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Leadership Evaluation and Assessment
Abstract
Much of the literature on leadership assessment both within and outside the library profession points to a healthy skepticism about the true value of administrative appraisals. Such appraisals are, however, an essential ingredient for success in any library organization-an ingredient that monitors and promotes effective leadership. This article explores the topic of leadership assessment through a review of the literature, through a review of the counterbalancing arguments on the topic of performance reviews, and through an exploration of the societal and institutional context within which these reviews take place in academia. It concludes with a brief look at the library leader's portfolio and a suggested process by which to assess the performance of library leaders. The overall intent of this article is to move practice forward to a point where it matches best knowledge.
... These traditional methods are based upon a hierarchical organizational structure that perpetuates a more authoritative power and transactional leadership system that, often times, is detrimental to the academic freedom and integrity of faculty members who are accustomed to a governance that is more horizontal than hierarchical (J. Montez, 2003; Williams, 2001). In a period of time when higher education institutions need to provide a high quality and affordable education for students, it is imperative for academic administrators to be wellprepared to lead the institution through unique challenges. ...
... Previous research has shown that the more common preparation methods for academic deans consist of past administrative experiences, on the job training (Gmelch, 2000; Gmelch & Wolverton, 2002; Gmelch, Wolverton, Wolverton, & Sarros, 1999; Land, 2003; J. Montez & Wolverton, 2000; Raines & Squires Alberg, 2003; M. Wolverton, Gmelch, Montez, & Nies, 2001; M. Wolverton, Gmelch, & Wolverton, 2000; M. Wolverton & Gonzales, 2000) and mentoring practices (Allen & Cherrey, 2000; M. Murray, 1991; Nies & Wolverton, 2000; M. Wolverton, Wolverton, & Gmelch, 1998; Zey, 1984). Other, less common, methods include post-appointment professional conferences and/or seminars (Carr, 1999; Fogg, 2005; Gmelch, Wolverton, Wolverton, & Sarros; Greenberg, 2006; M. Wolverton, Montez, & Gmelch), professional training programs (Aziz et al., 2005; McDade, 1988), and advanced degrees in higher education or a related field (Development, 2006; Gmelch, 2002; Gmelch & Wolverton, 2002; Gonzales, Stewart, & Robinson, 2003; J. Montez, 2003; Williams, 2001). Heck, Johnsrud, and Rosser (2000) have defined the leadership dimensions of the academic deanship through seven categories: vision and goal setting, the management of an academic affairs unit, developing and maintaining interpersonal relationships with faculty, staff, and students, communication skills, maintaining and pursuing professional development, research and institutional endeavors, advancing the quality of education of the unit, and supporting and advancing institutional diversity. ...
... They become accepted norms that are inculcated in scholars from generation to generation, and which are reflected in the main appraisal and reward systems that are in place. These systems are likely to influence academics' attitudes toward change, innovation, and to a certain extent, risk taking (Williams, 2001). ...
The field of academia is frequently associated with traditional norms that aim to regulate scholarly activity, especially research. The social web, as another field, is often viewed as challenging long-established conventions with novel knowledge production practices. Hence, the two fields seem to oppose rather than complement each other. Using a Bourdieuian lens, this research examines research participants’ accounts of their approaches to practice on the social web in relation to academia. The paper reports on the habitus dissonance between the two fields, before discussing the effects of the two fields’ competing doxas on individuals’ habitus.
... These were: vision and goal setting, management of a unit, interpersonal skills, communication skills, research/professional/community/campus endeavours, quality of education and support of institutional diversity (Rosser et al. 2003). From a faculty perspective, person-focused attributes of leadership have shown to be positively associated with nursing faculty job satisfaction, particularly in the areas of empowerment, feelings that opinions are valued and staff autonomy (Bright & Richards 2001, Redman 2001, Williams 2001, Gormley 2003, Hoppe 2003, Disch et al. 2004, Davies et al. 2006, Brancato 2007. ...
AimTo determine which characteristics of academic leadership are perceived to be necessary for nursing deans to be successful. Background
Effective leadership is essential for the continued growth of the discipline. MethodA qualitative study using semi-structured interviews with 30 deans (academics in universities who headed a nursing faculty and degree programmes) was conducted in three countries – Canada, England and Australia. The conversations were analysed for leadership attributes. ResultSixty personal and positional attributes were nominated by the participants. Of these, the most frequent attribute was ‘having vision’. Personal attributes included: passion, patience, courage, facilitating, sharing and being supportive. Positional attributes included: communication, faculty development, role modelling, good management and promoting nursing. Conclusion
Both positional and personal aspects of academic leadership are important to assist in developing a succession plan and education for new deans. Implications for nursing managementIt is important that talented people are recognised as potential leaders of the future. These future leaders should be given every chance to grow and develop through exposure to opportunities to develop skills and the attributes necessary for effective deanship. Strategic mentoring could prove to be useful in developing and supporting the growth of future deans of nursing.
... A Again, the Team Leader Index (TLI) 360-degree leadership instrument (KRG Consultants, 2007), which is currently used by nine Australian universities, is made up of 55 items clustered into 11 'critical leadership competencies': Other higher education researchers note that 'commander control' approaches to academic leadership fall well short of the requirements of dynamic, cross-functional teamwork (Green, 1998; Montez, 2003; Williams, 2001). Sinclair (2004), for example, highlights that in Australia: ...
This study, funded by Australia's ALTC for Learning & Teaching in Higher Education, has identified the capabilities that characterise effective academic leaders in a range of roles and has produced resources to develop and monitor these leadership capabilities. It has identified that the core focus for leadership in the current, highly volatile, operating context faced by our universities has to be on achieving effective change management and implementation.
Published by American Journals Publishing Center, USA (Website: https://www.american-journals.com/americanjournals). The study examined the relationship of deans’ leadership characteristics and practices to faculty performance of selected private colleges in the National Capital Region of the Philippines. This study utilized the descriptive method of research that involves adequate and accurate interpretation of the findings. The respondents of this study were 89 deans and 227 faculty members of 68 selected private colleges in the National Capital Region of the Philippines. College faculty members were asked to evaluate their deans' leadership characteristics and practices. Likewise, deans were asked to evaluate the performance of their faculty. The study utilized two (2) expert-validated questionnaires to elicit the responses. Based on the results, the deans’ leadership characteristics and practices greatly impact faculty performance. Thus, deans and educational managers should specifically look into their faculty members’ academic functions and professional traits and devise a program or programs that will further enhance the indicators presented.
The purpose of this case study was to increase the knowledge base of how research librarians experience and cope with the turbulence of change within their library system. A library belonging to the Association of Research Libraries was selected for case study investigation. Seventeen librarians participated in on-site interviews, utilizing a protocol composed of a clustering technique and semi-structured interviewing. Instrumental case studies of each individual were then developed through a collective case method. The findings presented in this chapter include: the competing tensions between the physical and virtual environments, the speed of change, the search for professional meaning, and coping with the experiences of professional change. Analysis of the findings suggest: the emergence of a hypercritical state, the limiting nature of negative feedback, a complex systems framework for professional thinking, and coping in the hypercritical organization.
Purpose: This paper aims to describe the education and career pathways of a group of nursing deans in the late 20th and 21st centuries. The study explores nursing deans to understand the career development process and to develop recommendations for succession planning. Methods: A qualitative interview captured the oral histories of 30 nursing deans from Canada, United Kingdom and Australia in 2011 and 2012. Career and educational pathways were mapped, tabulated and exemplars used to emphasise key education and career decisions. Results: Findings show that there are four distinctive pathways to becoming a nursing dean and these are: 1. Same university pathway: Clinical work to teaching and thence the promotion and leadership in education route and pursuit of deanship in the same institution; 2. Different university pathway: Clinical work to teaching thence the promotion and leadership in education route and pursuit of deanship at a different institution in the same country; 3. Different country pathway: Clinical work to teaching thence the promotion and leadership in education route and pursuit of deanship at a different institution in different country; and 4. Health pathway: Clinical work to clinical management to dean route. Conclusion: The career and educational pathways of the 30 deans described will inform aspiring deans and highlight the importance of doctoral qualifications, management experience and leadership qualifications. Importantly, these aspirants need to determine the particular institutional culture into which they aspire to commit to becoming a dean of nursing.
To grapple with the difficulties of change, LIS literature often turns to a discourse of leadership as a way of gaining an understanding of how change can be effectively and appropriately managed. However, much of this work fails to account for the feminized nature of the profession and the gendered practices that shape the roles of men and women who choose this field. Furthermore, there is an absence of literature that interrogates the ways in which LIS master's programs address gendered practice. Beginning with an examination of how the field of LIS is feminized, I set out to reveal how, within the context of gender, the experience of women who advance in LIS leadership and administrative positions remains poorly understood. I suggest that the adoption of masculinized practices is a response to the devaluation of “women's work” that has historically defined the service ethic of librarianship. This article serves as an example of the ways in which it is possible to interrogate assumptions about leadership.
There is universality in the transactional–transformational leadership paradigm. That is, the same conception of phenomena and relationships can be observed in a wide range of organizations and cultures. Exceptions can be understood as a consequence of unusual attributes of the organizations or cultures. Three corollaries are discussed. Supportive evidence has been gathered in studies conducted in organizations in business, education, the military, the government, and the independent sector. Likewise, supportive evidence has been accumulated from all but 1 continent to document the applicability of the paradigm. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Executives perform the most uncertain, unstructured, ill-defined, and often the most important work in organizations. Common wisdom would suggest that people doing such jobs should be the ones supplied with the most effective feedback about their performance, simply because good, informative feedback helps them cope with the acknowledged demands of executive work. Therefore, one would expect the level of performance feedback to rise as one progresses up the organizational hierarchy. We found almost exactly the opposite to be true in many companies. Paradoxically, the higher one rises in an organization the less likely one is to receive quality feedback about job performance. In particular, we found that the executive review and appraisal process was often infrequently and haphazardly done, and that the underlying reasons for the poorly-conducted appraisals were traceable to a number of fallacious assumptions or myths about the nature of executives and their work. These myths not only hindered executives in the performance of their jobs, but also complicated their personal and professional development. In this article we identify and discuss six prevalent myths that contribute to the paradox of executive appraisal. We then offer a number of recommendations and suggestions that not only serve to counter the consequences of these myths, but also help to lay the groundwork for conducting constructive and comprehensive executive appraisals.
Since firms are knowledge institutions, or well-springs of knowledge, they compete on the basis of creating and using knowledge; managing a firm's knowledge assets is as important as managing its finances. A firm's expertise is acquired by employees and embodied in machines, software, and institutional procedures. Management of its core or strategic capabilities determines a firm's competitiveness and survival. Through decision-making and action, core technological capabilities can be built and changed. The author proposes to (1) help managers think about the knowledge-building consequences of their technology-related decisions and (2) provide academics materials usable in training managers to think about knowledge building. All aspects of product or process development must be viewed in terms of knowledge management and growth. Knowledge cannot be managed the same as tangible assets; to manage knowledge assets, one must understand them. Successful adaptation is an incremental re-direction of skills and knowledge. A set of four core technological competencies bestows competitive advantage on firms; these are the firm's skill and knowledge bases, physical technical systems, managerial systems, and values and norms that create a firm's special advantage. These may reside at any line-of-business level. Core capabilities must be managed to foster, not inhibit flow of critical knowledge. There is a dilemma: core capabilities are also core rigidities when carried to an extreme or when the competitive environment changes. Limited problem solving, inability to innovate, limited experimentation, and screening out new knowledge can undermine the development of competencies. Four key activities create and sustain flows of knowledge and direct them into core capabilities: (1) Integrated, shared creative problem solving across cognitive and functional barriers - shared problem solving achieves new level of creativity when managed for "creative abrasion." (2) Implementation and integration of new internally generated methodologies and technical processes and tools. These can move beyond merely increasing efficiency when managed for learning. (3) Formal and informal experimentation. Experimental activities create new core competencies that move companies purposefully forward and are guards against rigidity. (4) Importing and absorbing technological knowledge expertise from outside the firm. Technology alliances, for example, develop outwise wellsprings of knowledge (identify, access, use, and manage knowledge from external sources). Well managed, these enable companies to tap knowledge wellsprings consistently and continuously. Many dysfunctional attitudes and behaviors within firms inhibit these activities. These activities are oriented to present, internal, future, and external domains, and involve managers at all company levels and all functions. Specific managerial behaviors that build (or undermine) capabilities are identified. Managers must design an environment that encourages enactments of these four activities to create an organization that learns. Thereby, organizations and managers can create an atmosphere for continuous renewal; application to commercial ends is as important as managing it internally. The growth and nurturing of core capabilities (expressed in successful product development) requires learning from the market (understanding user needs), or feeding market information into new-product development. Identifying new product opportunities depends on empathic design, actual observed customer behavior, and technological capabilities. Technology transfer can also be understood as transferring technological capabilities to a new site, which is examined at four levels (assembly or turnkey, adaptation and localization, system, redesign, product design). Transfer of production development capability is illustrated with the cas
Laterally oriented, fast-changing organizations make traditional performance management practices obsolete. Competitive companies need to embrace effective new approaches to managing performance.
The inner structure of campus management is examined to reveal the human side of personnel management, public and student relations, budget planning, affirmative action, faculty politics, salary disputes, and tenure decisions. The analysis depicts the special situation that results from a dean's management of people who not only are the dean's academic peers--drawn from learned ranks of American society--but who also sit as the judges of their own managers. Chapters include: the study of academic management; the administrative temperament; the faculty and its politics; salary, promotion, and tenure; outreach: the university as urban service station; affirmative action: equity and what it means; money: how to get it, how to spend it; governance: running the store; and evaluating a dean. Appendices provide forms for student evaluation of professors, criteria for faculty evaluation, and criteria for evaluating a dean. (LC)
Proponents of total quality management often argue that performance appraisal is fundamentally at odds with quality-oriented management. This argument is made both on the basis of logical analysis and statistical demonstration. We show that neither of these arguments creates a compelling case against performance appraisal. We conclude that thoughtful organizations need to make decisions about performance appraisal in the same way that other business decisions are made, that is, in terms of a cost-benefit analysis.
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