ACRL News Issue (B) of College & Research Libraries


C&RL News ■ February 2000 / 7 07

Harvard case study m ethod takes theory 
and applies it to a “c a s e ”— a docum ented 
real-life situation. In the vigorous exam i­
nation o f each case, in the small group 
sessions and in the following class sessions, 
we identified leadership techniques and 
analyzed them with a set o f concep tu al 
tools. As a result, elem ents o f leadership 
and analytical tools were sharpened like 
knives sharpened by crossing one blade 
against the other.

This scrutiny gave me an opportunity to 
look at my core leadership assumptions. In­
cisive discussion and exploration o f case 
studies exposed the successes and failures 
o f other leaders. In this atmosphere, I found 
ideas that would provide powerful help in 
many challenging areas.

T he Harvard Leadership Institute was one of the most rewarding professional de­
velopment experiences I’ve ever had.

With a schedule packed with administra­
tive responsibilities, I rarely have time (or 
take time?) for concerted professional devel­
opment other than professional reading and 
an occasional workshop. I looked forward 
to the Harvard program as a time for reflec­
tion, intellectual stimulation, and practical ap­
plications for leadership improvement.

I especially liked the idea that the pro­
gram was focused on the director and asso­
ciate director level in academic libraries and 
was being offered through the Harvard Higher 
Education Institute in conjunction with ACRL. 
My mind was set for a quality program and 
superior faculty, with colleagues in similar 
situations. I never expected it to exceed my 
expectations, because they were aimed so 
high at the outset.

I was first stimulated by the readings, es­
pecially the book by Lee Bolman, R efraining 
O rgan ization s, which was at the core of the 
program. I nearly finished it all before I ar­
rived in Cambridge and was talking about 
and recommending it to my associate direc­
tors at Rutgers. It has given me a much 
broader perspective for decision making and 
I actually mentally walk through scenarios 
using the frames! I wasn’t familiar with the 
case study method as a teaching/learning tool 
before this program, but I found it wonder­
ful for the group discussions. Reading about

I brought back excellent tools for mak­
ing improvements in my leadership and im­
mediately put them to use. The conceptual 
architecture of “frames” and the process of 
“reframing” has since help me assess situa­
tions faster and direct my actions much more 
effectively. I continue to work toward the 
leadership goals I wrote during the institute.

The dialectic of learning occurs in discus­
sions with others. My fellow attendees were 
open and ready to share their thoughts and 
ideas in small group discussions, the semi­
nar class, and at the coffeehouses and pubs 
we visited together in Cambridge. I thank the 
participating Harvard faculty, the Harvard or­
ganizers, ACRL, and the institute attendees 
for a profoundly rewarding experience.—  
D a v id  B ilyeu

real situations and having a chance to ex­
plore with colleagues what you’d have done 
in the same situation, and why, with new 
insights was energizing. The mix of institu­
tional participants from small to large institu­
tions, private to public, added a wonderful 
diversity to the discussions. While I probably 
spoke less in the large group because I just 
enjoyed listening to everyone, I loved our 
small group discussions for testing ideas and 
thinking out loud.

The opportunity to think seriously about 
what I do, to be stimulated by ideas and new 
possibilities, and to reflect on personal goals 
and mission was luxurious. I think about the 
experience often. I felt like a sponge just sop­
ping up information. It went too fast and I 
tried hard to not miss a beat. It was just won­
derful being a student again and being 
changed through the experience.

The program was simply top notch from 
beginning to end— from the faculty and cur­
riculum, the food and ambience, and the 
fellowship of interesting colleagues. I have 
many wonderful memories o f that experi­
ence, not least of which is that paper in my 
desk that one of our instructors suggested 
we keep. I look at it regularly. I’m still on 
track!

Thanks to everyone associated with the 
development and delivery of the program 
and to my fellow participants for a most re­
warding experience.— M a r ia n n e  G au n t

(co n tin u es on  next p a g e )



108 / C&RL News ■ February 2000

A u gu st 3 0 , 1 9 9 9 , B u f fa lo  S tate C ollege, State University o f  N ew  York B u ffa lo , N ew  
York.

Som ehow  writing this article is indicative 
o f the change that was effected by attending 
the first ACRL/Harvard Leadership Institute. 
Ordinarily the first day o f the sem ester would 
not afford time to reflect and write. Yet, sym­
bolically I wanted to write on this day to mark 
the change that six days in Cambridge, Mas­
sachusetts, am ong 81 other colleagues and a 
supportive and expert faculty and staff can 
m ake in a mid-career, middle m anager in 
middle America.

Directing libraries can be a lonely pur­
suit. D ecisions in the face o f spiraling infla­
tion are usually decisions to cut traditional 
print materials, anathema to those o f us who 
grew up with stately edifices and thousands 
o f periodical subscriptions; acquiring at least 
one b o o k  per FTE per year was a given. We 
need to lead and assist in the im plem enta­
tion o f technology. Our decisions also have 
great impact on the educational outcom es o f 
our students. Additionally, libraries, as ser­
vice organizations, affect the broadest cam ­
pus constituency.

I had been named director just three years 
ago, and when news about the program at

Harvard was brought to my attention, I im­
mediately checked  the Web site and applied! 
The Web site stated, “the program prepares 
you to answer two key questions: 1) How 
well-positioned is my organization to m eet 
current and future challenges? [and] 2) How 
effective is my own leadership?” These are 
questions that are very  meaningful to me, 
questions that I very  much wanted to explore 
in a structured fashion. To bolster my resolve,
I had heard wonderful things about the Man­
agem ent Developm ent Program and Institute 
for Educational Management program from 
colleagues on campus, so I was confident 
that the exp erience would be positive.

I arrived in Cambridge on the 5th o f July 
in 98-degree w eather with my readings com ­
pleted and a hopeful attitude. We met in the 
same classroom each day after a morning dis­
cussion with our own small group. G ener­
ally we had three 80-minute classes each day 
with readings and assignments each night. 
The curriculum had been crafted to include 
leadership studies, finance, management, and 
adult developm ent. We w ere treated to a 
lovely reception in the Harvard Faculty Club 
and a festive clam bake in Radcliffe Yard. Con­
versations during the social events ranged

( c o n t in u e d  o n  p a g e  1 2 0 )

S ig n  up fo r the 2000 ACRL/H arvard Le a d e rsh ip  In stitu te

Academ ic libraries exist in a constantly 
changing environm ent w ith m any new  
challenges and many available opportuni­
ties. New demands on academ ic libraries 
call for fundamental shifts in leadership 
know -h ow . In re sp o n se to th ese ch a l­
len ges, ACRL is co llab o ratin g  with the 
Harvard Institutes for Higher Education to 
offer the ACRL/Harvard Leadership Insti­
tute.

The goal o f the institute is to increase 
academ ic library leaders’ capacity to lead 
and to m anage. Harvard In stitu tes for 
Higher Education faculty will give special 
attention to issues such as:

• leadership;
• organizational strategy;
• financial m anagement;
• transformational learning; and
• planning.

The institute is designed for directors o f 
libraries and those who report directly to 
them in positions such as associate univer­
sity librarian or assistant library dean. At- 
tendance would also be useful for individu- 
als regularly involved in decision-m aking 
that affects the entire library operation and 
that involves other important relationships 
on campus.

The 2000 ACRL/Harvard Leadership In­
stitute will be held in Cambridge, Massa­
chusetts, and begins with a reception on Sun­
day, July 30, and concludes on Friday, Au­
gust 4.

More details about this exciting institute, 
including registration information, can be 
found at http://gseweb.harvard.edu/~ppe/ 
index.html (select Programs, Higher Educa- 
tion, then scro ll dow n to lo ca te  ACRL/ 
Harvard Leadership Institute). ■

http://gseweb.harvard.edu/~ppe/


C&RL News ■ February 2000 / 109



120/C&RL News ■ February 2000

sources. A ccess: http://www.dpa.org.sg/DF/ 
databases.html.

E lectron ic  j o u r n a ls
• D eaf M agazine. Compiles articles o f in­

terest on deafness and files o f information 
on such topics as cochlear implants. A ccess: 
http://WWW.Deaf-Magazine.Org/.

• D eafN atio n .co m  (D e a f n e w s p a p e r). 
Covers sports, news, classified ads, job mar­

ket, maps to events, religion, mailing lists, 
and telnet sites o f interest to people with 
h e a r in g  d i s a b il it ie s . A c c e s s :  http:// 
www.deafnation.com/.

D iscu ssio n  g ro u p s
• D eaf N otes. This is an electronic dis­

cussion group on issues of interest to people 
with hearing disabilities. A ccess: http://www. 
deafnotes. com/. ■

( “ACRL/H a r v a r d  . . . ” c o n t in u e d  f r o m  p a g e  
108)
from sailing to off-site storage to pets to li­
cense agreements.

Was it worth it? Yes. In our opening ses­
sion, Cliff Baden assured us that they “would 
not waste our tim e.” Time is precious and 
our time was very well invested. I left with 
a confidence that cam e o f sharing with a 
diverse cross-section o f academ ic library di­
rectors and upper managers from the United 
States, Canada, and Puerto Rico.

What did I learn? Foremost, I learned to 
reframe all major issues: to look at the politi­
cal, human resource, structural, and symbolic 
aspects of campus and library issues, and to 
explore solutions that take all four o f these 
views, or frames, into account. I discovered 
which frames come naturally and which I need 
to work on a bit more. I also learned to per­
ceive the leadership of other administrators in 
my institution using these frames. This helps 
me in my interactions. I learned about strate­
gic intent and why strategic planning can fall 
flat, despite the best of facilitators. I learned to 
laugh and tell stories that get laughs. I learned 
to take time to think and analyze. I learned to 
create a secure structure. I learned to pay at­
tention to the context, not just the content. I 
learned to set standards, have expectations, 
take risks. Not bad for a five-day institute!

( “The tra in in g  . . . c o n t in u e d  f r o m  p a g e  1 1 3 ) 
the larger schem e o f things, it is nonetheless 
a worthwhile experience. As a result o f this 
internship, one more foreign information cen­
ter is running better and providing better ser­
vice than if this training never took place.

Library staff development in this context 
complements other aspects o f the develop­
ment project o f which information service 
enhancem ent is an important part. The coor­

I also learn ed  fascin atin g  things like 
where Emerson and Thoreau (and Bill Gates, 
Tommy Lee Jo n e s, and Al G ore) lived as 
undergraduates. I learned the name o f the 
luminous green grass growing in my garden 
from the astounding glass flower exhibit at 
the Harvard Museum o f Natural History.

And I learned that it’s very hard to eat 
lobster with plastic flatware! I was able to 
wander in bookstores. I ate dinner in the 
Henry Jam es House. I learned about the 
dominant Harvard finance principle o f “each 
tub on its own bottom .”

I met creative librarians, impassioned pro­
fessors, and som e dynamic institute staff 
whom we all wanted to spirit away to our 
own cam puses. I met undergraduate and 
graduate students on the streets o f Cambridge 
and in the libraries o f Harvard.

I am back, I am energized, and I think I 
have a new approach.

The 1999 participants are hoping to have 
a reunion, since the class bonded so well, 
and we should have success stories to tell in 
a year or two.

My sincere thanks go to Maureen Sullivan, 
Jo h n  Collins, Althea Jenkins, and Cliff Baden 
who conceived the program and recruited 
the ste lla r facu lty: Lee B o lm a n , R obert 
K e e g a n , Mary L o u ise H a tte n , and  Jim  
Honan.— M aryru tb  Pb elps G log ow ski ■

dinator o f the information com ponent reports 
that visible progress is being made at the in­
formation center and the trainee maintains 
contact via e-mail.

N otes
1. Nicoletta M. Hary and Francesca L. Hary, 

“Hosting an International Librarian,” C ollege 
a n d  R e s ea r c h  L ib ra ries News (March 1995): 
162-164. ■

http://www.dpa.org.sg/DF/
http://WWW.Deaf-Magazine.Org/
http://www.deafnation.com/
http://www