please i will like to find out the meaning of job rotation and its benefits to organizations
From Nigeria, Ibadan
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7From Nigeria, Ibadan
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Job rotation
Its role in promoting learning in organizations
Abstract
Work based approaches to learning and development have become increasingly popular. However often individuals and developers are not given clear enough assistance to make such approaches work effectively. This article covers the use of one work based method, namely job rotation.
--------------------------------------------------------------------------------
Article Type: Viewpoint
Keyword(s): Job rotation; Employee development; Training; Workplace learning.
Development and Learning in Organizations
Volume 17 Number 4 2003 pp. 7-9
ISSN 1477-7282
--------------------------------------------------------------------------------
Work based approaches to learning and development have become increasingly popular. However often individuals and developers are not given clear enough assistance to make such approaches work effectively. This article covers the use of one work based method, namely job rotation.
What is job rotation?
Job rotation is a phrase used to refer to the planned movement of people between jobs over a period of time and for one or more of a number of different purposes. Basically there are two forms of job rotation. One is within-function rotation and the other is cross-functional rotation. Within-function rotation means rotation between jobs with the same or similar levels of responsibility and within the same operational or functional area. Cross-functional rotation means movement between jobs in different parts of the organization over a period of time. The jobs identified for cross-functional rotation are likely to be arranged in a sequence representing increasing levels of responsibility. Job swaps, as the name suggests, may involve no more than two individuals in different departments or functions, exchanging jobs for a limited period.
Examples
An example of within-function rotation would be when individual members of a permanent work team move between some or all of the jobs covered by the team over a period in order to maintain or improve motivation (by providing variety) or to ensure optimum staffing. Representative of cross-functional rotation is the common arrangement of a planned sequence of job moves as part of a career development scheme. Here, rather than rotating around a number of jobs that are in the same group and closely related to each other, the individual rotates through a number of jobs in different departments, business units or geographical locations. Typically these are chosen and arranged in a series to broaden the individual's experience or to expose them to gradually increasing levels of responsibility. Such schemes are often used with new graduate entrants to an organization who might be expected to spend as much as six to eight months in each of three or four positions over a period of two years or so in preparation for appointment to substantive posts. As well as providing individuals with developmental opportunities, such schemes can also be used by the organization to gather data about their skills, interests and potential to indicate their final placement.
The use of cross-functional rotation schemes with new graduate entrants has a long history in medium sized to large organizations. They are often accompanied by other arrangements that form part of an induction program. Also familiar in many organizations are the cross-functional schemes associated with career and management development programs for staff identified as having potential for senior positions.
Typically job swaps are arranged with the learning of the participants very much in mind. Similarly, cross-functional job rotation is most often associated with an explicit focus on learning and development. Within-function job rotation can also involve learning though. For example, it would certainly be the case with regard to anyone new to the team in the illustration provided above. There may also be learning opportunities for established members of such a team as well. For example, where the team is operating in an environment characterized by frequent changes to roles and responsibilities, or where job rotation is undertaken intentionally to support team development initiatives.
There is a good argument for saying that the developmental opportunities and support offered to graduate newcomers and to high-fliers through cross-functional job rotation can and should be offered to established staff at all levels. Potentially, the pay-offs for the organization through the contribution of job rotation to the development of individual human capital could b supplemented by its contribution to the development of social capital too. This would be represented by increases in the number and quality of relationships between a much higher proportion of staff at different levels and in different parts of the organization. In practice however, where this kind of job rotation occurs, the schemes concerned often tend to be smaller scale and much simpler than those for graduate newcomers and high-fliers. They often involve individuals spending no more than a small number of relatively short periods of time each year in another department with which their own has an important working relationship. Such schemes blur the distinctions between job rotation and methods like attachments and shadowing.
Although there is no reason in principle why individual managers should not support and enable cross-functional job rotation for groups of established staff that are bigger and more inclusive than those restricted to new entrants or high-fliers, the demands associated with doing so can be considerable. Where such schemes do not have the benefit of a clear and explicit buy-in at a corporate level, and the resources to match, smaller scale within-function rotation is probably to be preferred. Here the manager would restrict support for rotation to jobs within the boundaries of their normal sphere of responsibilities. Cross-functional rotation is still possible where the manager can capitalize on their relationships with a limited number of like minded colleagues in other departments or locations. However, it is likely to remain restricted to these departments or locations if it does not have corporate sponsorship. In such circumstances, job swaps between individual members of staff in different departments are potentially much easier to organize than cross-functional job rotation. Although the potential development opportunities are comparatively smaller in number and scale, a successful job swap scheme can lay the groundwork for the establishment of cross-functional job rotation.
Possible benefits
Job rotation can lead directly to the accelerated development of new members of staff.
Cross-functional job rotation can be a powerful way of developing organizational high-fliers.
Enabling staff to work in different areas of the organization through cross-functional job rotation and job swaps can contribute to knowledge retention and management by spreading individuals' expertise more widely within the organization.
Cross-functional job rotation and, to a lesser extent, job swaps can contribute to the development of social as well as individual human capital by establishing and developing new relationships across the organization.
Possible limitations
The return on investment in cross-functional job rotation for selected groups such as graduates and high-fliers can be comparatively low without effective selection arrangements.
Cross-functional job rotation for selected groups can make considerable demands on the support of the colleagues of participants. This can cause resentment where their support is provided for those they perceive to be members of a privileged group or to be destined for higher things rather than continuing to work alongside them as colleagues.
Job swaps are easier to organize and resource than a cross-functional rotation program, although the potential scale and scope of the development opportunities are correspondingly smaller.
Operating hints
In making arrangements for job rotation and job swaps, buy-in needs to be gained both from the managers of the departments, functions or teams within which the jobs to be performed by participants are located and from those who will be the “temporary” colleagues of participants.
The goals of job rotation schemes should be clear and aligned with the organization's business needs at a corporate level. More specifically, the benefits to each individual participant in job rotation or job swaps can be better integrated with the needs of the organization where personal development plans are used.
Learning gained through job swaps can be increased or accelerated by the use of coaching from the participant's manager or from an experienced colleague in the host department or group.
Other methods such as attachments or shadowing can be combined with job swaps in an appropriate sequence as part of an individual's development program.
Consider support for job swaps between departments or locations as a step on the way to establishing opportunities for cross-functional job rotation covering staff from all the departments or locations concerned.
Consider the potential of within-function job rotation for providing opportunities for work based learning as well as for other purpose like improving motivation or addressing staffing problems. Such a range of purposes can be combined.
This article is by Ben Bennett (ben@bennett13.fsnet.co.uk), University of Westminster.
--------------------------------------------------------------------------------
From India, Mumbai
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Its role in promoting learning in organizations
Abstract
Work based approaches to learning and development have become increasingly popular. However often individuals and developers are not given clear enough assistance to make such approaches work effectively. This article covers the use of one work based method, namely job rotation.
--------------------------------------------------------------------------------
Article Type: Viewpoint
Keyword(s): Job rotation; Employee development; Training; Workplace learning.
Development and Learning in Organizations
Volume 17 Number 4 2003 pp. 7-9
ISSN 1477-7282
--------------------------------------------------------------------------------
Work based approaches to learning and development have become increasingly popular. However often individuals and developers are not given clear enough assistance to make such approaches work effectively. This article covers the use of one work based method, namely job rotation.
What is job rotation?
Job rotation is a phrase used to refer to the planned movement of people between jobs over a period of time and for one or more of a number of different purposes. Basically there are two forms of job rotation. One is within-function rotation and the other is cross-functional rotation. Within-function rotation means rotation between jobs with the same or similar levels of responsibility and within the same operational or functional area. Cross-functional rotation means movement between jobs in different parts of the organization over a period of time. The jobs identified for cross-functional rotation are likely to be arranged in a sequence representing increasing levels of responsibility. Job swaps, as the name suggests, may involve no more than two individuals in different departments or functions, exchanging jobs for a limited period.
Examples
An example of within-function rotation would be when individual members of a permanent work team move between some or all of the jobs covered by the team over a period in order to maintain or improve motivation (by providing variety) or to ensure optimum staffing. Representative of cross-functional rotation is the common arrangement of a planned sequence of job moves as part of a career development scheme. Here, rather than rotating around a number of jobs that are in the same group and closely related to each other, the individual rotates through a number of jobs in different departments, business units or geographical locations. Typically these are chosen and arranged in a series to broaden the individual's experience or to expose them to gradually increasing levels of responsibility. Such schemes are often used with new graduate entrants to an organization who might be expected to spend as much as six to eight months in each of three or four positions over a period of two years or so in preparation for appointment to substantive posts. As well as providing individuals with developmental opportunities, such schemes can also be used by the organization to gather data about their skills, interests and potential to indicate their final placement.
The use of cross-functional rotation schemes with new graduate entrants has a long history in medium sized to large organizations. They are often accompanied by other arrangements that form part of an induction program. Also familiar in many organizations are the cross-functional schemes associated with career and management development programs for staff identified as having potential for senior positions.
Typically job swaps are arranged with the learning of the participants very much in mind. Similarly, cross-functional job rotation is most often associated with an explicit focus on learning and development. Within-function job rotation can also involve learning though. For example, it would certainly be the case with regard to anyone new to the team in the illustration provided above. There may also be learning opportunities for established members of such a team as well. For example, where the team is operating in an environment characterized by frequent changes to roles and responsibilities, or where job rotation is undertaken intentionally to support team development initiatives.
There is a good argument for saying that the developmental opportunities and support offered to graduate newcomers and to high-fliers through cross-functional job rotation can and should be offered to established staff at all levels. Potentially, the pay-offs for the organization through the contribution of job rotation to the development of individual human capital could b supplemented by its contribution to the development of social capital too. This would be represented by increases in the number and quality of relationships between a much higher proportion of staff at different levels and in different parts of the organization. In practice however, where this kind of job rotation occurs, the schemes concerned often tend to be smaller scale and much simpler than those for graduate newcomers and high-fliers. They often involve individuals spending no more than a small number of relatively short periods of time each year in another department with which their own has an important working relationship. Such schemes blur the distinctions between job rotation and methods like attachments and shadowing.
Although there is no reason in principle why individual managers should not support and enable cross-functional job rotation for groups of established staff that are bigger and more inclusive than those restricted to new entrants or high-fliers, the demands associated with doing so can be considerable. Where such schemes do not have the benefit of a clear and explicit buy-in at a corporate level, and the resources to match, smaller scale within-function rotation is probably to be preferred. Here the manager would restrict support for rotation to jobs within the boundaries of their normal sphere of responsibilities. Cross-functional rotation is still possible where the manager can capitalize on their relationships with a limited number of like minded colleagues in other departments or locations. However, it is likely to remain restricted to these departments or locations if it does not have corporate sponsorship. In such circumstances, job swaps between individual members of staff in different departments are potentially much easier to organize than cross-functional job rotation. Although the potential development opportunities are comparatively smaller in number and scale, a successful job swap scheme can lay the groundwork for the establishment of cross-functional job rotation.
Possible benefits
Job rotation can lead directly to the accelerated development of new members of staff.
Cross-functional job rotation can be a powerful way of developing organizational high-fliers.
Enabling staff to work in different areas of the organization through cross-functional job rotation and job swaps can contribute to knowledge retention and management by spreading individuals' expertise more widely within the organization.
Cross-functional job rotation and, to a lesser extent, job swaps can contribute to the development of social as well as individual human capital by establishing and developing new relationships across the organization.
Possible limitations
The return on investment in cross-functional job rotation for selected groups such as graduates and high-fliers can be comparatively low without effective selection arrangements.
Cross-functional job rotation for selected groups can make considerable demands on the support of the colleagues of participants. This can cause resentment where their support is provided for those they perceive to be members of a privileged group or to be destined for higher things rather than continuing to work alongside them as colleagues.
Job swaps are easier to organize and resource than a cross-functional rotation program, although the potential scale and scope of the development opportunities are correspondingly smaller.
Operating hints
In making arrangements for job rotation and job swaps, buy-in needs to be gained both from the managers of the departments, functions or teams within which the jobs to be performed by participants are located and from those who will be the “temporary” colleagues of participants.
The goals of job rotation schemes should be clear and aligned with the organization's business needs at a corporate level. More specifically, the benefits to each individual participant in job rotation or job swaps can be better integrated with the needs of the organization where personal development plans are used.
Learning gained through job swaps can be increased or accelerated by the use of coaching from the participant's manager or from an experienced colleague in the host department or group.
Other methods such as attachments or shadowing can be combined with job swaps in an appropriate sequence as part of an individual's development program.
Consider support for job swaps between departments or locations as a step on the way to establishing opportunities for cross-functional job rotation covering staff from all the departments or locations concerned.
Consider the potential of within-function job rotation for providing opportunities for work based learning as well as for other purpose like improving motivation or addressing staffing problems. Such a range of purposes can be combined.
This article is by Ben Bennett (ben@bennett13.fsnet.co.uk), University of Westminster.
--------------------------------------------------------------------------------
From India, Mumbai
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Job rotation in an academic library: damned if you do and damned if you don't!
Richard M. Malinski
ABSTRACT
This ARTICLE CONSIDERS JOB ROTATION— the systematic movement of employees from one job to another— was one of the many tools within the organizational development toolkit. There is a brief consideration of useful print and Internet literature on the subject as well as a discussion of the pros and cons of job rotation. The application of job rotation methods in Ryerson University Library, a small academic library, concludes the article in order to illustrate process and insights through example.
INTRODUCTION
Job rotation comes in many forms and is useful in many situations. Job rotation is the systematic movement of employees from one job to another. How this movement is accomplished depends on the purpose that you wish to achieve and how dramatic a move you are willing to take. What is the reason for embarking on a job rotation program? How does it fit with your overall human resources development and organizational culture? Is this going to be a complete rethinking of the jobs within your organization or is it going to be for a few of the staff? Is it a step-by-step process beginning with an hour per week shift, or for some longer period, or is it a complete change forever? Is the use of "job rotation" a suitable rubric for this type of all-encompassing reorganization?
The purpose of this article is threefold. First, there is a general examination of the literature. In this way, there is a foundation set for job rotation as one of the tools of organizational development. Second, there is a summary of the pros and cons of implementing job rotation. Once warned, twice armed! Third, there is a study on the use of job rotation in a small academic library. This provides a practical example and illustrates some of the issues and insights that might assist others in assessing their organization and the possibility of using job rotation.
LITERATURE
Personnel do not always have to leave an organization to find a different, more fulfilling, or more satisfying position. Many human relations processes such as job enlargement, enrichment, restructuring, and rotation can be a means to an end. Whichever method or combination of methods is chosen depends on both the management and the staff of the organization. There are a number of articles dealing with job rotation in libraries. Pierce (2001) reported on a Phoenix, Arizona, case study that looks at movement in a public library system. Olorunsola (2000) deals with his experience in a Nigerian university library. An earlier examination is that of Perdue and Piotrowski (1986) who look at the advantages and disadvantages of a two-year rotation of reference department supervisors.
These are not the only examples of interest in job rotation within university libraries. Several universities have information about their job rotation and job sharing programs mentioned on their websites. The Indiana University, Bloomington, libraries have their process, criteria, and forms for all their staff to use. The information is clearly laid out and is an excellent example that others might find useful. Their information is located at the following URL: http://www.indiana.edu/~libpers/ jspolicies.html. The Personnel and Employment Department at the University of Wollongong is another example with criteria laid out in their union-management contract. Their information is at http://uow.edu.au#1.
The business world sees the importance of such activities as job rotation in providing a dynamic, productive, and satisfied staff. Collinson (2001) compares Japanese and UK firms and notes how the transfer of research and development knowledge to the front lines can be enhanced by tactics such as job rotation. Allerton (1999) points to several techniques to reduce turnover or to improve staff loyalty. One of these is job rotation. Allerton also comments on the important issue of breaking down the them-us dichotomy through the use of short-term or of the several-hours-a-week type of job rotation. It is the Hauptman and Hirji (1999) study that sets job rotation in context as one of the many techniques from which any successful organization must draw.
With the impending retirement of many baby boomers, succession planning is growing in importance. The need for organizations to pass on the structural knowledge from experienced staff and managers to new members is critical. Of the many techniques that might be chosen to assist in this transfer are such techniques as coaching, mentoring, training, and job rotation. Gale points to the value of job rotation as one of the important techniques in succession-planning and the development of managers at GE (Gale, 2001). Many others such as Cembrowski and da Costa (1998) also point to the importance of job rotation in succession-planning.
Much of the literature on job rotation focuses on occupational safety. Carnahan and Redfern (2000) illustrate this in their discussion of a job rotation scheduling algorithm which incorporates safety considerations. MacLeod and Kennedy (1993) also deal with the safety and ergonomic issues of job rotation. However, in addition, they provide an excellent overview of the pros and cons that should be taken into consideration when determining the fit of job rotation in general. Cheraskin and Campion (1996) do much the same in their case study of job rotation at Eli Lilly. The first two cases set job rotation into an industrial setting while the last uses a finance department situation. Together they touch on many of the issues that need to be addressed in any job rotation program.
PROS AND CONS
The literature noted above points to many of the pros and cons of implementing a job rotation program. The benefits may be outlined as reductions in boredom, work stress, absenteeism, and turnover and an increase in innovation, production, and loyalty. The difficulties of implementing a job rotation program center on such aspects as experienced staff not wanting to learn new job skills or move to other locations, educating and training staff for the new jobs, the fitting of staff (skill level) and job (skill and pay structure), the direct and opportunity costs of implementing a rotation program, and—in industrial settings—putting untrained staff in hazardous situations. While this latter issue may not be uppermost in the minds of library staff, improper stooping to and loading of library shelves or pushing book trucks improperly can result in nasty outcomes!
These comments focus attention on three key challenges: the determination of the type of job rotation, the clarification of the process of changing the work structure itself, and the communication to all about the type of staff training and the length of the learning period. There are often restrictions on the type and extent of job rotations. If there is a unionized environment, the job rotation may be held within particular generic jobs or classification levels. There may be significant skill differences among the staff. Management may baulk at the short-term expense of upgrading staff or at the loss of productivity during the break-in period. It may be easier to begin with a limited job rotation program within a delimited segment of staff. Changing the processes or work structure on a small scale may be less daunting than if the program encompasses all work and staff in the organization in one fell swoop. Whatever the extent of the program, the training and on-the-job learning period may be an important consideration.
The focus of this article is on job rotation. By no means does that point to job rotation as the only means of improving the organization and its staff. The literature illustrates that there must be a context or an organizational culture that is conducive to a job rotation program. However, trying to implement a job rotation program should do wonders at bringing out all manner of questions and issues requiring resolution.
RYERSON UNIVERSITY LIBRARY
This small academic library is organized in a hierarchy along familiar lines. There are six unit heads reporting to a chief librarian. The units are archives, audiovisual/interlibrary loans, library access services, reference and information, systems, and technical services. Within these units are fifteen librarians, forty-seven full-time library staff, and an equivalent of approximately seven full-time staff made up of temporary employees. This latter complement varies depending on the semester work cycle. The perspective on size takes on another dimension, however, when the student body, number of faculty members, and breadth of programs are taken into consideration. There are approximately 500 full-time faculty and about 600 contract instructors (hired every semester). Over the decade, there has been a continued increase in the student body from about 11,000 to almost 14,000 full-time students and from just over 30,000 to over 48,000 annual registrations in continuing education courses. The Ryerson Library has a small library staff with a very large community to serve.
There are two aspects of the library that are not so common and emphasize the breaking down of the hierarchy that often occur with such unit structure. First, there is the use of generic job descriptions for library technicians and assistants. These generic job descriptions facilitate staff moving around the library and working in several areas. Second, the library employs a library council that is composed of the chief librarian and all the librarians. This group meets every other week to discuss library-wide issues and to develop consensus around issues such as major acquisitions, new systems upgrades, generic job descriptions of library staff, job rotation, planning, and budget allocation. This council acts as the management group advising the chief librarian and is a means of having all librarians participate in the library decision-making processes.
Throughout the 1990s, the library went through some turbulent times ranging from organizational and physical restructuring, through cutting budgets and increasing budgets, through two new systems implementations, and through a changing university mandate. With the arrival of a new chief librarian in 1990, an examination of all components of the library started and continues to this day. There was a restructuring from thirteen units to the current six by amalgamating such functions as reference into one unit of reference and information and stack maintenance into library access services. It was during the discussion on reorganization that the first examination of generic job descriptions for library assistants and
From India, Mumbai
Acknowledge(0)Amend(0)
Richard M. Malinski
ABSTRACT
This ARTICLE CONSIDERS JOB ROTATION— the systematic movement of employees from one job to another— was one of the many tools within the organizational development toolkit. There is a brief consideration of useful print and Internet literature on the subject as well as a discussion of the pros and cons of job rotation. The application of job rotation methods in Ryerson University Library, a small academic library, concludes the article in order to illustrate process and insights through example.
INTRODUCTION
Job rotation comes in many forms and is useful in many situations. Job rotation is the systematic movement of employees from one job to another. How this movement is accomplished depends on the purpose that you wish to achieve and how dramatic a move you are willing to take. What is the reason for embarking on a job rotation program? How does it fit with your overall human resources development and organizational culture? Is this going to be a complete rethinking of the jobs within your organization or is it going to be for a few of the staff? Is it a step-by-step process beginning with an hour per week shift, or for some longer period, or is it a complete change forever? Is the use of "job rotation" a suitable rubric for this type of all-encompassing reorganization?
The purpose of this article is threefold. First, there is a general examination of the literature. In this way, there is a foundation set for job rotation as one of the tools of organizational development. Second, there is a summary of the pros and cons of implementing job rotation. Once warned, twice armed! Third, there is a study on the use of job rotation in a small academic library. This provides a practical example and illustrates some of the issues and insights that might assist others in assessing their organization and the possibility of using job rotation.
LITERATURE
Personnel do not always have to leave an organization to find a different, more fulfilling, or more satisfying position. Many human relations processes such as job enlargement, enrichment, restructuring, and rotation can be a means to an end. Whichever method or combination of methods is chosen depends on both the management and the staff of the organization. There are a number of articles dealing with job rotation in libraries. Pierce (2001) reported on a Phoenix, Arizona, case study that looks at movement in a public library system. Olorunsola (2000) deals with his experience in a Nigerian university library. An earlier examination is that of Perdue and Piotrowski (1986) who look at the advantages and disadvantages of a two-year rotation of reference department supervisors.
These are not the only examples of interest in job rotation within university libraries. Several universities have information about their job rotation and job sharing programs mentioned on their websites. The Indiana University, Bloomington, libraries have their process, criteria, and forms for all their staff to use. The information is clearly laid out and is an excellent example that others might find useful. Their information is located at the following URL: http://www.indiana.edu/~libpers/ jspolicies.html. The Personnel and Employment Department at the University of Wollongong is another example with criteria laid out in their union-management contract. Their information is at http://uow.edu.au#1.
The business world sees the importance of such activities as job rotation in providing a dynamic, productive, and satisfied staff. Collinson (2001) compares Japanese and UK firms and notes how the transfer of research and development knowledge to the front lines can be enhanced by tactics such as job rotation. Allerton (1999) points to several techniques to reduce turnover or to improve staff loyalty. One of these is job rotation. Allerton also comments on the important issue of breaking down the them-us dichotomy through the use of short-term or of the several-hours-a-week type of job rotation. It is the Hauptman and Hirji (1999) study that sets job rotation in context as one of the many techniques from which any successful organization must draw.
With the impending retirement of many baby boomers, succession planning is growing in importance. The need for organizations to pass on the structural knowledge from experienced staff and managers to new members is critical. Of the many techniques that might be chosen to assist in this transfer are such techniques as coaching, mentoring, training, and job rotation. Gale points to the value of job rotation as one of the important techniques in succession-planning and the development of managers at GE (Gale, 2001). Many others such as Cembrowski and da Costa (1998) also point to the importance of job rotation in succession-planning.
Much of the literature on job rotation focuses on occupational safety. Carnahan and Redfern (2000) illustrate this in their discussion of a job rotation scheduling algorithm which incorporates safety considerations. MacLeod and Kennedy (1993) also deal with the safety and ergonomic issues of job rotation. However, in addition, they provide an excellent overview of the pros and cons that should be taken into consideration when determining the fit of job rotation in general. Cheraskin and Campion (1996) do much the same in their case study of job rotation at Eli Lilly. The first two cases set job rotation into an industrial setting while the last uses a finance department situation. Together they touch on many of the issues that need to be addressed in any job rotation program.
PROS AND CONS
The literature noted above points to many of the pros and cons of implementing a job rotation program. The benefits may be outlined as reductions in boredom, work stress, absenteeism, and turnover and an increase in innovation, production, and loyalty. The difficulties of implementing a job rotation program center on such aspects as experienced staff not wanting to learn new job skills or move to other locations, educating and training staff for the new jobs, the fitting of staff (skill level) and job (skill and pay structure), the direct and opportunity costs of implementing a rotation program, and—in industrial settings—putting untrained staff in hazardous situations. While this latter issue may not be uppermost in the minds of library staff, improper stooping to and loading of library shelves or pushing book trucks improperly can result in nasty outcomes!
These comments focus attention on three key challenges: the determination of the type of job rotation, the clarification of the process of changing the work structure itself, and the communication to all about the type of staff training and the length of the learning period. There are often restrictions on the type and extent of job rotations. If there is a unionized environment, the job rotation may be held within particular generic jobs or classification levels. There may be significant skill differences among the staff. Management may baulk at the short-term expense of upgrading staff or at the loss of productivity during the break-in period. It may be easier to begin with a limited job rotation program within a delimited segment of staff. Changing the processes or work structure on a small scale may be less daunting than if the program encompasses all work and staff in the organization in one fell swoop. Whatever the extent of the program, the training and on-the-job learning period may be an important consideration.
The focus of this article is on job rotation. By no means does that point to job rotation as the only means of improving the organization and its staff. The literature illustrates that there must be a context or an organizational culture that is conducive to a job rotation program. However, trying to implement a job rotation program should do wonders at bringing out all manner of questions and issues requiring resolution.
RYERSON UNIVERSITY LIBRARY
This small academic library is organized in a hierarchy along familiar lines. There are six unit heads reporting to a chief librarian. The units are archives, audiovisual/interlibrary loans, library access services, reference and information, systems, and technical services. Within these units are fifteen librarians, forty-seven full-time library staff, and an equivalent of approximately seven full-time staff made up of temporary employees. This latter complement varies depending on the semester work cycle. The perspective on size takes on another dimension, however, when the student body, number of faculty members, and breadth of programs are taken into consideration. There are approximately 500 full-time faculty and about 600 contract instructors (hired every semester). Over the decade, there has been a continued increase in the student body from about 11,000 to almost 14,000 full-time students and from just over 30,000 to over 48,000 annual registrations in continuing education courses. The Ryerson Library has a small library staff with a very large community to serve.
There are two aspects of the library that are not so common and emphasize the breaking down of the hierarchy that often occur with such unit structure. First, there is the use of generic job descriptions for library technicians and assistants. These generic job descriptions facilitate staff moving around the library and working in several areas. Second, the library employs a library council that is composed of the chief librarian and all the librarians. This group meets every other week to discuss library-wide issues and to develop consensus around issues such as major acquisitions, new systems upgrades, generic job descriptions of library staff, job rotation, planning, and budget allocation. This council acts as the management group advising the chief librarian and is a means of having all librarians participate in the library decision-making processes.
Throughout the 1990s, the library went through some turbulent times ranging from organizational and physical restructuring, through cutting budgets and increasing budgets, through two new systems implementations, and through a changing university mandate. With the arrival of a new chief librarian in 1990, an examination of all components of the library started and continues to this day. There was a restructuring from thirteen units to the current six by amalgamating such functions as reference into one unit of reference and information and stack maintenance into library access services. It was during the discussion on reorganization that the first examination of generic job descriptions for library assistants and
From India, Mumbai
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