Book contents
- Frontmatter
- Contents
- List of figures and tables
- Acknowledgements
- The authors
- List of abbreviations
- Series Editor's introduction
- Introduction
- Section 1 Theories
- Section 2 Infrastructure
- Section 3 Activities and tools
- 34 Action learning sets
- 35 Apprentices, graduate trainees and work placements
- 36 Awards
- 37 Buddying
- 38 CILIP qualifications
- 39 CILIP qualifications – revalidation
- 40 Coaching
- 41 Collaborative working
- 42 Communities of practice – internal
- 43 Communities of practice – external
- 44 Conferences – attending
- 45 Conferences – organizing
- 46 Conferences – posters
- 47 Conferences – presenting
- 48 Conferences – sharing the learning
- 49 Conferences – volunteering
- 50 Conferences – workshops
- 51 Conferences – writing proposals for papers
- 52 CVs
- 53 Exchange of Experience events, TeachMeets and Unconferences
- 54 Formal qualifications
- 55 Funding for CPD
- 56 Group conversations
- 57 Job rotation
- 58 Learning logs and journals
- 59 Meetings – attending
- 60 Meetings – chairing
- 61 Meetings – note taking
- 62 Mentoring – external
- 63 Mentoring – peer
- 64 Minutes of madness
- 65 MOOCs
- 66 Networks
- 67 Networks – setting up
- 68 Networks – running
- 69 Personal development plans
- 70 Presentations – general tips
- 71 Professional membership
- 72 Projects
- 73 Project management tools
- 74 Reflection – facilitating
- 75 Reflective practice
- 76 Reflective writing
- 77 Research activities
- 78 Secondments
- 79 Shadowing
- 80 Social media
- 81 SWOT analysis
- 82 Time management
- 83 Time management tools
- 84 Training courses – attending
- 85 Training courses – commissioning
- 86 Training courses – planning, delivering and evaluating
- 87 Twitter
- 88 Twitter chats
- 89 VLEs
- 90 Visits
- 91 Volunteering
- 92 Webinars
- 93 Writing blog posts
- 94 Writing business cases
- 95 Writing case studies
- 96 Writing e-mails
- 97 Writing journal articles
- 98 Writing newsletters
- 99 Writing procedures
- 100 Writing project plans
- 101 Writing reports
- Index
57 - Job rotation
from Section 3 - Activities and tools
Published online by Cambridge University Press: 09 June 2018
- Frontmatter
- Contents
- List of figures and tables
- Acknowledgements
- The authors
- List of abbreviations
- Series Editor's introduction
- Introduction
- Section 1 Theories
- Section 2 Infrastructure
- Section 3 Activities and tools
- 34 Action learning sets
- 35 Apprentices, graduate trainees and work placements
- 36 Awards
- 37 Buddying
- 38 CILIP qualifications
- 39 CILIP qualifications – revalidation
- 40 Coaching
- 41 Collaborative working
- 42 Communities of practice – internal
- 43 Communities of practice – external
- 44 Conferences – attending
- 45 Conferences – organizing
- 46 Conferences – posters
- 47 Conferences – presenting
- 48 Conferences – sharing the learning
- 49 Conferences – volunteering
- 50 Conferences – workshops
- 51 Conferences – writing proposals for papers
- 52 CVs
- 53 Exchange of Experience events, TeachMeets and Unconferences
- 54 Formal qualifications
- 55 Funding for CPD
- 56 Group conversations
- 57 Job rotation
- 58 Learning logs and journals
- 59 Meetings – attending
- 60 Meetings – chairing
- 61 Meetings – note taking
- 62 Mentoring – external
- 63 Mentoring – peer
- 64 Minutes of madness
- 65 MOOCs
- 66 Networks
- 67 Networks – setting up
- 68 Networks – running
- 69 Personal development plans
- 70 Presentations – general tips
- 71 Professional membership
- 72 Projects
- 73 Project management tools
- 74 Reflection – facilitating
- 75 Reflective practice
- 76 Reflective writing
- 77 Research activities
- 78 Secondments
- 79 Shadowing
- 80 Social media
- 81 SWOT analysis
- 82 Time management
- 83 Time management tools
- 84 Training courses – attending
- 85 Training courses – commissioning
- 86 Training courses – planning, delivering and evaluating
- 87 Twitter
- 88 Twitter chats
- 89 VLEs
- 90 Visits
- 91 Volunteering
- 92 Webinars
- 93 Writing blog posts
- 94 Writing business cases
- 95 Writing case studies
- 96 Writing e-mails
- 97 Writing journal articles
- 98 Writing newsletters
- 99 Writing procedures
- 100 Writing project plans
- 101 Writing reports
- Index
Summary
JOB ROTATION CAN help you to provide additional opportunities for members of your LKS team. By carrying out different job roles within your service, team members are able to build upon their existing experience and develop new skills. In addition, job rotation can encourage greater understanding across your different teams and share learning and knowledge more widely. Bennett (2003) defines job rotation as the systematic and planned movement of staff and indicates that there are two forms of this approach: withinfunction rotation and cross-function rotation.
Within-function rotation
Within-function rotation is the movement of staff between jobs with comparable responsibilities or within the same area of your service; an example of this could be rotating a newly appointed subject librarian between different subject areas, thus enabling them to carry out the same activities, e.g. training, but within an alternative subject area and with different user groups.
Cross-function rotation
The above differs from cross-function rotation, which describes the movement of staff members between different areas of the service. For example, you could provide opportunities for members of your web development team to work in reader services. In this scenario, experience gained in a cross-function rotation could provide excellent learning which could influence the design of the website as a direct result of the experience of working more closely with front-line staff and user groups.
Opportunities
Whilst opportunities for rotation may be fewer for smaller services, job rotation can enhance the knowledge base of individuals, develop greater understanding between team members and create opportunities for innovation. Smaller services could provide job rotation opportunities for staff to work in all areas, which would mean that staff would be able to cover roles when needed. Bennett (2003) also indicates that providing opportunities for staff to work in a range of areas can relieve boredom, increase motivation levels, improve productivity and keep staff engaged. By systematically moving employees around, individuals develop a wider skill set which can only enhance your service.
- Type
- Chapter
- Information
- Practical Tips for Developing Your Staff , pp. 145 - 148Publisher: FacetPrint publication year: 2016