Evaluation of the impact of the 2003 Aurora Leadership Institute — ‘the gift that keeps on giving’

Barney, Kay

doi:10.1080/00049670.2004.10721681

Cited by 5 publications

(7 citation statements)

References 12 publications

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“…Consulting firms include Schreiber Shannon Associates (which developed Australia's Aurora Leadership Institute), the Eureka! Leadership Institute, Maryland Library Leadership Institute, Pacific Northwest Library Association and the former Snowbird Leadership Institute (Nelson, 2005; Barney, 2004; Winston and Neely, 2001). Not only are the facilitators of the institutes educating the participants, but recognized library leaders such as library school deans, library directors and state librarians also play a role as mentors in leadership institutes.…”

Section: Literature Reviewmentioning

confidence: 99%

Creating the next generation of library leaders

2008

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PurposeThe paper aims to answer the question: “Where is our profession going and who is leading us there?”Design/methodology/approachThe article presents results of a survey directed to leadership institute attendees and attempts to determine the impact of such institutes on librarians' careers, and their willingness to move into administrative positions (department head, director, etc.) or leadership roles (project leader, committee chair). This paper was developed from the poster session, “Follow Me! Are Leadership Institutes Creating the Next Generation of Library Leaders?” presented at the American Library Association's Annual Conference in Washington, DC, June 24, 2007. Survey questions allowed data collection on the nature and impact of the leadership institute experience, attendees' supervisory and administrative experience, and their future professional goals. The role of leadership mentors and the potential of mentorship to increase the number of library leaders was also considered.FindingsLibrarians who attended leadership institutes felt it had a direct impact on their careers because they are more willing to move into leadership, management, and administrative roles. The majority of attendees find their leadership institute experience professionally valuable and would recommend it to others. Additionally, survey findings reveal the importance of professional mentors.Research limitations/implicationsThe survey was limited to librarians who attended a leadership institute. Approximately 75 percent of respondents were female, with only 25 percent male, which reflects the general demographics of the profession as a whole.Practical implicationsLeadership institutes should be developed to focus on particular constituencies. A variety of formats – retreats, year‐long – will also help address different needs among potential attendees. Current library and institutional administrators should encourage librarians to develop their leadership potential.Originality/valueThis paper addresses the insufficient number of librarians both willing and prepared to take on leadership roles both within individual libraries and the profession at large, which is a growing concern to the library profession.

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Section: Literature Reviewmentioning

confidence: 99%

Creating the next generation of library leaders

2008

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“…There is a crisis in leadership in libraries, as two in five current librarians and over three in ten current paraprofessionals are predicted to retire in Canada by 2014 (Ingles et al, 2005) and similar contraction is reported from Australia (Barney, 2004) and the United States (Mason & Wetherbee, 2004). The profession is experiencing unprecedented transition issues as changing roles of libraries and librarians impact staff recruitment, retention, education and training (Ingles et al, 2005;Schreiber & Shannon, 2001).…”

Section: Leadership 'Crisis' In Librariesmentioning

confidence: 97%

Designing and evaluating library leadership programs: improving performance and effectiveness

Romaniuk¹,

Haycock²

2011

The Australian Library Journal

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“…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: 99%

Transforming South African Libraries through Leadership Education: A Programme Evaluation

Hart

2014

Libri

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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.

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Evaluation of the impact of the 2003 Aurora Leadership Institute — ‘the gift that keeps on giving’

Cited by 5 publications

References 12 publications

Creating the next generation of library leaders

Creating the next generation of library leaders

Designing and evaluating library leadership programs: improving performance and effectiveness

Transforming South African Libraries through Leadership Education: A Programme Evaluation

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