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A Survey of Sunshine State Library Leadership Institute Graduates

A Survey of Sunshine State Library Leadership Institute Graduates. Jason Martin, UCF David Woolard, ERAU. Literature Review. Why Leadership? – “Need” we say more! Change – fiscal, generational, or technological – it’s incessant “Graying of the profession?”

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A Survey of Sunshine State Library Leadership Institute Graduates

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  1. A Survey of Sunshine State Library Leadership Institute Graduates Jason Martin, UCF David Woolard, ERAU

  2. Literature Review Why Leadership? – “Need” we say more! • Change – fiscal, generational, or technological – it’s incessant • “Graying of the profession?” • 25% of librarians will turn 65 by the end of this year, and 58% by 2019 (Gordon, 2004) • Approximately 25% of all library staff in Canada will retire by 2014 (Reimer, 2008)

  3. Literature Review cont. • Change cont. • “Effective leadership will require an extraordinary ability to maintain a delicate balance in the management of technical, financial, and human resources to serve the academic mission of the institution” (Battin, 1997). • “The challenges faced in libraries today are changing at a rapid pace and require in libraries an agile workforce of problem-solvers, team players, leaders, and articulate spokespeople” (Burger, 2006).

  4. Literature Review cont. Why Leadership Training? • To develop, grow, mentor, nurture, promote, recruit, and retain – leaders of tomorrow • “Leadership training is an investment that provides dividends for a lifetime” (Burger, 2006). • “Effective leadership training encourages eager librarians to be more career-focused and goal-oriented, and builds a strong network” (Paul, 2004). • Leadership institutes provide an opportunity for skills to be developed, confidence to be built in an environment free of distraction (Arnold, Nickel, & Williams, 2008)

  5. Literature Review cont. Statistics… • Between 1996-2002 twenty-one library leadership programs were developed (Mason & Wetherbee, 2004) • Currently there are approximately 25 library leadership training programs that are held annually or biannually (ALA, 2009) • ACRL/Harvard, est. 1990 • Frye Institute, est. 1999 • SSLLI, est. 2004

  6. Literature Review cont. Role of Mentorship • “Mentorship represents an individual commitment to seeking out, identifying, and developing in a variety of ways the leaders of the future” (Battin, 1997). • “Mentoring can help orient younger librarians as they enter the field as well as address the diverse array of questions and options facing librarians at midcareer and beyond” (Martorana, Schroeder, Snowhill, & Duda, 2004). • “…mentors can offer practical on-the-job advice, career guidance, and the opportunity to network. At the same time, mentors can find it rewarding and rejuvenating to work with mentees who bring a fresh perspective to professional issues” (Zabel, 2008).

  7. Literature Review cont. The Philosophical Issues… • Born or Made? • “…the quality of leadership is born in an individual’s inherent personality and then refined by that individual’s life experiences, behavioural choices, attitudinal proclivities, and core values” (Karp & Murdock, 1998). • “It’s not the absence of leadership potential that inhibits the development of more leaders; it’s the persistence of the myth that leadership can’t be learned” (Kouzes & Posner, 2002).

  8. Literature Review cont. Philosophical Issues cont. • Leader or Manager? • “Leadership tends to be associated with personality, vision, while managers with methodology, routines, and structures” (Wilson & Corrall, 2008). • “Management is about what things get done, while leadership is about how things get done” (Mason & Wetherbee, 2004). • “…good leaders possess their own power, and that their leadership is not dependent on being an administrator or having a title after their name” (Kalin, 2008).

  9. Literature Review cont. Leadership Skills • Effective, reliable, innovative, initiative (Bennis & Goldsmith, 1994) • Risk taker, flexible, problem solver (Martin, 1997) • Creative, energetic, self-motivated, resourceful, sense of humour (Mullins & Lineham, 2006) • Empathetic, wise, principled (Sweeney, 1994) • Honest, forward-looking, competent, inspiring, intelligent (Kouzes & Posner, 2002)

  10. Literature Review cont. Self-awareness • “To be a leader requires a strong sense of self. You must understand who you are to assess how to fulfill your definition of leadership” (Nichols, 2002). “Before you are a leader, success is all about growing yourself. When you become a leader, success is all about growing others.” – Jack Welch

  11. Literature Review cont. Bibliography • American Library Association (ALA). (2009). Leadership Training. Retrieved April 6, 2009, from ALA Web site: http://www.ala.org/ala/aboutala/offices/hrdr/abouthrdr/hrdrliaiso ncomm/otld/leadershiptraining.cfm • Arnold, J., Nickel, L.T., & Williams, L. (2008). Creating the next generation of library leaders [Electronic version]. New Library World, 109(9/10), 444-456. • Battin, P. (1997). Diversity and leadership: Mentoring builds leaders of the future [Electronic version]. Cause/Effect, 20(1), 15-17. • Bennis, W., & Goldsmith, J. (1994). Learning to lead: A workbook on becoming a leader. Reading, MA: Addison-Wesley Longman. • Burger, L. (2006). Transforming leadership [Electronic version]. American Libraries, 37(10), 3.

  12. Literature Review cont. Bibliography cont. • Kalin, S.W. (2008). Reframing leadership: The ACRL/Harvard leadership institute for academic librarians [Electronic version]. Journal of Business & Finance Librarianship, 13(3), 261-270. • Karp, R.S., & Murdock, C. (1998). Leadership in librarianship. In T.F. Mech, & G.B. McCabe (Eds.), Leadership and academic librarians (pp. 251-264). Westport, CT: Greenwood Press. • Kouzes, J.M., & Posner, B.Z. (2002). The leadership challenge. San Francisco, CA: Jossey-Bass. • Martin, R.R. (1997). Recruiting a library leader for the 21st century. In F. D’Andraia (Ed.), The academic library director: Reflections on a position in transition (pp. 47-58). New York: Haworth Press.

  13. Literature Review cont. Bibliography cont. • Martorana, J., Schroeder, E., Snowhill, L., & Duda, A.L. (2004). A focus on mentorship in career development [Electronic version]. Library Administration & Management, 18(4), 198- 202. • Mason, F.M., & Wetherbee, L.V. (2004). Learning to lead: An analysis of current training programs for library leadership [Electronic version]. Library Trends, 53(1), 187-217. • Mullins, J., & Lineham, M. (2006). Desired qualities of public library leaders [Electronic version]. Leadership & Organizational Development Journal, 27(1/2), 133-143. • Nichols, C.A. (2002). Leaders: Born or bred [Electronic version]. Library Journal, 127(13), 38-40. • Paul, C. (2004). Just do it! leadership training builds strong networks [Electronic version]. American Libraries, 35(9), 44-45.

  14. Literature Review cont. Bibliography cont. • Reimer, L. (2008). The next next generation at work [Electronic version]. Feliciter, 54(5), 202-204. • Sweeney, R.T. (1994). Leadership in the post-hierarchical library. Library Trends, 43(1), 62-94. Retrieved from Business & Company Resource Center database, Gale. • Wilson, K., & Corrall, S. (2008). Developing public library managers as leaders: Evaluation of a national leadership development programme [Electronic version]. Library Management, 29(6/7), 473-488. • Zabel, D. (2008). The mentoring role of professional associations [Electronic version]. Journal of Business & Finance Librarianship, 13(3), 349-361.

  15. Jason Martin Survey of the sunshine state library leadership institute graduates

  16. Survey Methodology • Received approval from the UCF IRB. • Submitted survey link (Survey Monkey) to all four SSLLI listservs. • Approximately 40 people on each list, so about 160 total received the survey. • 67 started the survey and 65 completed it. • About 40% return rate. • Lists are not up-to-date.

  17. Demographics • SSLLI One (2004-2005) 16.4% (n=11) • SSLLI Two (2005-2006) 26.9% (n=18) • SSLLI Three (2006-2007) 20.9% (n=14) • SSLLI Four (2007-2008) 35.8% (n=24)

  18. Demographics • Academic Libraries 28.6% (n=18) • Public Libraries 57.1% (n=36) • School K-12 4.8% (n=3) • Special 4.8% (n=3) • Other 4.8% (n=3)

  19. Demographics • Female 73.8% (n=48) and Male 26.2% (n=17) • Age Range • 26-30 3.1% (n=2) • 31-35 18.5% (n=12) • 36-40 15.4% (n=10) • 41-45 15.4% (n=10) • 46-50 16.9% (n=11) • 51-55 15.4% (n=10) • 56-60 13.8% (n=9) • 61-65 1.5% (n=1)

  20. Demographics • In Florida 92.3% (n=60) • Not in Florida 7.7% (n=5) • Still in Libraries 96.9% (n=63) • Not in Libraries 3.1% (n=2)

  21. SSLLI Experience • Excellent 70.1% (n=47) • Good 28.4% (n=19) • Neither Good Nor Bad 1.5% (n=1) • Bad 0% • Poor 0%

  22. Other Leadership Training • Yes 71.9% (n=46) • No 28.1% (n=18) • Better [71.7%] (n=33) • Somewhat Better [15.2%] (n=7) • About The Same [13%] (n=6) • Somewhat Worse 0% • Worse 0%

  23. Why SSLLI? • Networking • Professional Development • Asked to Apply or SSLLI was Recommended • Learn About Leadership • Advancement within their Library • Library or Profession Needed Leadership

  24. Mentor Relationship • Continued after SSLLI 59.7% (n=40) • Only During SSLLI 22.4% (n=15) • No Mentor 17.9% (n=12) • Few described their relationship as negative, but few were glowing as well. • “Congenial, professional, and semi-worthwhile.”

  25. Benefits • Personal and Professional Growth • Networking • Improved Relations at Work • Learned Leadership Skills and “Who I am as a Leader”

  26. Effect on Career • Improved Leadership and Management Skills • Lead from Within • Seek out Leadership Opportunities • Greater Understanding of Leadership and Libraries • Now Look at Big Picture • Reputation and Respect • New Job

  27. Leadership Positions • In a Formal Leadership Position Before SSLLI • Yes 35 • No 32 • In a Formal Leadership Position After SSLLI • Yes 45 • No 22 • Chi Square Test of Association was not Statistically Significant. Χ2 = 3.108, df=1, p =.078

  28. What Else? • Reunions and Follow-Up Meetings and Training • More Diversity • Public vs. Academic • Supervisors • Dealing with Difficult Ones • Teaching them Leadership • Libraries that had Room for Leaders • Great Experience • Loved Elizabeth Curry

  29. Questions to Ponder • What groups should SSLLI target? • Emerging Leaders or Established Leaders • How Practical? • Leadership vs. Management • What types of Follow-Up Training are Needed? • How do SSLLI Graduates Become Involved?

  30. Questions? Jason Martin, UCF, mjmartin@mail.ucf.edu David Woolard, ERAU, David.Woolard@erau.edu

  31. Materials • Available here: library.ucf.edu/presentations/2009/fla

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