developing a statewide leadership institute

Michael Crumpton

Asst Dean for Administrative Services, UNC at Greensboro

Chair, NCLA Leadership Institute Planning Committee

macrumpt@uncg.edu

*Developing a Statewide Leadership Institute

*Steps We Took to Get There!

*Assessment of Previous Attendees

*Experience

*Facilitation

*Materials

*Take-a-ways

*Mentorship

*Home issues

*“Big” picture

*Components we Developed

*Logo and mission

*Learning objectives

*Group mentors

*Mix of facilitation

*Mix of materials

*Appropriate content

“The mission of the North Carolina Library Association (NCLA) Leadership Institute is to create opportunities for learning and skill building in leadership and mentoring. The Institute will cultivate an improved understanding of self and others, while inspiring participants to serve in leadership roles within the profession at local, state and national levels.

*Mission statement was

created

*Branding is Important

*Leadership Institute Learning

Objectives

*By the end of the Leadership Institute, participants will:

* LO 1 – understand and execute leadership skills without regard to titles and/or org structureLO 2 – understand EI principles and build relationships through effective communication

* LO 3 – adopt and transfer learning from the Leadership Institute that impacts their organizationLO 4 – value the skills and talents of others whose contribution influences the larger organizationLO 5 – demonstrate self-awareness principles and recognize their influence on othersLO 6 – understand the value of change and communicate the benefits to the organization or group LO 7 – value and seek professional development opportunities

*Group Mentors 2012

Outside Expertise on Leadership

*Local Leadership

Revolutionizing the Development of Library and Information Professionals: Planning for the Future

*Assessing a Statewide Professional Development Effort

*Chapter Abstract

"This chapter will share assessment techniques used to influence the quality and significance of statewide professional development activities.  The financial investment as well as collective time spent by committees and programmers should have a foundation of data to ensure those efforts are well utilized, this content will share the success of using assessment to produce successful professional development outcomes."

* North Carolina Leadership Institute and Biennial Conference

*Leadership Institute Sample Question

In the context for the Leadership Institute, what type of presentation or format is most effective? Most Somewhat Neutral Not very Effective Effective Effective Prof. Leadership Speakers 53.8% 7.7% 12.5% 0% National Library Leaders 0.0% 23.1% 50.0% 0% North Carolina Library Leaders 46.2% 38.5% 0% 0% Academic faculty 0.0% 30.8% 37.5% 100%

*Assessment Tools

*Surveys (previous attendees)

*Observation (review materials used previously, LAMS partnership

*Focus Groups (with previous conference administrators)

*Connections

*Project support

*Bridge to next conference

*Mid-term program to touch base and catch up

*Group mentor best practices

*Assessing Each Project

*Conference Assessment

*Surveys from previous conferences

*Different approach to questions

*Repeat questions for trends

*Open ended questions for details

*From the Appendix

*What challenges and issues facing the profession would you like to see reflected in the programming? This was a comment only question that provided a wide range of responses and suggestions. Generalized summary responses include:

Surviving or moving forward under current economic conditions Issues of advocacy, relevance to constituency and defining value of library Fundraising and grant opportunities that are getting tighter Jobs and related issues of training, positioning and organizational development Technology trends, keeping up or investment Print vs. electronic trends

*Summary

Assessment is the key to making these efforts meaningful and powerful tools for advocacy within the fight for resources. Assessment should be purposeful and focused and not layered with aesthetic or logistical dominance. Thoughtful assessment activities can provide deep insights for both individual and organizational needs and give association officers or planning committees the data needed to make appropriate and useful decisions.

* KEY WORDS AND DEFINITIONS

Assessment: The process of evaluation and documentation of an activity or event in order to determine changes to be made if it is repeated or to learn what other actions would be needed. Effectiveness: The accuracy or performance indicator to an action in terms of how well it performed against expectation. Biennial: An event that occurs every other year. Content: Subject or topics delivered through presentation, lecture, readings, etc. Leadership: Having the skills, knowledge and abilities to influence and guide others toward common goals. Association: A group of people with common interest or professional attributes that share knowledge and insights to move forward together in each other’s best interest. Survey: Method for collecting information, usually quantitative about specific activities.

*Active and Interactive

*Keep it Fresh!

*References

Asher, A., Miller, S. (2011), A practical guide to ethnographic research in academic libraries, Illinois Academic Libraries, The ERIAL Project Galbraith, Q., Smith, S.D., and Walker, B., (2011): A case for succession planning: How academic libraries are responding to the need to prepare future leaders, Library Management, 33:4/5, 221-240 Goldman, K.D., PhD, CHES and Schmalz, K.J., EdD, RN, CHES (2010): Cultivating conference confidence: Getting the most out of attending professional meetings, Health Promotion Practice, Vl.11, No. 2, 157-160 Harrison, R., (2010): Unique benefits of conference attendance as a method of professional development for LIS professionals, The Serials Librarian, 59:3-4, 263-270 Kenney, D., McMillan, G., (1992): State library associations: How well do they support professional development?, Research Quarterly, 31:3, 377-386 Mackeracher, D. (2004), Making sense of adult learning, Toronto, University of Toronto Press Mair, J. and Thompson, K. (2009): The UK association conference attendance decision-making process, Tourism Management, 30, 400-409 Romaniuk, M., and Haycock, K., (2011): Designing and evaluating library leadership programs: Improving performance and effectiveness, The Australian Library Journal, 60:1, 29-40