Working Paper #7: Shared Leadership Development in the UM Libraries

Prepared by Sue Baughman, Johnnie Love and Maggie Saponaro

“A leader is anyone who wants to help.” Margaret Wheatley

Introduction

Leadership Development and the UM Libraries' Strategic Plan

Past and Current Support for Leadership Development

Leadership Development Challenges

Recommended Activities to Support Shared Leadership Development

• Organizational Development Activities
• Staff Learning and Development Activities
• Personnel Program Activities

Resources to Support Shared Leadership Development

Requirements to Implement Recommendations and Next Steps

Conclusion

Appendices:

• Appendix A: Team Leader Roles, Responsibilities and Qualifications
• Appendix B: Roles for Senior Managers
• Appendix C: Core Competencies for Leaders (from Brown University)
• Appendix D: Policy on the Review of Library Administrators and Team Leaders Papers
• Appendix E: Reading List on Leadership

Introduction

The framework that shapes the Libraries’ change process emphasizes the development of staff to improve the organization’s performance. The guiding principles for this framework include:

• Assuring that the Libraries’ mission is congruent with the goal of excellence aspired to by the University,
• Valuing the importance of learning and education that will lead to improved service to customers,
• Assessing and improving work processes through process re-engineering,
• Forming self-managing teams,
• Fostering shared decision-making and accountability among all library staff,
• Developing a shared leadership by strengthening the leadership skills of all library staff, and
• Changing the culture of the organization by creating and nurturing a shared vision and set of values by which all staff can live.

The Libraries’ administrative commitment to the leaders in this changing organization has been realized in a number of ways, from the development of the Learning Curriculum, to the formation of leadership groups within the Divisions, to participation in decision-making processes. Yet, a key challenge remains in realizing a critical transformation of leadership expectations into actual practice. The process of changing behavior requires time, energy and a commitment from every single staff member.

Leadership development is an ongoing, never-ending process. Efforts to build a culture of shared leadership in the UM Libraries encompass a three-pronged approach: organizational development, staff learning and personnel programs. These overlapping programs support the foundation first initiated several years ago. This paper describes the relationship of leadership development to the Strategic Plan, details what is currently in place to support this development effort, discusses the challenges facing the Libraries concerning leadership, and outlines recommendations for resources and activities to support ongoing development of the Libraries’ leaders.

Leadership Development and the UM Libraries' Strategic Plan

• Objective 3. Ensure that the Libraries have, cultivate and retain the human resources essential to a research library of the first rank. (Initiatives One and Two)
• Objective 8. Improve library work climate by addressing the findings and recommendations of recent library surveys and studies. (Initiative Three)
• Objective 9. Diversify workforce, by meeting targeted objectives in an updated library-wide diversity plan. (Initiative Three)
• Objective 11. Promote and recognize contributions by Libraries' staff to University service, professional organizations, scholarly disciplines and to society generally. (Initiative Three)
• Objective 20. Build the Libraries' human resources infrastructure to enable recruiting, retention and first-class support of the University’s academic mission (Initiative Five)
• Objective 20. (C) Build adequate budgets, assignment mechanisms and incentives to recruit reward and retain student assistants, including graduate assistants. (Initiative Five)
• Objective 23. Continue re-design of individual jobs and organizational processes throughout the Libraries for increased flexibility, accountability and performance. (Initiative Five)

Past and Current Support for Leadership Development

In July and August 2001, a facilitated retreat was held, attended by forty-six formal leaders within the University Libraries. The goal of this important activity was to identify the characteristics of leaders and to discuss how their roles would change in the new organizational culture. It was believed that this was a critical place to start because the role of the formal leaders and their individual behavior is pivotal in the success of the shared decision making model. This retreat was a precursor to the development of the Leadership and Shared Leadership in the UM Libraries workshop facilitated by Maureen Sullivan that 102 individuals attended.

The Facilitators Team was formed in March 2001 to facilitate organizational change and improvement through the use of a variety of group process activities and tools. Facilitators work with groups, committees, other teams or task forces on short or long-term assignments, facilitate one-time events, and conduct training on the use of tools. Accomplishments to date include assignments to fourteen teams, several one-time meetings and four retreats. The Facilitators Team is developing a number of tools that teams can use in their work; one example of this is a decision-making model.

The Library Faculty Assembly adopted a resolution in March 2002 that supports the incorporation of approximately eight hours per month of learning for all library staff via participation in a number of activities such as Learning Curriculum workshops, all-staff meetings, department or team training, peer training, attendance at professional conferences, etc. This resolution is now codified as Administrative Memo #40.

A core group of library staff developed the Philosophy of Shared Leadership for the Libraries based on the compilation of discussions and ideas from a series of workshops and meetings devoted to this topic. The Leadership and Shared Leadership in the UM Libraries workshop and two staff meetings held in May 2002 provided the backdrop for examining the changing role of leaders in the Libraries. The philosophy document states that leadership no longer rests with a few individuals or in certain positions. This philosophy also lists six guiding principles, values and specific behaviors that define shared leadership.

Thirty-eight leaders received a copy of The Team Handbook by Peter R. Scholtes et al. in October 2002. This book is an excellent resource for teams and provides tips and techniques on effective meetings, helping groups work together, decision-making, and problem solving. The goal for distributing this book was to make this resource readily available to all library units and teams.

The Division Directors currently meet on a regular basis with the people who report to the Director in either one-on-one meetings or as a group. Agendas vary from group to group as well as the frequency of meetings.

Leadership Development Challenges

1. A number of terms are used to describe people in leadership positions including “leader”, “supervisor”, “coordinator” and “manager”. These terms are used interchangeably in some cases, which leads to questions about the value placed on each of these terms, as well as confusion about the importance of position, whether intended or not.

2. “Formal Leaders” is a designation used to identify the people who report directly to the Dean of Libraries or one of the Directors. These people can have the titles of Team Leader, Supervisor, Coordinator, Head or Manager and can be responsible for a team, production group, unit, department or branch. If this group of formal leaders is singled out, others who might have one of the above titles but do not report directly to a Director or the Dean may feel disfranchised.

3. In Working Paper # 3, Becoming a Learning Organization, it was noted that all library staff play two roles, that of leader and that of follower. Leadership behavior is exhibited in a variety of ways: as a contributing member of a team, unit, department, committee or task force not just as a team leader, a leader of a process improvement team, or the head of a unit or department. A leader does not have to be a supervisor, a manager, or an administrator. At any given time, depending on the circumstance or the role that needs to be played, a staff member can play either of these roles.

   When this concept was introduced to staff, it did not ring true for everyone. Some objected outright while others felt that they are not nor ever would be a “leader”. Some staff did not want to serve in a leadership role, but wanted someone to tell them what to do and how to do it. On the other hand, there were others who thought the term “follower” was something to laugh at and not take seriously. The idea of being a follower provided them with the rationale for not exhibiting leadership qualities. It was hoped that the conflict about the concepts of “leader” and “follower” would pass as a majority of staff adopted the principles of a team-based learning organization and that both leadership and followership roles would eventually be accepted as inherent to any position.

4. The ongoing use of and need for hierarchy in the Libraries creates a challenge. The concept introduced in Working Paper #1 —that hierarchy is an accountability system not a decision system—was not fully understood or explicitly implemented. When the organization began its change process, the discussion about shared decision-making became associated with flattening the hierarchy and to some with eliminating the hierarchy. Many see these two as synonymous and express feelings of frustration, cynicism, and the like in their belief that the organization really wants to change.

5. In conjunction with the concept of hierarchy is the challenge of understanding the decision-making processes used in the day-to-day operations. Decisions are made daily on a variety of levels in the organization and staff will play different roles in these processes depending on the situation. At times, issues of accountability and follow-through for decisions made linger. Such issues must be addressed in order for the organization to move forward in its pursuit of goals outlined in the Strategic Plan.

6. The lack of clear articulation of expectations and responsibilities of people in the formal and/or supervisory roles. Some self-assessment of leadership styles was done during the July and August 2001 retreat, but this information has not been carried forward in any meaningful or systematic way. The work done by subject teams through their discussions of self-management and by LEC in the transmission of the Taking Stock Report has led to identification of expectations. Translating these expectations and responsibilities into practice has been slow.

7. Utilization of the faculty performance review process, including use of the workplan as a development tool, and the administrative review process are still in the infancy stages. Ongoing attention to the value and use of these processes is important.

8. Addressing issues that affect staff in leadership positions, such as incentives and burnout, is important for changing the Libraries’ culture and attitudes towards leadership. Like all staff, leaders want to feel appreciated, and there are various ways to do this. Leaders also need to feel they receive the moral and material support to do their jobs.

9. Creating a culture of shared leadership begins at the top. “Walking the talk,” means support from the top administrators for leaders in a variety of ways, but most importantly by modeling leadership qualities expected of all others. Recognizing that top administrators have many demands on their time, it is important for them to identify what kind of support they themselves need.

Recommended Activities to Support Shared Leadership Development

Organizational Development Activities

1. Define key words such as “authority” and “empowerment” and include them in an updated Philosophy of Shared Leadership document.

2. Reaffirm that all staff are leaders and followers. Clarify the use of terminology for individuals in “leader” positions.

3. Create a list of core competencies for leaders to be included in future workplans and PRDs. Documents such as Appendix I from the Taking Stock Report, the list of Roles for Senior Managers, Brown University’s Core Competencies for Leaders, and the Policy on the Review of Library Administrators and Team Leaders can be used as a foundation (Appendices A, B, C and D in this paper). Competencies can identify the characteristics of high performing managers and aid in judging their performance as leaders. These competencies cover the areas of communications, supervision, administrative duties and cognitive activity.

4. Implement a self-assessment of leadership styles and personal values for all staff in leadership positions as a mechanism to create individual development plans. A better understanding of one’s leadership style and personal values can contribute to managerial effectiveness. (Field, p. 18) The assessment and subsequent plan can be used to develop content for leadership skill training, to support supervisory coaching, and to foster mentoring. There are a number of instruments available from various sources or tools such as the Leadership Practices Inventory or the Managerial Assessment Proficiency (MAP).

5. Focus attention of each and every staff member on existing documents that shape the organization’s vision for teams, shared leadership, and expectations of individuals:
   • Decision-Making Model
   • Organizational Citizenship Expectations
   • Shared Leadership Philosophy
   This can be done through All-Staff Meetings, team meetings, Division meetings, etc.

6. Explore the concept of learning communities or “communities of practice” as a means for groups to learn together about the understanding and practice of leadership. These communities can exist as currently organized groups or in newly formed groups.

   In the literature, “communities of practice are viewed as the best way to bring about the long-sought goal of creating a ‘learning organization,’ getting people to share their knowledge, and creating a pool of creative organizational intelligence. A community is a group of people related in some degree by each of the following common elements: (1) common purpose – a shared reason for co-existence; (2) common cultural context – the collective identity of the group in the expression of values, beliefs, attitudes, norms, traditions, rituals and events; (3) co-location – proximity of the members to each other and their shared resources, including face-to-face meetings; (4) common timeframe – real time, synchronous interaction; and (5) voluntary participation – the choice to participate is reciprocal-the community chooses who will participate as a member, and members of the community choose whether to participate.” (Ward, pp.4-6)

   Any given group of people in the organization might form a “community of practice” that meets on a regular basis. The members might agree to discuss their leadership style self-assessments and identify ways to coach one another using real work scenarios as case studies. This group’s development as a community group evolves over time.

   An example of a “community of practice” is the group of supervisors who participate in the Supervisors’ Brown Bag meetings. This group comes together to discuss issues relating to their roles as supervisors. Contributions made by participants can lead to a high degree of learning through shared knowledge and expertise.

   Members of the Facilitators Team or outside facilitators can be utilized to support this effort of developing “communities of practice”.

7. Expand the membership of the Facilitators Team in order to have more staff trained in the use of tools that support team development, problem solving and decision-making.

   Staff Learning and Development Activities

8. Conducted the “Summer for Supervisors” series of lectures/workshops as facilitated by members of the campus community. These sessions covered the topics of (1) Rewards in Tough Times, (2) Do You Supervise Students?, (3) Dealing with Differences, and (4) Giving and Receiving Feedback. These sessions targeted motivational issues, feedback skills, and recognizing and “dealing with differences” associated with working in a diverse workplace. Multiple sessions were conducted over the summer and fall, and additional sessions, including one on Conflict Management, are planned for 2004. Although designed with supervisors in mind, sessions are open to all interested in participating.

9. Develop and implement a series of modules that focus on leadership skill building. Based upon the 2000 Organizational Culture and Diversity Assessment, the following modules were created in the Learning Curriculum as development opportunities for leadership skills.

   Leadership Skill Building Modules:

   • Creating a Culture of Assessment (Component III, Module 1)
   • The Basics of Measurement and Evaluation (Component III, Module 2)
   • Evaluating Individual Performance (Component III, Module 5)
   • Communication in Groups and Teams (Component IV, Module 2)
   • Decision-Making and Consensus Building (Component IV, Module 4)
   • Becoming an Effective Coach (Component IV, Module 7)
   • Mentoring Others (Component IV, Module 8)
   • Increasing Self-Awareness of Behavioral Style and Preferences (Component IV, Module 9)
   • Planning, Setting Priorities and Effective Time Management (Component IV, Module 11).

10. Support one supervisor’s participation in the University’s Leadership Development Institute each semester.

11. Expand the membership of the Train-the-Trainers cadre to support the development and implementation of Learning Curriculum modules.

    Personnel Program Activities

12. Continue the development of the mentoring programs for library staff.

13. Continue the development of the performance review process (PRD) for library staff. Provide ongoing support for the Library Faculty Assembly performance review process for faculty.

14. Develop a packet of useful resources for new leaders in the Libraries.

15. Develop plans to implement a pilot of a scholars program that will enable the Libraries to recruit and train new librarians to the profession. This activity will involve close collaboration with the College of Information Studies.

    Overall Activities

16. Develop an evaluation plan that outlines past and future measures for individual improvement as well as organizational change. The 2000 Organizational Culture and Diversity Assessment provides some baseline information. In addition, the Individual-Team-Organization Survey (ITO), completed in 1998 and 2000 does this as well. Repeating both of these instruments will add useful data to our knowledge base. This evaluation plan is a critical element for ensuring that the Libraries’ organizational change process is on track.

Resources to Support Shared Leadership Development

Library Staff Resources

Staff in key positions and several teams serves as critical resources for supporting and managing the Libraries’ change process. The Assistant Dean for Organizational Development and the Facilitators Team provide facilitation support for teams, groups, and committees. The Manager of Staff Learning and Development oversees the development and coordination of the Learning Curriculum with the assistance of a Graduate Assistant in the Staff Learning and Development Office. A rich pool of trainers is available from the Train-the-Trainers Group and the Staff Education Coordinating Team (SECT) provides additional communication and planning support.

The Coordinator for Personnel Programs manages the programs that support individual development such as mentoring and performance review. The Manager of the Management Information Systems (MIS) Office provides support for data collection and analysis for evaluating the Libraries’ change process, as well as content expertise for modules covering assessment.

A number of resources are available on campus to support the Libraries’ development and change activities. These resources include individuals as well as programs, and include:

• Staff Ombuds and Faculty Omsbuds Officers
• Office of Organizational Development and Training – the University’s Human Resources Office
• Faculty Staff Assistance Program
• Office for Organizational Effectiveness
• James MacGregor Burns Academy of Leadership

Off-Campus Resources

Consultants, content experts and associations provide a vast array of services and programs that can be used for individual or group development. The Maryland Library Association conducts a Library Leadership Institute every other summer. The Association of Research Libraries offers a program called “Library Leadership for New Managers Program.” The Association of College and Research Libraries sponsors a program called the “Leadership Institute for Academic Librarians” in August of each year. Web resources can also be a rich source of materials on leadership development.

Requirements to Implement Recommendations

1. Time and energy of all staff to be actively engaged in the development and change processes.

2. Funds to support participation in activities such as the UM Leadership Development Institute, the purchase of materials such as a leadership self-assessment tool, the administration of the Organizational Culture and Diversity Assessment, and the development of future Learning Curriculum modules.

The Library Executive Council (LEC) supports the recommendations in this Working Paper, and funds have been set aside to sponsor a participant in the Leadership Development Institute, leadership style self-assessments, and to repeat the Organizational Culture and Diversity Assessment.

Next Steps

Fall 2003

• Recruited Library staff member to attend Spring 2004 Leadership Development Institute (LDI).
• Held “Giving and Receiving Feedback” and “Do You Supervise Students” sessions in “Summer for Supervisors” series.
• Completed longitudinal survey of participants in December 2003 to determine impact of Summer/Fall sessions and gauge interest/need for “repeat” sessions in Spring 2004.
• Expanded Facilitators Team.
• Held discussions with “Formal Leaders” group on the role of the group.

Spring 2004

• Held “Conflict Management” session, as well as repeat sessions of "Rewards in Tough Times" and "Giving and Receiving Feedback" from “Summer for Supervisors” series.
• Conducted Organizational Culture and Diversity Assessment (OCDA).
• Held “Take Back Your Time: How To Make The Most of Your Time and Life" (Time Management) and “Mentor” and "Mentee" training sessions.
• Findings from the ITO survey analyzed and presented to individual teams.
• "Evaluation Plan for Organizational Change" presented to LEC.
• New Graduate Assistant positions created to pilot recruitment and retention program.

Summer 2004

• Recruited Library staff member to attend Fall 2004 LDI. (Note: No nominations received.)
• Held "Assessment and Evaluation" sessions.

Fall 2004

• OCDA preliminary results presented.
• Recruited two Library staff members to attend Spring 2005 LDI.
• Presented findings of ITO survey to all staff.
• Began participation in CIRLA Fellows program.

Spring 2005

• OCDA final report distributed.
• Held Mentoring information session.
• Implement new strategies of leadership and organizational development as identified in the OCDA final report.

The concluding line of the Guiding Statement on Work Culture states “the Libraries’ mission is accomplished as staff take personal responsibility for its realization in their individual job assignments and their groupwork and teamwork.” As such, the processes and activities outlined in this working paper are not designed solely for “formal leaders” within the organization. Indeed, participation by all library employees is welcomed so that a truly shared leadership environment can be developed.

James MacGregor Burns notes that

transformational leadership occurs, when in their interactions, people ‘raise one another to higher levels of motivation and morality. Their purposes, which might have started out as separate but related, as in the case of transactional leadership, become fused…But transforming leadership ultimately becomes moral in that it raises the level of human conduct and ethical aspirations of both the leader and the led, and thus is has a transforming effect on both.’ (Kouzes and Posner, p. 133)

References

Field, Lloyd M., “How Competent Are Your Managers?” Canadian Manager 18.3 (Fall 1993): 18-21.

Kouzes, James M. and Barry Z. Posner. The Leadership Challenge. San Francisco: Jossey-Bass, 1995.

Ward, Arian. “Getting Strategic Value From Constellations of Communities,” Strategy and Leadership20:2 (2000): 4-9.

Appendices:

• Appendix A: Team Leader Roles, Responsibilities and Qualifications
• Appendix B: Roles for Senior Managers
• Appendix C: Core Competencies for Leaders (from Brown University)
• Appendix D: Policy on the Review of Library Administrators and Team Leaders Papers
• Appendix E: Reading List on Leadership

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