Designing and evaluating library leadership programs: improving performance and effectiveness

Romaniuk, Mary-Jo; Haycock, Ken

doi:10.1080/00049670.2011.10722554

Cited by 19 publications

(7 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…5 Comer & Sohman, 1996;Roberson, Kulik, & Pepper, 2001;Russon & Reinelt, 2004;Kalev et al, 2006;De Meuse, Hostager, & O'Neill, 2007;Black & Earnest, 2009;Romaniuk & Haycock, 2011 Use of specific metrics Use of tracking metrics for basic statistics such as retention and advancement rates. 6 Laudicina, 1992;Desvaux et al, 2007;Desvaux et al, 2010;ILM, 2011 *engagement surveys Regular deployment of an employee survey that gauges levels of individual engagement.…”

Section: N/amentioning

confidence: 99%

Improving the retention of women in the IT workforce: An investigation of gender diversity interventions in the USA

Annabi

Lebovitz

2018

Information Systems Journal

View full text Add to dashboard Cite

To meet the high demand for information technology (IT) professionals, organizations must become more effective at attracting and retaining women. Ninety-seven percent of companies surveyed by Forbes in 2011 had implemented diversity and inclusion interventions. Despite these efforts, the percentage of women working in IT continues to decline, raising questions about the effectiveness of current organizational interventions aimed at increasing gender diversity. This study sought to gain a better understanding of these organizational interventions by developing a comprehensive framework based on comparative case studies of 9 organizations. The framework integrates intervention characteristics and barriers IT women experience and the coping methods they use to address barriers. This paper presents propositions based on this theoretical framework to guide further research on the effectiveness of gender diversity and inclusion interventions in IT. KEYWORDS gender in IT, individual differences theory of gender and IT, intervention effectiveness, interventions assessment, organizational interventions, social inclusion 1 | INTRODUCTION: THE RETENTION PROBLEM AND WHY IT IS IMPORTANT Women make up 57% of the professional workforce in the United States but only 26% of the information technology (IT) workforce. These numbers are especially concerning considering that in 1991, women made up 36% of the IT workforce (Ashcraft, McLain, & Eger, 2016). This low representation of women is often attributed to the leaky pipeline, but what is often overlooked is the fact that 56% of women in IT leave their work within the first 5 years, which is twice the turnover rate of men in IT and women in other professional fields (Ashcraft et al., 2016;Glass, Sassler, Levitte, & Michelmore, 2013). This attrition rate is especially troubling considering that 74% of IT women indicated "loving their work" (Ashcraft et al., 2016). If women love their work, why are 56% of them leaving IT work for non-

show abstract

Section: N/amentioning

confidence: 99%

Improving the retention of women in the IT workforce: An investigation of gender diversity interventions in the USA

Annabi

Lebovitz

2018

Information Systems Journal

View full text Add to dashboard Cite

show abstract

“…Romaniuk and Haycock (2011) echo this and note the importance of addressing issues of gender, diversity and leader self-efficacy. Many evaluations (for example, Barney 2004;Neely 2009) have built on the evaluation questionnaire of the Snowbird Leadership Institute (Neely and Winston 1999;Winston and Neely 2001).…”

Section: Evaluation Of Library Leadership Programmesmentioning

confidence: 83%

Transforming South African Libraries through Leadership Education: A Programme Evaluation

Hart

2014

Libri

View full text Add to dashboard Cite

This article emanates from the independent evaluation of a South African library leadership education programme, run by the Centre for African Library Leadership (CALL). The programme's rationale lies in the drive to transform South African librarianship in the face of a range of challenges -some of them inherited from the apartheid past, others shared with libraries throughout the world. The Carnegie Corporation-sponsored programme aimed at developing leadership insights and qualities in current and potential future library managers. The article reports on the evaluative methodology, which comprised a questionnaire survey of all course alumni, interviews of CALL managers, and five sets of focus group interviews with course alumni and alumni of the followup Train-the-Trainer courses. The very positive results of the questionnaire survey are described and analysed, and key themes and comments emerging from several openended questions are discussed. Triangulation is provided by in-depth comments from the five focus groups, and in the process important themes are uncovered. The distinctive strengths of the programme were found to be its sensitivity to the South African context and its "inside-out" approach to leadership training. In most aspects the programme was found to be very successful, although there was uncertainty about its further continuance and the roles of the Train-the-Trainer alumni. The evaluation suggests that the CALL programme should serve as a model for transformative leadership education in South Africa and beyond. Recommendations include continuation of such projects to a wider set of libraries and their staff, with further use of the experiential approach to training, theory grounded in hands-on practice, and emphasis on self-development and self-awareness. However, the full potential of such programmes can only be realised if senior library management buys in to the values of the programme, and is engaged in implementation plans.

show abstract

“…Interestingly, many participants named networking during and after the program as a positive outcome, with several naming it as a support mechanism for skill‐practice utilization. Other research has found mentoring, networking, and connecting with peers in the workplace after training important for leadership development (Romaniuk & Haycock, ). Another positive outcome reported was increased understanding of different organizational roles and departments, with several participants commenting on being able to communicate more effectively with organizational stakeholders.…”

Section: Discussionmentioning

confidence: 99%

“…Organizations expect that managerial-leadership development investment will automatically improve organizational performance (Romaniuk & Haycock, 2011). Yet three meta-analytic reviews (i.e., Burke & Day, 1986;Collins & Holton, 2004;Powell & Yalcin, 2010), which collectively examined studies from 1951 to 2002 regarding managerial-leadership development programs, found effect sizes were on average low (Collins & Holton, 2004;Powell & Yalcin, 2010) to moderate (Burke & Day, 1986) and differed largely across programs, ranging from poor to highly effective (i.e., effect sizes ranged from -1.39 to 2.10) (Collins & Holton, 2004).…”

Section: Leadership and Management Skillsmentioning

confidence: 99%

Factors that Influence the Transfer Generalization and Maintenance of Managerial‐Leadership Skills: A Retrospective Study

Vandergoot¹,

Sarris²,

Kirby³

2019

Perf Improvement Qrtly

View full text Add to dashboard Cite

Leadership and management skills are important for organizational performance. Organizations spend millions of dollars to train their staff in these skills, yet training is reported as being mostly ineffective and providing minimal return on investment. This exploratory study employed a retrospective design to examine the factors affecting transfer generalization and maintenance of managerial‐leadership skills from a 12‐month training program. Results showed that individual (e.g., motivation) and organizational factors (e.g., opportunity‐to‐use and perceived‐support) accounted for approximately 52% of the variance in relation to transfer generalization. Further, individual (e.g., self‐efficacy and motivation‐to‐transfer) and organizational factors (e.g., perceived support and barriers to transfer) accounted for approximately 41% of the variance regarding transfer maintenance. This research may assist organizational‐development units to optimize their training outcomes by attending to individual and organizational factors that may enhance both transfer generalization and maintenance of new managerial‐leadership skills.

show abstract

Designing and evaluating library leadership programs: improving performance and effectiveness

Cited by 19 publications

References 32 publications

Improving the retention of women in the IT workforce: An investigation of gender diversity interventions in the USA

Improving the retention of women in the IT workforce: An investigation of gender diversity interventions in the USA

Transforming South African Libraries through Leadership Education: A Programme Evaluation

Factors that Influence the Transfer Generalization and Maintenance of Managerial‐Leadership Skills: A Retrospective Study

Contact Info

Product

Resources

About