• Next, determine how you can ask these people for their support and time. Of course everyone is busy and overwhelmed – that doesn’t mean they won’t help. Offer to take a colleague or even a person you admire but don’t know well (yet) to lunch – or out for a coffee. Chances are good that if you ask appropriately, they will be happy to give you a bit of time – and it will let them step away from their own desk for a while.
• When you meet up, be gracious, thank them for their time and be clear about the type of help you’re seeking. Come prepared: take notes, ask thoughtful questions and thank them for whatever they have shared with you.
• After your meeting, send a thank-you note. Follow up with them to let them know how you’ve used their advice. Clip and forward any article or piece of news you think will be of interest to them.
• Keep the connection alive. Email or text them periodically – if possible stop by their office for a quick hello. People are starving for connection today – and a brief moment to stay in touch is often more appreciated that you realize.
• Identify one or two individuals who you believe could really help accelerate your learning. Consider who could help you pick up skills in new technologies, help you best transition to a new management position or offer support for preparing for a promotion.
• Once you’ve identified these individuals, consider how you would like to ask for their support and/or guidance. If you’d like to work with them over an extended period of time, consider what might be most workable for them. Also consider what would make it worthwhile for them. Can you offer some expertise they may find valuable? Can you reciprocate in any way? You may not know the answer to that question until you ask them – perhaps it’s assistance on a project they’re working on or maybe it’s offering your perspective (as a recent graduate) on outreach initiatives or new services to patrons.
• If they’re willing to meet with you over time, be prepared and be flexible. Explain how you would like to benefit from the knowledge or wisdom they have. Then ask for their input. How would they like to go forward? What would be a workable arrangement for them? Again, be gracious and be prepared. It helps to set milestones and establish how often you’ll connect.
• One more alternative to consider as you shape a mentoring initiative for yourself is group mentoring. Perhaps you and a colleague would like to set up meetings with “mentors” together. If you’re both at a similar place in your professional development, it’s likely you may have similar questions or developmental goals.
• One more variation might be for you to have multiple mentors at once. If there are a couple goals you’re working on, you may benefit from the insight that two individuals, representing different areas of your organization or different generations or perspectives can offer.
• Bottom line here: don’t be constrained by what you think a mentoring arrangement “should” look like – be creative and explore what options you have for growing in ways that work for you and for those you would like to learn from.

Make the Most of Organizational Mentoring Programs

Does your organization currently have a mentoring program in place? If it does, that’s great news for you – whether you’re new to the job and the field or you’re an experienced professional that wants to stay current and connected. Check out your organization’s program, and consider getting involved.

Here are some tips to get the most out of an organization-sponsored mentoring program.

• If you’re a new or recent hire, ask your supervisor or HR about any ongoing mentoring programs inside your organization. Or, check out your local or regional chapter of professional associations you belong to – many have ongoing mentoring programs.
• Before you sign up, check out the details of the program. Does it go for a specific length of time? Does the program have specific goals? How are participants matched up with others? Are your particular professional development goals taken into account? Is follow-up done after the program is over? Can you talk to others who are currently in the program?
• Once you’re in the program, actively participate. This is your chance to stretch yourself, grow your network and learn new skills. Come prepared to be fully engaged in the program – arriving late or leaving early means losing precious opportunities.
• Look for ways to leverage the relationships you make in the program. Are there ways you can stay in touch with those you truly enjoy interacting with? Perhaps you can join a committee together, have lunch once a month or simply share resources and support.
• Don’t let the learning stop when the program does. Continue to leverage what you’ve learned, stay in touch with others in the program, put new knowledge to work and make certain you’ve added your participating in the mentoring program to your resume and your online portfolio. You might want to start a LinkedIn group with others from the program.

One of the most important things to remember as you’re considering mentoring options for your own growth: when it comes to learning new skills or reaching for new goals, forget age and tenure. You can be 55 and still learn an incredible amount of very helpful information and knowledge from a new professional in the field. Likewise, you can be 55 and offer incredibly valuable support, based on your own experiences and years practicing your “craft” to someone just starting out. Similarly, you can be fresh out of graduate school and considered the “go-to person” when it comes to social media and its value in engaging teens and young adults. In that case, let others know of your willingness to mentor them on your area of expertise. And don’t forget to consider what they can offer you, as well.

Would it surprise you to learn that up to 44 percent of U.S. workers report that they are or have been bullied at work? Even greater numbers of workers have reported witnessing bullying in the workplace. And the US isn’t alone; other countries across the globe report high incidences of bullying. And for most of these countries, reports of bullying are on the rise.

Furthermore, the United Nations-sponsored International Labor Office (ILO) has reported that professions that were once regarded as sheltered from workplace bullying, like teaching and library services, are reporting higher numbers of bullying incidents (Sperry, 2009).

While you’ll find some variations in the definitions of bullying across different reports and organizations, most define bullying as repeated words and/or actions that are intended to intimidate, degrade, humiliate or undermine an employee (or group of employees). Some sources go further and include the word ”mobbing,” usually defined as a group of coworkers who bully a coworker.

No matter how you define it, workplace bullying has immediate and long-term consequences. Workplace bullying damages workers’ morale, endangers their physical and emotional health and can lead to a host of long-term effects including post-traumatic stress disorder (PTSD), lack of self-esteem, financial risk due to increased absenteeism, sleep disorders and an increase in family tension and stress. For many, the dream of excelling in their field and the career aspirations that have inspired them evaporate and are replaced by everyday efforts to survive another day and stay below the  radar so as not to draw any attention to themselves.

And the consequences of unchecked workplace bullying and mobbing go beyond the damage it does to workers. Employers suffer when bullied workers are less productive and miss work. These consequences of bullying impact productivity, the smooth running of teams, the engagement of workers and the overall reputation of the organization in the eyes of consumers, clients, patrons and potential employees.

Many reasons are given for bullying and mobbing behavior, as well as for its increase in numbers. A report by the Washington State Department of Labor & Industries, Workplace Bullying and Disruptive Behavior: What Everyone Needs to Know, lists several factors that contribute to bullying: significant organizational change, inadequate information flow between organizational levels, lack of employee participation in decisions, work systems that lack policies about workplace behavior and certain worker characteristics. 

Below is a list of actions that workers and employers can take to end, and prevent, bullying. 

Actions that workers can take:
If you are experiencing workplace bullying, look over this list of actions you can use to take back some control and find joy again in the work you once loved. If someone you know is the target of abusive behaviors from bullying co-workers or supervisors, share this list with them.

1. If you are experiencing abusive behavior at work – don’t minimize it. If you are like many other workers who have been on the receiving end of some hurtful or uncomfortable behavior by others, you may wonder if you’re overreacting – or you may be uncertain about what behaviors actually qualify as “bullying.”

   Here are some examples of workplace bullying, pulled from a variety of sources. These examples do not represent a comprehensive list – they’re meant to help you name some of the awkward, embarrassing or threatening words or actions you may have had targeted at you. Instances of workplace bullying can include:

• Being shouted at
• Unwarranted criticism
• Blame, without facts to back up anything that has been said
• Exclusion or social isolation
• Being humiliated
• Being sworn at
• Trivial criticism
• Sarcasm
• Belittling your opinions
• Accusations regarding lack of effort
• Failure to acknowledge good work
• Allocation of meaningless tasks
• Repeated reminders of past mistakes
• Being given unrealistic work deadlines

2. Do not assume you are to blame. Recognize that the bullying is NOT about you or your performance. Bullies often target talented, likable and capable employees who get along with others and do well in their organization. They do so in their efforts at control and power to intimidate and create fear.

3. Keep a diary that details the incidences of bullying or mobbing. Include dates, times, specifics of the incident and people who were present. This journal may be useful if and when you decide to report the bullying behavior and need to show proof and the pattern of the bullying behavior.

4. Ask your supervisor (or someone in Human Resources) for the name of an independent contact person in HR or in an EAP that you can speak to when you are targeted.

5. Report any bullying incident to your supervisor. If your supervisor is the person doing the bullying, identify the individual that your supervisor reports to and be ready to report the incident to that person and ask for his or her support.

6. If you are reluctant to report the incident, talk with a trusted mentor or with someone you have come to know, admire and trust inside your organization – consider someone who has been working there for some length of time. That person may be able to offer suggestions for handling the situation.

7. You may want to limit your interactions with the bully. Email and voicemail may make this easier. If you do need to interact with the person who is bullying you, do so in a way that you can remain calm and professional. Focus on your own well being and safety.

8. Refuse to be intimidated by the bully – remember: you have done nothing wrong and you have the right to a bully-free environment in which to do your work.

9. Focus on doing your work and doing it well. Don’t get distracted from performing at your best. Sometimes this can be difficult when you’re being targeted by a bully. If you need to step away from your workspace to briefly regain your focus, do so. Just be sure to take that time to focus on your goals for the project you’re working on or on visualizing what is important to you and your career.

10. Find ways to reduce stress that may build up because of someone else’s inappropriate behavior. If it’s a cup of tea, a picture on your desk, taking some deep breaths – do it. These actions aren’t meant to have you avoid the situation – they are meant to keep you grounded and supported. You still need to be addressing the bullying behavior by reporting it and getting support from others, as well.

11. Don’t isolate yourself. Continue to build nourishing relationships at work. These relationships can offer an important buffer to the negative words or actions of workplace bullies.

12. If your efforts at reporting the bullying or mobbing do not seem to make a difference, or if your supervisor or employer does not take your concerns seriously, then it may be time to consider your career options. No one should need to go to work each day with a sense of helplessness at being able to change the situation – and there are other employers that do emphasize and support a healthy, respectful workplace.

Actions that supervisors and employers can take:
The following suggestions come from a variety of sources that specialize in dealing with bullying in the workplace. See the Resource List at the end of this article for additional sources.

1. Take your employee’s concerns seriously. Minimizing their concerns will certainly not do anything to stop the bullying behavior – in fact, it might increase the abusive behavior if the bully believes that she or he will not be held accountable for their bad behavior.

2. Create a zero tolerance anti-bullying policy.

3. Make sure that every employee understands your expectations relating to respect.

4. Address the bullying behavior immediately after witnessing it or having it reported.

5. Hold bullying awareness campaigns to educate all workers.

6. Help employees develop skill in dealing with any personal problems that might interfere with their ability to do their job.

7. Encourage reporting and make it clear that retaliation will not be tolerated.

8. Create graduated intervention levels and associated trainings which can range from a conversation with the bullying employee and awareness training all the way to disciplinary interventions for individuals who have not corrected their abusive behaviors.

Remember, bullies seldom “win” in the long term. This is especially true when their behaviors don’t produce the results they hope for. If you can remain engaged with your work and your organization and if you can continue to enjoy the positive relationships you form there, bullies can’t win. And if you have the backing and support of an enlightened employer and a healthy workplace, then you can feel more confident that workplace bullying will not be an issue for you.

If your organization supports its workers by establishing a respectful workplace – and they demonstrate this in their words and in their actions, then bullies will find that their efforts will backfire on them and it is likely they will face the consequences of their actions. Healthy workplaces know the value you bring – and they want to make certain they offer the environment where you   and your fellow workers can flourish.

RESOURCES

Websites:

Civility Partners, LLC. http://noworkplacebullies.com/resources

Crisis Prevention Institute http://www.crisisprevention.com/

Healthy Workplace Bill: http://www.healthyworkplacebill.org/

Mobbing-USA: Emotional Abuse in the Workplace: http://www.mobbing-usa.com/

Stop Workplace Bullying! http://www.bullyfreeworkplace.org

Workplace Bullying Institute: http://www.workplacebullying.org/

Articles:

Appelbaum, S., Semerjian, G. & Mohan, K. (2012). Workplace bullying: Consequences, causes and controls (part one). Industrial and Commercial Training, 44(4), 203-210.

Daniel, T. A. (August, 2006). Bullies in the workplace: A focus on the “abusive disrespect” of employees.

Mattice, C. (October, 2011). Seeking civility: Eradicating bullying at work. T&D, 26-27.

McKay, D. R. (2012). Workplace bullies: What to do about workplace bullies. Retrieved from http://careerplanning.about.com/od/bosscoworkers/a/bullies_at_work.htm

Peyton, P. R. (2003). Dignity at work: Eliminate bullying and create a positive working environment. New York: Brunner-Routledge.

Rayner, C., Hoel, H. & Cooper, C. (2001). Workplace bullying: What we know, who is to blame and what can we do? London: Taylor & Francis.

Rossiter, S. (20006, June). Bullying in the workplace. National Career Development Association. Retrieved from http://associationdatabase.com/aws/NCDA/pt/sd/news_article/5195/_self/layout_details/false

Safety & Health Assessment and Research for Prevention (SHARP) Program, Washington State Department of Labor & Industries. (April, 2011). Workplace bullying and disruptive behavior: What everyone needs to know. Report #87-2-2011. Retrieved from http://www.lni.wa.gov/Safety/Research/Files/Bullying.pdf

Safety & Health Assessment and Research for Prevention (SHARP) Program. Bullying among Washington library staff. Retrieved from http://www.lni.wa.gov/Safety/Research/OccHealth/WorkVio/WaWorkplaces/BullyingWaLibraryStaff.asp

SHRM (Society for Human Resource Management). (2012, April 10). Managing difficult employees and disruptive behaviors. Retrieved from http://www.shrm.org/TemplatesTools/Toolkits/Pages/ManagingDifficultEmployeesa.aspx

Sperry, L. (2009). Workplace mobbing and bullying: A consulting psychology perspective and overview. Consulting Psychology Journal: Practice and Research, 61(3), 165-168.

Wiedmer, T. (Winter, 2011). Workplace bullying: Costly and preventable. Morality in Education, 35 – 41.

“Don’t know why there’s no sun up in the sky”- Lena Horne

I knew that there was a storm brewing in the economy before I chose to become a librarian in 2006. Indeed my knowledge was confirmed in library school when I studied financial management and grant funding. However, I had an inkling of an idea that the talents and skills I learned in my previous career as a community worker would allow me to weather the storm and continue to serve the public good through librarianship.

Stormy Weather

In 2008, the housing bubble burst. Tax revenue for the library where I worked heavily depended on those funds for operating costs. By 2009, the public library where I worked was in the unfortunate position of shortening hours and reducing staff time. Even so, this situation presented an opportunity for the library to become an innovator in doing more with less. In this case, the opportunity was expanding an African-American oral history collection in a variety of formats including print and video. This expansion would be implemented with the help of a Library Services and Technology (LSTA) grant.

An Inkling of an Idea

As a community worker in non-profit organizations, I was comfortable with outreach to cultures of different socioeconomic statuses, races, ethnicities, genders, sexual orientations, disabilities and religions. I gained experience listening and learning to translate the needs and motivations of every group to accomplish a goal. This skill helped me address the occupational cultural divisions of all the participants in this particular oral history project. In addition to this skill of diplomacy, I learned the importance of documenting and quantifying the work for writing grant related reports.

Weathering the Storm

The project became as complex as the interactions among the different cultural occupations. One reason for this complexity was conflicting schedules. The individual groups included librarians, an academic and film producers. The librarians had a set amount of hours mostly during the day, the academic had longer, but flexible, hours and the producers worked mostly at night. Recognizing this, I brokered a method to bridge the time variations as well as document and quantify the work of the oral history project. I introduced the use of an online wiki. This tool became even more important in weathering the storm of budget cutbacks when the hardest part of the storm arrived– a reduction in my hours.

To Serve the Public Good

Despite working part-time, the oral history project had to continue. Not only did the project have grant-related due dates, but the oral history collection had to be made accessible by patrons. This accessibility included circulating print and video formats. As a result of conflicting schedules I found myself at the center of the network of communication and workflow that required constant negotiation and renegotiation in order to maintain openness and collaboration. I decided that the use of a wiki might accomplish this process, especially in the creation of the video content.

Using a wiki allowed me to load the necessary information for local historical images while I worked the reference desk during the day. The film producers could access this information through the wiki when their day began in the evening and the academic could access the wiki at his leisure to determine the project’s progress.

This African-American oral history project itself originated from a local educator who wanted to highlight the wealth of stories of  local African-Americans. Though there were economic challenges, this public library weathered the storm and expanded an oral history project. In the end, this project was completed through librarianship to serve the public good.

Melissa Jeter is an Adult Services Librarian at the Toledo Lucas County Public Library and was a 2008 ALA Emerging Leader.

Editor’s note: the first part of Cantwell’s article, in which she discusses how term/temporary academic librarians can navigate and alleviate the stresses of contract work, was published in the June 2012 issue of Library Worklife.

Testing Your Network Connections

How many of us librarians and information science professionals have troubleshot network connections? There are several punny overlaps: we query a patron to diagnose the issue, and we might discuss the pitfalls and critical features of networking stress in jobs or job searches.

As yourself: Is your network disconnected? Do you have a slow connection speed? What are your connection settings? Can’t remember your network key? You may find Microsoft’s advice parallels that of a career coach (2012).

In all seriousness, developing a network is important. Networking is stressful – stress over how, where and with whom you network, and over the potential impact of networking. But the benefits outweigh the cost. By building and utilizing a network you may hear about a job opening; you may meet someone who impacts your career beneficially, or leads you in a direction that does; or you may meet someone you decide to partner with in research. You may even make a friend.

Do some searching, talk to colleagues and check out a webinar or two. Think about how you connect to information and people in your profession, community and institution —and how you might establish these connections effectively and successfully.

Now Playing: The Inside Candidate—Starring You!

Many faculty members I know check institutional websites and job blogs for hints that positions may have an (infernal) internal candidate. They are not alone in this habit; many academic bloggers talk about their frustrations with the seemingly hopeless application packet sent to search committees with internal applicants (“Terry from Tucson” 2012). However, there are two excellent reasons not to focus on internal competition. 

First, worrying about internal candidates removes your focus from what you can control (your CV, cover letter, references) and places it on what you can’t control (institutional politics and decisions). Don’t let someone you don’t know – and who may not exist – influence the way you feel about your employability. Certainly, I have submitted application materials for positions at institutions I have a sinking feeling won’t pursue my candidacy. But if you think you would be a competitive candidate for a position, internally or externally—go for it. 

Second, the internal applicant doesn’t always have a lock on the position. I learned this hard truth from personal experience. This year at Grinnell, I applied for the “permanent” position. I had performed well in my job, and I felt that being the departmental “band-aid” could give me an advantage. Colleagues told me how well I handled myself during the phone interview. However, I was not offered a campus visit, let alone the position. I was emotionally impacted, but I refused to allow this frustration to color the rest of my time at Grinnell. 

And what if you, like me, are the internal candidate? Dr. Karen L. Kelsky, author of academic career advancement blog The Professor Is In, sees “insider candidates NOT getting the job more often than do, and then being subjected to particularly dreadful, awkward, painful interactions with the department for months or years as they continue on in a temporary or adjunct contract while the tenure track search and hire proceeds in front of them” (“Karen” 2012). Kelsky lists several traps common to internal candidates; I found her advice on avoiding relationship-based discussion to be especially helpful. This advice is challenging, because you do have a relationship with the people who are interviewing you, and they already know much about your experience, courses, professional goals and accomplishments. When discussing shared knowledge, however, it is important to avoid phrases like “as you know” or emphasizing “smarmy” things, such as how impressed by them or how glad to be there you are. Such phrases and comments could appear pandering or even inappropriate.

Clearly, stress abounds in these situations. You know the search committee. You may be teaching the classes or supporting the same departments right now. You feel less able to be open, forthcoming and collegial with your colleagues because of your right to privacy and their constraints on confidentiality. Internal applicants also have no control over the applicant pool, internal politics or any unstated goals. When I learned that I would not be “invited to campus” I had the strange, sudden feeling that I was not “good enough” at “my own” job. But to be fair, and honest, contingent appointments aren’t permanent. It wasn’t my job. I was hired for a 10-month term position, not the position they posted.

And yet a curious weight lifted when I learned I would not be offered the position. I felt I could now throw myself into my job search whole-heartedly. I admit having felt a bit conflicted about applying elsewhere before knowing if I would even have a preliminary interview at Grinnell—was it disloyal or practical? You have to do what is comfortable for you, as long as you do not put yourself at a disadvantage. You may like your job, you may want to stay at your institution, but at the end of a job search that may not be how things shake out and you’ll definitely want a job at some institution, and that will require applying elsewhere.

Strong references should be a concern no matter where you’re applying—internally or externally. You’ll want to think strategically about who you ask to be a reference on your behalf, and these individuals may differ depending on whether you are an internal applicant or not. No one on the search committee should be listed as a reference if you’re an internal applicant; you may want to try a department member not on the committee or a faculty member with whom you’ve team taught. If that seems inappropriate, you may have to resign yourself to using the references from your last application, though it may seem redundant. Asking a non-search committee colleague what they would do is not out of bounds.

You’ll want department members on your support team if you’re applying externally. Your department should understand that they have hired you temporarily and should want to aid in your success. Reference letters should reflect not only your knowledge and skills but also your interactions with co-workers, superiors and direct reports. Do you uphold the mission of the school? Do you responsibly and energetically support your department? Do you foster a collegial working environment (Connell and Savage, 2001)? 

If your contingency appointment is due to a sabbatical or other leave situation, the institution may not have the funding for an additional faculty member (you) to join their team. But this doesn’t mean that you can’t or shouldn’t work hard enough or be the kind of colleague that they wish they could keep—leave on good terms, leave them better than when you arrived and leave them wanting more.

Conclusion

There are several stresses unique to term or temporary positions. Having a temporary position has not reduced the job-related stress I have felt over the past year. For those of you in or applying for contingency appointments, I hope this leaves you feeling stronger or better prepared. Seeing the stressors discussed here as part of the current employment climate, part of working in academia and/or part of the job you are considering or have accepted may at least allow you to make the most of a short, and stressful, time.

Works Cited

American Association of University Professors. 2003. “Contingent appointments and the academic profession.” In AAUP’s Policy Documents and Reports.
http://www.aaup.org/AAUP/pubsres/policydocs/contents/conting-stmt.htm.

“Andy.” 2011. “Reader Mail: Unemployment in Libraryland.” Agnostic Maybe (blog), January 21, 2011. http://agnosticmaybe.wordpress.com/2011/01/21/reader-mail-unemployment-in-libraryland/.

Bureau of Labor Statistics. U.S. Department of Labor. 2012a. “Librarians.” In the Occupational Outlook Handbook, 2012-13 Edition. http://www.bls.gov/ooh/education-training-and-library/librarians.htm.

—. 2012b. “News Release: The Employment Situation—March 2012.” http://bls.gov/news.release/pdf/empsit.pdf.

Connell, Mary Anne and Frederick G. Savage. 2001. “Does collegiality count?” Academe (Nov-Dec). http://www.aaup.org/AAUP/pubsres/academe/2001/ND/Feat/Conn.htm.

“Karen.” 2012. “What inside candidates persist in doing wrong.” The Professor Is In (blog), January 5, 2012. http://theprofessorisin.com/2012/01/05/what-insider-candidates-persist-in-doing-wrong/.

Maatta, Stephanie L. 2010. “Placement and Salary Survey 2010: Stagnant Salaries, Rising Unemployment.” Library Journal (17). http://www.libraryjournal.com/lj/ljinprint/currentissue/887013-403/ljs_placements__salaries_survey.html.csp.

Microsoft Corporation. 2012. “Troubleshoot Network Connection Problems.” Microsoft.com. http://windows.microsoft.com/en-us/windows-vista/Troubleshoot-network-connection-problems.

Olson, Elizabeth G. 2011. “The rise of the permanently temporary worker.” CNNMoney. http://management.fortune.cnn.com/2011/05/05/the-rise-of-the-permanently-temporary-worker/.

Smith, Melinda and Robert Segal. 2010. “Job loss and unemployment stress: tips for staying positive during your job search.” Helpguide.org. http://www.helpguide.org/life/unemployment_job_loss_stress_coping_tips.htm.

“Terry from Tucson.” 2012. “Job misery: foiled by the internal candidate,” College Misery (blog), February 8, 2012. http://collegemisery.blogspot.com/2012/02/job-misery-foiled-by-inside-candidate.html.

Yelton, Andromeda. 2011. “For Andy: Librarian Entrepreneurship.” Across Divided Networks (blog), February 6, 2011. http://andromedayelton.com/blog/2011/02/06/for-andy-librarian-entrepreneurship/