leadership & communication

STATEMENT OF COMPETENCY

While some may associate leadership solely with positions of power, Wong (2017) contends that “[l]eadership is a complex process with multiple dimensions,” which can emerge in group settings, through middle-managerial oversight, and in skilled interpersonal communication, among other instances (p. 153). Brundy (2018) criticizes “leadership” as an unnecessarily ambiguous and subjective framework, (p. 4) and cites “[m]anagers, workers, teamwork, organizing, coordination, power, cooperation, persuasion, collaboration, creativity, influence, supervision, autonomy, and networking,” as common entities, actions, and sensibilities which tangibly reflect the versatility of leadership in library settings (p. 10). Albright (2022) stresses that leadership is defined by one’s “social influence,” and that effective leaders use such influence not for its own sake, but in pursuit of goals which stand to benefit the collective and/or the greater institution (p. 503).

The Library Leadership & Management Association (LLAMA) (2017) identifies core dimensions of leadership within a continually revised document, titled LLAMA’s 14 Foundational Competencies for Library Leadership and Management.

Communication skills presents the first competency, and can be reflected in of verbal, conversational, written, visual, and interactive forms, with which librarians sufficiently persuade their associates to embrace policy changes, social shifts, and beyond (LLAMA , 2017, p. 1); the ability to write successful white papers, which secure administrative or managerial buy-in regarding a given policy issue, is an example of an important communication skill central to academic library practice. Effective teaching is another key communication skill, which can be demonstrated within engaging, user-facing instruction sessions, or when pitching innovative ideas to associates within staff meetings or professional development presentations.

Change management describes the ability to adjust to shifting circumstances and technologies, instate antifragility measures, and adjust policies and practices in response to mistakes, and is exemplified by leaders who have leveraged the COVID-19 pandemic to push for experimental, user-facing services, and argued for keeping the successful ones in place (LLAMA, 2017, p. 2).

Within instances of team building, leaders demonstrate the ability to provide strategic direction, foster solidarity and social connection, and possess the self-awareness to “step back” in group settings, when appropriate (LLAMA, 2017, p. 2). Administrators can encourage team building and inspire strong leadership by initiating collegial or team-based organizational structures which “[decentralize] decision-making” and “relinquish control” of library operations to groups of librarians tasked with overseeing such operations (Bender, 1997, p. 21).

By initiating collaboration and partnerships, librarians can improve communication and understanding across departments which might not work together often, and forge relationships between libraries and outside community organizations (LLAMA, 2017, p. 2). In addition to presenting opportunities for increased library programming, outside partnerships may capture the attention of increasingly disinterested users (or nonusers) who typically meet their information needs outside library contexts (Casey & Savastinuk, 2007, p. 34).

Emotional intelligence is an important ingredient of leadership: reflected by emotionally mature, self-aware, and socially adept librarians who, through their temperament, influence a healthy and communicative work environment, and earn the trust of their associates (LLAMA, 2017, p, 3; Wong, 2017, p. 157). Leaders can continually demonstrate emotional intelligence through self-regulation and self-care, as well as through the pursuit of intercultural communication skills, and knowledge of critical theory.

Problem solving is the process by which policy matters and interpersonal tensions are resolved; since problems often intensify if unaddressed, leaders stand to benefit their associates as well as institutional policy goals by addressing difficult issues proactively and sensitively (LLAMA, 2017, p. 3).

By consulting peer-reviewed literature, attending professional development events, and initiating or encouraging in-house research, when necessary, librarians can promote evidence-based decision making which ensures that changes to policies, services, and personnel are backed by precedence and sound judgement (LLAMA, 2017, p. 3). Of course, these processes must be undertaken critically, and with the understanding that not all policies are applicable or scalable from one institution to another.

Through conflict resolution, leaders can utilize their social influence, emotional intelligence, and cultural competence to ease tensions and disputes between personnel through practices of mediation or intervention, while ensuring that any especially vulnerable parties are heard, and dealt just treatment (LLAMA, 2017, p. 4).

While budget creation and presentation are largely administrative issues, leaders of all ranks can utilize their social influence to propose budgetary decisions which reflect changing circumstances and information formats, as well as shifting user demands which may not have the attention or support of administrators (Casey & Savastinuk, 2007; LLAMA, 2017, p. 4).

Forward thinking librarians can demonstrate leadership by studying trends related to user behavior and library practice, looking to outside organizations for influence, continually reading peer-reviewed literature and attending professional development opportunities, speaking directly with users in order to gauge specific demands, and possessing the communication skills to secure buy-in for new initiatives from administrators and associates (Casey & Savastinuk, 2007; LLAMA, 2017, p. 4).

Critical thinking “implies a high level of understanding, the ability to break a problem down into its constituent parts, and the skills to effectively analyze and assess the issues” (LLAMA, 2017, p. 5). Librarians employ critical thinking when weighing library services against budgetary constraints and user demands, when assessing the suitability of collection development decisions, and when considering the validity and advisability of administrative decisions. Leaders can leverage their critical thinking skills to offer alternative insights and points of view during, and in response to, decision-making processes.

Librarians demonstrate leadership through their understanding of ethics: particularly through the sensitive navigation of ethical dilemmas, in which multiple ethics conflict with one another (Fallis, 2007; LLAMA, 2017, p. 5). By competently handling situations in which intellectual freedom protections conflict with community concerns, or when access conflicts with copyright law, librarians can utilize their judgement to prove their value within the institutions they serve.

Parallel to team building, project management requires librarians who can competently delegate tasks, set schedules for completion, maintain cohesion between individuals collaborating within a given project, and assure the consistency of the final product (LLAMA, 2017, p. 5). By supplementing project management with the emotional intelligence central to team building, librarians can produce cooperative work which valuably reflects a wealth of perspectives.

Through marketing and advocacy efforts, libraries can promote their services and demonstrate their value to users and nonusers, parent institutions, and community organizations; leaders who initiate these efforts, and demonstrate the social influence necessary to meaningfully connect with these constituents, can play an important role in increasing library usership, and generating interest in the library as an educational institution as well as a cultural hub (Casey & Savastinuk, 2007; LLAMA, 2017, p. 5).

Wong (2017) argues that the structural complexity and versatility of libraries—in addition to their ever-changing technological and budgetary circumstances—increasingly yield opportunities for leaders to offer creative solutions to pressing issues, and to exert their social influence to galvanize support around their ideas (p. 162). Furthermore, Albright (2022) stresses that leadership skills can be instilled in librarians who might not possess “natural” leadership qualities, and cites numerous professional development initiatives—including the American Library Association’s (ALA) Leadership Institute—which aim to foster leaders in library settings (pp. 508-510). Given forward-thinking leaders, who possess compelling communication skills, libraries can continually further their institutional goals and missions by improving services, attracting users, and forging positive social and professional relationships between librarians (p. 510).

COMPETENCY DEVELOPMENT

My understanding of leadership and communication within library settings was largely developed during INFO 204 (Information Professions), which exposed me to the importance of galvanizing institutional support around policy changes, and demonstrating the library’s worth to users as well as those who provide funding. Group projects within INFO 202 (Information Retrieval System Design) confirmed the importance of sound leadership and communication within team building and project management settings, and tasked me with overseeing a collaborative group essay. INFO 230 (Issues in Academic Libraries) exposed me to common themes of leadership and communication within academic library settings; the study of flattened organizational structures particularly attuned me to the capacity for leadership to emerge within group settings, and outside traditional power structures. Additionally, INFO 294 (Professional Experience: Internships) offered me the valuable opportunity to create YouTube videos for the Portland State University Library’s website, and to persuasively demonstrate the library’s value to its user base.

CONCLUSION

Leadership is not simply the exertion of authority from positions of power. While leadership is difficult to succinctly define, it is typified by social influence and persuasion, competent and compelling communication skills, effective cooperation within groups, and imaginative thinking in the face of shifting circumstances. LLAMA’s set of 14 competencies offers a framework by which administrators can identify and promote effective leaders within their organizations, and by which librarians can take the initiative to advocate for improved services and working relationships among personnel. Through sound leadership and communication, librarians can improve their work environments while pushing libraries closer to fulfilling their institutional missions and goals.

REFERENCES

Albright, K. (2022). Leadership skills for today’s global information landscape. In S. Hirsh (Ed.), Information services today: An introduction (3rd ed., pp. 501-512). Rowman & Littlefield.

Bender, L. J. (1997). Team organization—learning organization: The University of Arizona four years into it. Information Outlook, 1(9), 19-22. https://scholarworks.sjsu.edu/sla_io_1997/12/

Brundy, C. (2018). Critical views of leadership and the academic library. Library Leadership & Management, 32(3), 1-16. https://doi.org/10.5860/llm.v32i3.7254

Fallis, D. (2007). Information ethics for twenty-first century library professionals. Library Hi Tech, 25(1), 23-36. https://doi.org/10.1108/07378830710735830

Library Leadership and Management Association. (2017). LLAMA’s 14 foundational competencies for library leadership and management. Library Leadership & Management, 31(3), 1-8. https://doi.org/10.5860/llm.v31i3.7264

Casey, M. E., & Savastinuk, L. C. (2007). Library 2.0: A guide to participatory library service. Information Today, Inc.

Wong, G. K. K. (2017). Leadership and leadership development in academic libraries: A review. Library Management, 38(2/3), 153-166. https://doi.org/10.1108/LM-09-2016-0075