The good news is that when most of us do take risks and fail the exposure is limited. We may suffer some embarrassment or anguish, but we can also survive it. With some luck we have a supervisor or colleagues that are supportive, and they’ll see the failure as a learning experience. Risk taking and subsequent failure, when taken on a public stage, can lead to devastating humiliation and far ranging second guessing and hindsight. We recently had a good example of this from the world of sports. On November 18, 2009 the New England Patriots played the rival Indianapolis Colts. With a slim lead and just over two minutes to play, the Patriot’s Coach Belichick took a huge risk on fourth down with two yards to go for a new set of downs – on his own 29 yard line.

If the call succeeded the Patriots could run out the clock and cruise to victory. If the call failed the Colts would get the ball with great scoring position and more than enough time to score. What happened? The Patriots failed to get the first down, and the Colts got the ball and scored the winning touchdown. Belichick was widely criticized for his call and the Monday morning coaches said he should have played it safe and punted. But did he really make the wrong call?

While some analysts argued that given Belichick’s past risk-taking record in similar situations (mostly successful) and the odds of punting and still losing, perhaps he was right to take the risk of “going for it”. Isn’t that what we seem to hear more often. We should be willing to take a risk and go for it. I suspect that most of us are punters. Rather than go for it we opt for the safe move. Part of the problem is knowing when to take a risk. Part of our decision-making process is based on how a risk is framed. If we frame it as a gain or win we are more likely to take the risk whereas if we frame it as a loss we are more risk adverse (this is greatly simplifying the studies of Kahneman and Tversky’s Prospect Theory). Another way to think about risk is the waterline perspective.

The origin of the waterline approach is credited to Peter Drucker, but I learned of it from Jim Collins as I watched a video interview (watch the first 2-3 minutes) about his latest book, How the Mighty Fall. It’s a simple idea. Picture your library as a ship on the water. Ask if your risk is above or below the waterline. If it is above and you fail, chances are you can make a decent repair and save the ship. If it’s below and you fail, that blows a whole in the ship and a repair might be possible but it’s far less likely to happen. What about Belichick’s risk? Was it above or below? I guess it depends on how you frame it. For the game, it was below the waterline. For the season, maybe not. Some analysts have said taking risks like that is part of that team’s culture and character. To not take the risk may have altered the very fabric of the team. A big picture perspective would suggest that it was above the waterline in the scope of the entire season, and that would suggest it was worth taking the risk.

What we can learn from this episode is that taking risks is important and necessary, but that the perspective can make a difference in how we judge the outcome. It is wise to frame the risk situation correctly, and consult with colleagues on whether it appears to be above or below the waterline. The next time you and your colleagues have a punt or go for it decision to make, be cautious but don’t necessarily opt immediately for the punt. It’s possible to go for it and fail, and yet survive to see another day – quite possibly having learned something important from the experience.

So how do you know when you’ve achieved this intangible thing we call presence? Chances are you may not know the answer to this question until you encounter your crucible. In the book Crucibles of Leadership, Robert J. Thomas profiles many leaders who were tested by way of experiencing a personal crucible. A crucible is the vessel in which alchemists attempted to turn base metals into gold. Thomas writes:

We can think of a crucible as a transformative experience from which a person extracts his or her gold: a new or altered sense of identity…Crucibles are not life stages…like moving from adolescence to adulthood…Crucibles are more like trials or tests that corner individuals and force them to answer questions about who they are and what is really important to them.

There are dozens of state, regional and national library leadership programs, and they cover many issues that emerging and experienced leaders must know. But I suspect that few offer authentic practice for developing a presence. In Thomas’ book most leaders describe a crisis or catastrophic experience that defined their crucible. Such events cannot easily be manufactured in a seminar setting. Often it is a test of fire that one must prepare for and emerge from successfully. Then you will know you have experienced your crucible.

But a simple test of presence for any leader, is being called upon to speak spontaneously about your library or a library-related issue, such as scholarly communications. For example, at a campus meeting the college president calls upon you, as the representative of the library, to share your vision for a 21st century library, to share your perspective on a recent news item about the changing academic library, or to explain how the library best serves as the heart of campus. Great leaders can speak extemporaneously with great presence so that they inspire others – or at least reassure their colleagues that someone has a command of the situation. How do you prepare for that? Developing presence is a challenge.

According to John Baldoni, presence is not the same as having charisma. In a recent post at his blog he writes:

I define leadership presence as earned authority. You may have a title, but you need to earn the respect and trust of your coworkers. Presence is rooted in fundamental competence, and for anyone who aspires to lead, presence is essential. Developing this is a long process that goes far beyond speaking in public. Some people confuse presence with charisma, but the two are not the same. The former is developed over time; the latter is what you are born with and is a matter of looks, charm, personality, and appeal.

But what guidance does Baldoni provide for those who want to develop and build their leadership presence, particularly when put on the spot to speak publicly – a formidable crucible for many:

Remain calm. Why? Because you are in control! Your stomach may be churning and your palms may be sweaty, but you must realize the microphone is in your hands. This is a little secret that I share with people I coach: people have to listen to you. Whether you croon or wax eloquent, the audience is at your mercy. You are the master of your destiny, or at least the next five minutes. When you keep that thought in mind, you will realize that yes, you can do this. You can speak in front of an audience and you will be okay.

Simple – right? If you seek to establish your presence, a good place to start may be improving your ability to speak like a leader. There are plenty of resources to help with that, such as blogs or organizations like Toastmasters. But even taking time for authentic practice is beneficial; try delivering a short talk on a topic well known to you but do it in front of a mirror. Of course it helps to be well versed on the issues of the day, and to spend time thinking about and crafting your personal vision so that you can quickly articulate it when called upon to do so. Two ideas that may help: (1) be prepared to deliver sound bites and (2) stay on your message.

I learned the first at a prior position when we were required to undergo media training. What is media training? That’s learning how to show grace under pressure when a reporter sticks a microphone in your face and asks for a response to a challenging question (think 60 Minutes confrontations). That rarely happens to a library leader during a crisis, but you never know when a journalist may call you and ask for an on-the-spot opinion about an issue. You need to be ready and long, drawn out explanations won’t cut it. You need to deliver the goods in a concise and coherent way. Sound bite has an unpleasant and superficial tone, but if you want to be quoted correctly and come off sounding like you know your business, it does work. So think in advance and prepare sound bites that you can deliver under pressure and on demand.

The second comes from a workshop I attended at which the main speaker was the author of a book about developing communication skills for leaders. This technique comes straight out of politics, and it’s used to answer difficult questions for which you are not quite prepared. How well this works for you depends, again, on advance preparation. Staying on message means having a consistent message you want to communicate no matter what the question is. If your goal is to consistently communicate the contribution the library makes to student success or faculty research, then put together a short and easy to remember message that you can recite on demand – and ad lib to as needed. If an administrator or faculty member asks you a tough question about why we still need libraries or what you thought about the Chronicle article on lousy online catalogs, you can bob and weave your way past the first 10 or 15 seconds of response, have your transitional phrasing ready and then get on message. Here’s an example:

I did read that article and I have to agree that academic libraries can do a better job of [INSERT ISSUE/TOPIC] and in our professional association conversations we debate this issue frequently [UP TO THIS POINT YOU'VE REALLY SAID NOTHING OF GREAT SUBSTANCE - NOW GET TO YOUR MESSAGE] but what’s really important is that our library stays focused on doing everything it can to help our students achieve academic success [AT THIS POINT YOU ARE OVER ANY INITIAL NERVOUSNESS ABOUT HOW TO ANSWER THE QUESTION - NOW YOU CRUISE TO THE FINISH LINE] and that’s why we are seriously examining a number of new technology solutions that address the problem discussed in that article. Thanks for sharing your thoughts with me about this challenge our library faces.

Now that wasn’t so hard, was it? Of course it’s easy to write this stuff out when you have plenty of time to think about it – which is where you should probably start. Then when you get asked these questions in committee meetings and at the faculty senate where you’ll have little time to think about it – you’ll be ready to step up and show you’ve got presence.

The 2009 LACUNY Institute was held October 23, 2009 in New York. The Institute theme was “Library Leadership: The Next Generation”, and the program included a keynote speaker, two panel discussions, and a poster session. The overarching themes I took away from the institute were those of collaboration, communication, mentoring, and flexibility.

Stanley Wilder delivered the keynote address, entitled: “Demographic change in a turbulent era: technologists and the humble subject liaison.” Wilder is no stranger to the topic of demographic change in libraries, having recently posted on this blog about the prophesied but as yet unfulfilled librarian shortage. Wilder’s most salient points were those related to collaboration, flexibility and willingness to adapt. He referenced Jim Neal’s 2006 Library Journal article, saying that with the increasingly technological needs of libraries, so-called “feral professionals,” who may have different backgrounds and training than traditional or “domesticated” librarians and are less likely to hold an MLS degree, are entering the profession at a higher rate. These new professionals are not necessarily young, but they bring a different set of values and skills to librarianship, and will continue to grow in numbers and influence. Wilder encouraged librarians to view this as an opportunity to stop apologizing and start leveraging ourselves. What he calls the “Holy Grail” for academic libraries is the fact that we are already closely aligned with the core academic mission of our institutions. Wilder suggested we collaborate more with other campus units, such as instructional technologists and computing staff, inviting them to work with us to form a broader network engaged with the institutions core academic mission. His final point was that ultimately, we should not have to choose between librarians and technologists, because both are necessary for the future of libraries.

These themes carried throughout the panel discussions, which were both moderated by Marie Radford. The first panel, “The Graying of the Profession: Intergenerational Collaboration and Succession Planning” was ostensibly composed of two “Gen-X” librarians (Jenna Freedman and Erik Sean Estep) and one “Boomer” (Shelly Warwick). The second panel “Issues in Next Generation Librarianship” included panelists Erin Dorney (a “Millennial”), Emily Drabinski, and Jason Kucsma (both “Gen-X”). I reluctantly use these designations because everyone seemed understandably uncomfortable with generational labels. However, since the panelists were clearly chosen to represent differing generational viewpoints I thought it was appropriate to mention. Several of the panelists agreed that generational labels are artificial and that the real issue is communicating with people as individuals: genuine interpersonal communication can trump the generational divide. Both panels discussed the necessity of mentoring; not just “mentoring down” (veterans to newbies), but “mentoring up” as well. Radford mentioned that often, the trouble comes not from the aging of the older generation but from the marginalization of the younger. The first panel agreed that what they would like to see in newer professionals is a focus on service. The second panel focused on collaboration and flexibility as well as the “next gen” influence on 21st century libraries resulting in organizations with flatter, more team-based structures and cross-institutional collaboration. The newer generation’s willingness to move around and change jobs may be perceived as disloyalty by managers and this way of thinking needs to change, since turnover is vital to keeping organizations alive. Staying in one place for one’s entire career was mentioned as an older (or, “Boomer”) ideal, and that newer professionals will stay in places that respect them and their work. All the panelists emphasized the importance of remaining flexible, adapting, changing and trying new things while respecting professional core values.

My complete notes from the Institute are posted online here, and there is more information about all of the speakers on the 2009 LACUNY Institute website.

If you choose to become the director at a college or small university library, particularly one with a small professional staff, it’s quite likely that you will not only have the opportunity to continue performing in public services, but it will most probably be required. Any significant outreach effort involving active liaison duties, embedded librarianship, a proactive library instruction program and other efforts to extend beyond the walls of the library can be hard on a small staff. The library director can’t afford to sit behind a desk in their corner office – and why would he or she want to? More meetings and administrative tasks means less time for public service, but the college library director that wants to continue being involved should have ample opportunities.

The other common administrative track is the assistant director or associate university librarian in a larger university setting. In this situation, it’s more likely the library has a well-staffed reference and instruction department capable of meeting the demand. Though the situation might not necessitate administrator involvement, I’d advocate for library administrators to seek out a weekly shift on the reference desk and to take on a few instruction sessions each semester. Here’s why. First, if it’s something you really enjoy, having the opportunity to participate on the front line will make the job that much more satisfying. Second, if public services are part of your portfolio, serving the public will make you a better informed and more effective administrator. How can you make good decisions that impact the staff and user community if you are out of touch with the delivery of public service? Third, keeping connected to the work of reference librarians and instructors enables you to better understand the day-to-day challenges that front-line professionals face. When they express frustrations about a clumsy printer setup or an inadequate training room, you are much better prepared to understand the situation and act decisively on it if you have experienced it firsthand. Nothing frustrates a front-line librarian more than an administrator who pooh-poohs a dilemma without really understanding its complexities. Being involved has its advantages, but be careful not to micromanage the situation or use your administrative power to gain leverage over others. That can be equally frustrating or downright annoying. Fourth, if reference and instruction activity really picks up, it may actually overwhelm the staff. An involved academic library administrator can help meet the demand or fill in for front-line librarians who are stretched thin.

I’m not sure where my career is headed next, but whatever administrative position I might hold in the future I will most likely want to continue to retain some involvement in direct public service. I’ve found that a regular shift at the reference desk and a few instruction sessions each semester, in addition to allowing me an opportunity to keep practicing what I really enjoy, does enable me to keep my reference and instruction skills somewhat sharp. Fortunately, I’ve not found myself in a situation where the front-line staff prefers the administrator to stay off the front line and in their office. That’s another situation all together, and one that a good library administrator should be able to decipher and manage.

As I’ve said before, one of the best reasons to become a library administrator is to have the golden opportunity to bring your personal vision of what an academic library can be to an institution, and to work with a dedicated and passionate staff to bring that vision to fruition. Doing so will mean making sacrifices, like giving up daily interaction with library users at public service desks or leaving behind all those instruction sessions. Well, for some that might not be a sacrifice but rather a much appreciated change. After twenty years of 40 to 50 instruction sessions a semester, an administrative position might seem like a nice break. But I think a good academic library administrator is an involved, engaged and participative library administrator.

The Show is the Star: You’ll never see a list of the individual performers on a Cirque du Soleil program. The performers have decided it is all about teamwork and collaboration. You’ve got to have incredibly talented individuals, but unless everyone agrees that the show is the star it all falls apart. Unless you’re a team player you don’t last long at this circus.

The Team Needs Visionary Leadership: The circus has players from all over the world; many different cultural backgrounds. There are also many supporting personnel, like set designers and prop makers, who must fit in the mix. What brings and holds all the differences together at the circus is a visionary director. The director conceives the overall show and shapes it by understanding who each person is and how each likes to work. A good director needs to be inspirational, but must be better at getting the artists to inspire each other.

Create the Right Environment: When you bring together creative people you need to give them a stimulating place to work. The environment should almost be playground like. An innovative circus grows out of a playful, spirited environment.

Staff Development Encourages Change: No one wants a stale circus; it has to constantly evolve and change. That depends on artists constantly pushing themselves to re-think their acts. At this circus the artists are sent to workshops. They listen to the audience feedback. They are encouraged to go out and try new things, and visit and study other shows and circus acts.

Feedback Improves the Circus: A circus can be a bit more unpredictable than a library but both are subject to unforeseen events and challenges, and both depend on technology that requires rapid adaptation. At Cirque du Soleil the team regularly meets to receive feedback from the director. Together they talk about the uncertainties and risks, and how, as a team, the circus must make sure the show always goes on.

The Circus is an Evolutionary Process: Every new season of the circus is invented from the ground up so there is enormous risk involved, but the entire operation is seen as one continuum. New shows evolve from the old ones so risk is mitigated. The circus spreads out risk over time, and when they do invent it always begins with solid research.

Let the Performers Lead the Way to the Future: What keeps the circus exciting is the pressure to constantly diversify itself. Cirque isn’t static and it constantly thinks beyond the constraints of the traditional “big top” thinking about what a circus should be. What moves it into the future is encouraging and challenging the artists to take risks and develop new acts. As they say at Cirque “risk-taking is the sum total of the risk taken by the individuals on the team.”

So if your library seems to sometimes function more like a circus than a library, well, maybe that’s a good thing. But if you are going to emulate a circus as your organizational model, you may as well make it the Cirque do Soleil. After all, as Rockwell reminds the reader, many of us, at one time or another, wanted to grow up and run away with the circus.

One problem is you have to figure out what your core values are.

My library is up to the core values step in our strategic planning process. At our first meeting I attempted to participate by honestly and openly voicing my views (duh, rookie mistake!), but I think that just prolonged the meeting and earned me dirty looks from my colleagues. At our second meeting I tried the “just keep your big mouth shut” strategy and hoped that it would all soon be over. Of course that didn’t last long, especially when we got up to the part about considering “lifelong learning” as an academic library core value.

Who could be against lifelong learning you say? I’m not against it at all, but is it really a core academic library value? Is a list of core values a laundry list of all the things you are for and want to promote and encourage? Is it really one of our core values to provide services to our students and other adults throughout their entire lives?

Maybe I’m taking “core” too seriously, but I’d argue that our core values strictly speaking have more to do with meeting the information needs that arise from the current classes at our institution. If some lifelong learning needs get met because of that, fantastic!, but lets not overreach and call it a core value. If you asked a history professor if they wanted to instill a love of history such that their students read history throughout their lives, I’m sure they’d say yes. But would they say it’s a core part of what they do? Lifelong learning is a good, no doubt, but it’s something additional. A cherry on top.

My colleagues disagreed with me and contended that supporting lifelong learning is a core academic library value. They said something about we promote the disposition to engage in lifelong learning. I’m not really so sure what that means either. I suggested that perhaps what lifelong learning has to do with libraries is that libraries support independent learning, and for that libraries are useful. So I got the word “independent” added in front of our core value of lifelong learning.

This is what often happens when you write core values by committee. Eventually everyone adds their own words and you have a fairly long list of overly broad and not very readable “core” values that don’t offer too much guidance when really tough decisions have to be made. Then they get put in a drawer and no one ever looks at them again.

This one, however, might actually have some relevance to our collections and services. Like providing database access to alumni (or pushing hard for open access), creating a leisure reading collection, or offering information literacy classes on consumer, health, or political information.

The world would be a better place if there were more lifelong learners and if they had easy access to high quality information. What role should academic libraries play in bringing about such a world?

Our speaker, Dr. Dan Ariely, author of “Predictably Irrational: The Hidden Forces That Shape Our Decisions” gave an insightful and entertaining talk about the forces of irrationality behind our decision making. Ariely is the Alfred P. Sloan Professor of Behavioral Economics, MIT’s Sloan School of Management and Media Laboratory. He provided many good examples and colorful stories to prove his points, and most of them are based on experiments that support his premise that people are easily influenced and fail to know their own preferences. There are more ideas from Ariely’s talk than I can share here so if it sounds interesting to you, read the book. But I’ll share what I consider the two most important take away thoughts from the talk.

First, pay attention to how decision questions are framed. Ariely demonstrated that simply changing a question from a positive (accepting something) to a negative (rejecting something) could make a significant difference in how people responded to a decision – even if the outcome of the decision was the same in each situation. Ariely told us that humans are susceptible to visual illusions, decoys and being overwhelmed by more than a few options, and that our intuitions can be dangerous to follow. Just being aware of these basic failings should cause us carefully assess the decision situation so we truly understand the potential consequences of the decision outcome. Second, as organizations that have services and products to market it may benefit academic librarians to better understand how our users are predictably irrational so that we can better frame the decisions we give them to make. Google or a library database? Properly framed, a student may judge that the right decision involves consulting a library research guide or getting personalized help from a librarian. Telling students the library has 400 or 500 databases may sound impressive but it may actually cause them seek out web sites with far few choices – like one resource option and a single search box.

Ariely is not the first to bring to our attention that we lack the ability to make good decisions. Kahneman and Tversky were two behavioral scientists who researched human bias and risk handling. Their research showed that most people would make decisions based on loss aversion, avoiding a loss rather than making a gain. They did this by using the same technique that Ariely uses in his experiments – reframing the same situation to offer both a loss and gain proposition. In their experiments Kahneman and Tversky found people were far more likely to make decisions based on avoiding a loss, even when it was irrational. Like Ariely, Kahneman and Tversky found that our decisions could be manipulated depending on how the decision question was framed. It also reminds us that we can make bad decisions simply in trying to avoid taking a risk.

And the latest cognitive decision-making research shows that we may have even less control over our own decision making then previously thought. The Wall Street Journal reported just recently that the human brain has the capacity to make up its mind for us ten seconds before we even become conscious of a decision. A series of interesting experiments suggests that the brain uses our perceptions and experiences to plan ahead for us and to act on incomplete information to help predetermine our choices. If this is true then it may be best to base decisions on gut reactions and avoid overthinking things. But given the research of Ariely and others, our perceptive and intuitive abilities have so many flaws that it is no surprise the brain would lead us to bad decisions in any number of situations, especially those whose circumstances are so new or unpredictable that good judgment calls are difficult. So if you readers still think you have all the makings of a totally rational decision maker, better think again.

Just prior to Ariely’s presentation ACRL handed out four of its major awards. These included the winners of the doctoral reseach award and the Excellence in Academic Libraries awards. ACRL saved the presentation of its most prestigous award, ACRL Academic/Research Librarian of the Year for last. This year’s winner is Peter Hernon, professor in the Graduate School of Library and Information Science at Simmons College. Hernon is shown below with the award certificate. Oh yeah, the award winner also gets $5,000. Congratulations to Peter Hernon on being named ACRL Academic/Research Librarian of the Year.

The first of the two was David Lankes, Associate Professor at the Syracuse University School of Information Studies. I heard him present at the Connecticut Library Association where he spoke about the “library as conversation”. Lankes urged the audience to keep asking ourselves two essential questions: why are we doing this and why does it matter to the people for who we do it? The answers, it was suggested, would emerge from a fundamental understanding of our core values, from which we could then develop innovative resources and services to better serve our communities. Lankes’ advice to the audience: “Be the wave machine, not the wave”.

The other presenter was William Gribbons, Professor of Information Design and Corporate Communications at Bentley College, but also a consultant to dozens of corporations. I heard him give a talk about user experience at a professional development program at the Rutgers University Library. Gribbons made a strong case that academic libraries could no longer win over students and faculty with links to e-resources alone. When all information providers look the same, only by differentiating the library could progress be made. According to Gribbons a unique user experience is carefully designed and constructed, but whatever that experience is it should be shaped by the organization’s core values.

While neither speaker actually defined what a core value is or how one discovers it, I think Lankes came close by instructing the attendees to work at understanding what business their library is in. He thought the business of libraries was knowledge creation. I like to think it is learning and promoting academic success. There are other possibilities but I believe all of them must be based on creating relationships with our users from which they will obtain meaning. When we understand the business we are in and how that translates to creating meaning for our users those core values will emerge.

So where do we begin? Exploring and articulating a library’s core values, as you’d expect, involves some soul searching, both individually and collectively, and collegial conversations – among staff and with the user community. But these two rather different speakers pointed to much the same thing: core values must come first. Having a sound, basic and fundamental understanding of those values will drive efforts to develop a plan for innovation or provide a better user experience that will guide us through disruptive technology change, hyper-competitive information environments and the many other challenges that are sure to confront academic librarians.

When academic librarians talk about Amazon.com the conversation is mostly about their book business or, more recently, the Kindle. But we should perhaps spend more time directing our attention to the person that runs Amazon, Jeff Bezos. When people think of books I don’t doubt that many of them think of Amazon before they think of libraries – if they think of libraries at all. And Amazon is certainly far ahead of libraries in providing a platform that allows customers to add content to their website and engage in conversation with each other. I’m not suggesting that academic librarians should view Amazon as a competitor. After all, we’re not even in the same business. Amazon is an online retailer. Academic libraries are in the learning business. What we should be doing is studying how Bezos has turned Amazon into an innovation machine (although the Fortune article sees Amazon as an “iteration” machine – one that makes lots of small moves and learns quickly from its missteps).

For the last year or so there’s been a fair amount of chatter about innovation in the library world, on blogs and at conferences. That’s good because as a profession we need to drive innovation in our libraries. What sometimes concerns me is that some of what I hear about innovation sounds like a mixed bag of platitudes. Perhaps just understanding innovation is part of our challenge. I prefer a description of innovation from an article titled “Innovation in Organizations in Crisis” in the fall 2007 issue of Design Management Review. According to the authors, Cherkasky and Slobin, innovation is finding new ways of creating value and bringing them to life. Simple and elegant. It’s not about inventing something new and it’s not about making big changes at your library at a pace that makes heads spin. Here’s what Bezos has to say about innovation in the BusinessWeek article:

Companies get skills-focused, instead of customer-needs focused. When [companies] think about extending their business into some new area, the first question is “why should we do that—we don’t have any skills in that area.” That approach puts a finite lifetime on a company, because the world changes, and what used to be cutting-edge skills have turned into something your customers may not need anymore. A much more stable strategy is to start with “what do my customers need?” Then do an inventory of the gaps in your skills. Kindle is a great example. If we set our strategy by what our skills happen to be rather than by what our customers need, we never would have done it. We had to go out and hire people who know how to build hardware devices and create a whole new competency for the company.

I commend you to read these three articles; your libraries have them if you can’t find them online just yet. We can learn about innovation from the thought leaders of business. Some of our best successes – considerable innovations for academic libraries such virtual reference, cafes in the library and self-service automated operations – had their roots as innovative business products. Given that the ACRL conference is in Seattle (Amazon’s HQ) in 2009 I was hoping that Bezos would be an invited speaker. ACRL recently released the keynote and invited speakers, and while it looks like a great lineup, Bezos is not among them. Releasing the Kindle was a significant innovation for Amazon, and a major risk for Bezos. Innovation or iteration, there are lessons academic librarians can learn from Bezos about ways to lead in the learning business?

BTW, thanks for some good comments to some recent posts. While I still think some of you are misunderstanding me when I use “leaders” and “library directors” (or library deans or whatever you like to call it) interchangeably, I appreciate it when you share your views. But not everyone leaves a comment. Some bloggers prefer to put their response into their own posting. ACRLog readers may not catch those so here are two I recommend to you: “But What If I Don’t Want it All?” over at Academic Librarian and “Teaching Technology/ies” over at info-mational.

Rachel Gordon Singer found that Generation X and Generation Y librarians have a negative view of managment…the amount of time a library director devotes to the position is potentially a turn-off; younger librarians do not want to detract from time spent with family and friends..One of Gordon’s respondents stated “There is no amount of money or prestige that would entice us to sacrifice our families, our home lives, and our sanity for the long hours and Sisyphean ordeal of a directorship.”

That led to some interesting discussion and thoughtful reactions, both pro and con. One director said this was all well and good but that the current generation of directors needed to give their nextgen colleagues a dose of reality. Getting the job done, said the director, requires certain personal sacrifices, and that a work-life imbalance, staying late, working weekends, getting emergency calls in the middle of the night, is occasionally necessary. Bottom line: you can’t have it all. But another director expressed concerns about the blurring of work life and personal life in an increasingly 24/7 connected society. This director thought that library administrators needed to be more sensitive to the next generation’s desires for the work-life balance. If the work-life practices and behavior of the current generation of directors establishes a model upon which the next generation forms its attitudes towards library administration then today’s library directors, as part of their effort to recruit and shape the next generation of leaders, needs to live and promote an image that will attract the best and brightest to academic library leadership.

Not unexpectedly, there was no clear resolution on how to best attract the nextgen librarian to the library directorship. What we do know is that perceptions are important. As long as nextgens see the current crop of directors working long hours without a clear sense of the potential rewards, it’s unlikely they’ll be motivated to enter into directorships. The current generation of academic library directors need to better communicate that their jobs do occasionally involve long hours, but that there can be great rewards. Chief among those rewards is fulfilling a vision about how an academic library can best serve the needs of its constituents. Here’s my message to those nextgens who diss their director and whose own vision is in conflict with what they see coming out the contemporary’s academic library director’s office: You may be the best person to become a library director; there’s no better way to fulfill your vision of what an academic library can and should be for your community. And if you can do it while creating a better work-life balance for yourself and your next generation of leaders then go out and create some change.

I finished my talk with a quote to emphasize that today’s library leaders do have a responsibility to the next generation of leaders. It comes from the book Crucibles of Leadership:

As the scholar Noel Tichy argues, leaders must be teachers – and the leaders in this chapter offer precisely what Tichy calls a “teachable point of view.” He argues that leaders’ responsibility is not only to provide direction and judgment in the moment, but to strive continuously to develop leadership in others, now and into the future.

So you could argue that it is incumbent upon the current generation of leaders to help the next generation to learn about leadership. Today’s library directors must think more clearly about how their leadership style and the examples they set send a message of learning to our next generation of leaders.