By:  Maureen Sullivan
Published:  November 28, 2006

In the past few years, there has been a significant increase in attention to the development of leaders in librarianship. Concern about from where the next generation of leaders will come; the recognition that supervisors, managers and administrators in libraries today need to be effective leaders; and the knowledge that leadership is both formal (by position held) and informal (by opportunity taken) are some of the reasons for this focus of attention. There are a number of national and regional programs, many sponsored by library associations that are designed to develop leaders in libraries. Is this the most effective way to go?

Research shows that the opportunity to apply what has been learned as soon as possible is one of the most effective ways to ensure retention. The research on how competent leaders develop tells us that the most effective way to develop leadership competence is through trial and error on the job. This action-learning approach requires that the learner:

• knows the competencies for effective leadership
• has a clear understanding of his or her current capabilities and strengths
• clarifies the areas for development and sets goals for development
• makes a firm commitment to achieve the development goals
• has ample opportunities to practice the competences over an extended period of time, usually 6-18 months
• has a supportive work environment
• receives challenging assignments and carries them out under the general guidance of an experienced and competent leader/manager
• gets regular and targeted feedback on performance
• engages in continual self-reflection and self-awareness

Warren Bennis argues for what he calls “crucible experiences” – complex, difficult and challenging projects or work assignments that put individuals in situations in which they will experience deep learning and develop skills and abilities for effective leadership.

Among the frequently cited competencies for leadership are: the ability to practice systems thinking – to see the big picture and to understand the dynamics and interdependencies in a situation; building relationships based upon trust with many diverse individuals; managing differences and conflict situations; inspiring and influencing others to achieve results; self-awareness and effective self-management; conveying empathy and compassion toward others; acting as a change catalyst; collaborating with others and actively fostering collaboration; demonstrating a service orientation; having self-confidence; focusing attention on what matters; dealing with ambiguity; political savvy; and leading with vision and purpose.

The key competency that runs across this extensive set is the ability to establish, maintain and nourish a complex set of relationships with others. Libraries today offer this complex set of relationships, in the context of ever-changing service expectations and work responsibilities. Libraries today are the crucible experience that Bennis describes. Libraries, therefore, are laboratories for leadership development. What can senior executives, those who have primary responsibility for leadership development in their own organizations do to capitalize on this opportunity?

I offer the following set of Practices for Leadership Development in Your Library:

• Focus on leadership development as a key initiative within the library. Make it a clear priority.

• Connect and align the leadership development program with the larger change initiatives in the library.

• Take a broad view of who will have the ability to lead. Be careful not to prejudge potential too early.

• Create opportunities for potential leaders to interact with effective, more experienced leaders.

• Identify meaning and challenging projects and assignments that will challenge and stretch potential leaders.

• Ensure that the current formal leaders in the library are held accountable for effective leadership. Insist that their leadership practice matches the espoused leadership philosophy and values of the library.

• Make the process as transparent as possible.

• Recognize the different stages in leadership development. Warren Bennis offers one model in his article, The Seven Ages of the Leader (Harvard Business Review, January 2004, pp. 46-53).

• Remain alert to complex and challenging situations. Put managers and potential leaders in those situations.

• Make your leadership development program one that is based upon an action-learning model.

• Establish a mentoring program.

• Expect current leaders to take an active role.  Noel Tichy and Patricia Stacey formulated what they call the “Teachable Point of View” approach.  This approach asks leaders to do two things:

• develop their own teachable point of view, i.e. their view of what it takes to be successful in their organization and what it takes to lead others
• create a dynamic story to convey this.

• Lastly, create a learning culture within the library.

In closing, I urge you to take advantage of the “crucible:” the library laboratory available to you as you do the important work of developing the leaders of tomorrow.  Good luck, and be sure to share your experiences with the Library Leadership Network community! 


Maureen Sullivan is a noted library consultant and a member of the Library Leadership Network Editorial Board.