Library Technical Services

Scope: This document outlines performance expectations for staff at the A-E levels (non-exempt and exempt) in Library Technical Services. The guidelines here do not apply to academic staff.

For academic staff, the current job description, as well as the latest version of Cornell University Library Procedure 28 (Evaluation Procedures for Academic Staff), will serve as the terms of reference for performance. Procedure 28 is available online at http://www.library.cornell.edu/staffweb/Procedures/Procedure28.html

Contact: Scott Wicks

Unit: Senior Management Team

Date last reviewed: 10/02/07

Date of next review: September 2008

General Principles

Quantitive Measures

Qualitative Measures

Specials Projects and Circumstances

A.  General Principles

The vision of Library Technical Services (LTS) is to be recognized as a team of experts who are central to the Library's mission and its digital future. We seek to be known inside and outside the Library for our innovation, teamwork, productivity, and problem-solving skills. We work in an environment of respect, support, and continual learning. We see our departmental priorities as a reflection of the Library's priorities, supportive of the Library's mission, and evolving as the role of the Library evolves. Performance measurement is an essential component in determining the progress we make toward these ends. This document sets forth general guidelines for performance measurement that are in harmony with the vision and values of LTS. Staff, supervisors and managers should use the guidelines, along with the staff member's current job description, in developing assignments, in establishing short-term goals, in conducting performance evaluations, and in setting annual performance goals.

The guidelines are intended to strike a balance between the department's need to be a highly productive operation and its increasingly important role as a team-based, innovative learning organization. To reflect both objectives, some performance measures are quantified, while others are more qualitative in nature. The mix of quantifiable and qualitative performance measures may vary over time and among positions. The relative importance of the two measures may also be adjusted in accordance with changing departmental needs. In no case should either qualitative or quantitative measures be the sole factor in determining a staff member's level of performance. For all staff, the ability to work effectively with colleagues in an atmosphere of fairness, mutual respect and dignity is an essential component of satisfactory performance. Accuracy, dependability and timeliness in carrying out duties are also critical. Regular attendance is one measure of a staff member's dependability and is necessary to meet the performance expectations fully. General definitions of staff performance levels should be taken from the Cornell Office of Human Resources document "Staff performance levels: general definitions," available online at http://www.ohr.cornell.edu/hr/hrManage/perfskillsSuccess/CharacterPerformLevelsMatrix32.pdf

B.  Quantitative Measures

The need to make library resources available to users as quickly as possible is a critical component of our service mission. A high level of accurate productivity is therefore vital to the success of LTS. All staff are responsible for handling their fair share of the departmental workload. At a minimum, this means handling a sufficient number of items to keep workflows moving smoothly and to prevent backlogs from developing. Quantitative measures will be proportionately adjusted for appointments less than full-time. Because special projects or other commitments may impact the total number of records handled in a given period, quantitative measures may be proportionately adjusted for the duration of the employee's participation in the project. (See section below on special circumstances.)

C.  Qualitative Measures

Numbers alone do not constitute the full measure of staff performance. Innovation, active learning, teamwork, and problem-solving skills are also essential to the success of LTS and the Library. All staff need to demonstrate the ability to work collaboratively with colleagues inside (and, where appropriate, outside) of the department, to show evidence of active contributions in problem solving, and to demonstrate their willingness to work in new ways. Examples might include taking appropriate courses to improve skills, experimenting with new technology or procedures, or suggesting changes in practices that would increase efficiency or improve service.

D.  Special Projects and Circumstances

Special projects and circumstances may have an effect on quantifiable productivity. When circumstances (e.g., special projects, leaves of absence, etc.) require, quantifiable output measures will be adjusted accordingly.

If a staff member is asked to participate in a special project by his/her supervisor or department manager, the amount of time devoted to the activity, as a percentage of overall effort, should be determined at the onset of the project. The expected duration of the project should also be noted. Staff members are responsible for keeping their supervisors apprised of any changes in the amount of time devoted to such projects or in changes in the length of their duration.

When considering projects that fall outside of the department or the Library, good judgment should be exercised. Staff should not commit their time to outside activities without prior knowledge and consent of their supervisors. In some cases, it may be necessary for a supervisor to consult with the appropriate department manager and/or the AUL for Technical Services before approval can be given. If the supervisors (or managers/AUL) agree to the staff member's participation in the project, the duration of the project and the amount of time devoted to it should be clearly established before the staff member begins work on the project.