Leading From Any Position I, Day Two

Day two focused on teamwork, working in groups, and brainstorming. We talked about setting ground rules or norms for working in groups. The norms should be agreed upon at the first meeting, posted somewhere prominently (such as a flip chart or the wall) where everyone can see them and used right away, as well as at every subsequent meeting. The group should also decide by whom and how they will be enforced. One sample ground rule that really struck me was, "Ask why so that you can explain why."

We talked about brainstorming and practiced it, but we were required to simply give the idea with no story or background attached to it. We often found this hard to do, but it was more productive when we could do that. Often the stories drained the energy from the brainstorming, and the ideas began to peter out. We revisited the idea of using someone's primary motivator as the basis of your arguments in favor of a particular idea. For example, in a prison library, the administrators value the security in the prison above all else. If the prison librarian is trying to persuade administrators to let her try a new program, she needs to show how it will improve security in the prison. If you're trying to persuade a decision-maker who prizes efficiency, then that should be the focus of your arguments.

Some profound thoughts:
So what if you're really busy? How do the tasks you're doing affect the customers' experience and your community? If they don't, what's the point of doing them?
What are the primary issues in your community? How can the library connect with those issues?

We also discussed delegating which is "the process of accomplishing great things through our employees, thereby raising their self-respect." Delegation is not dumping. When determining if there are jobs you can delegate, decide which tasks must be done by you; everything else should be considered for delegation or elimination. Pareto's Principle (80/20 rule): 20% of your activities yield 80% of your results. Focus your energies on the activities that yield the most desired results.

Working in groups: assume that each person has something valuable to say/contribute; paraphrase what other person has said to verify your understanding of it.

When evaluating possible solutions to a problem, list positives first, then list concerns about the idea, but phrase all concerns as a question--how to.... For example, "We don't have the money!" could be rephrased to "How to fund?" This forces an examination of the concern, making it a concrete issue that can be addressed and phrases a negative in a positive way. It occurred to me that this strategy has powerful possibilities beyond larger group problem-solving. If you can train a frequent complainer to re-state his/her complaints in this positive way, you might help the person to verbalize what exactly s/he wants to change. Once a concrete issue has been identified, it may be easier to address. This also may prevent you as a supervisor from tuning out the staff member's grumbling "because s/he's always complaining about something."

Leading From Any Position I, Day One

This two day workshop was sponsored by the state's Division of Library Development & Services (DLDS) and presented by Schreiber Shannon Associates. Before we even attended, we had homework. We took an enneagram test to see which of nine personality types we most closely resembled. The nine types are (taken from Enneagram Workbook presenters gave out):

One-Reformer/Perfectionist/Achiever
Ones are reasonable, objective, and principled. They are constantly striving to achieve their high standards. In doing so, they can become judgmental of themselves and others, and get angry when they or others don't meet expectations.

Two-Helper/Giver
Twos are compassionate, caring, generous and thoughtful, tending to go out of their way to help other people. They need to be needed and sometimes remind others of their service to elicit gratitude from them.

Three-Motivator/Performer/Achiever
Threes are adaptable, energetic, ambitious, and desire to improve themselves. They know how to fit into their situation. They are sometimes overly competitive and can be very image-conscious.

Four-Individualist/Artist/Romantic
Fours are individualistic, emotionally sensitive, and self-expressive. They share their feelings in such a way that others can relate. However, they may become too aware of their negative emotions and imagination, reducing their self-esteem.

Five-Thinker/Observer/Sage
Fives are alert, curious, original learners. They want to understand everything around them. But as they become insecure in their environment, they feel they have to be totally certain about something before they can do it. Thus, they sometimes think about doing something rather than doing it.

Six-Loyalist/Traditionalist/Devil's Advocate
Sixes are faithful, committed, and loyal to people or ideas with which they identify. However, as they become insecure, they seek permission from some type of authority figure (person or belief) before they act.

Seven-Enthusiast/Generalist/Adventurer
Sevens are very enthusiastic and are typically accomplished in a wide range of fields. They tend to go into the world seeking new experiences and sensations. Sometimes they get a bit greedy for experiences, wanting to do everything at once.

Eight-General/Challenger/Boss
Eights are self-confident, courageous, using their strength to lead others. They tend to be resourceful and action-oriented. Power may go to their heads if they become domineering and aggressive toward others.

Nine-Peacemaker/Mediator/Preservationist
Nines are receptive, peaceful, and create a harmonious atmosphere which most find very comforting. Nines have a tendency to get too accommodating, wanting to keep the peace rather than raise their own voice. Thus, they go along, but don't develop their own identities.

The analysis of my responses to the test indicated that I'm a three with mid-range influences (40-48%) from one, eight, nine, six, and seven. A few years ago, my responses indicated that I was a one with a strong three influence and mid-range influences from five, seven, four, and nine; either way, that sounds about right.

We spent most of the first day of the workshop talking about the difference between the personality types and how you can use this information to help you in daily interactions with co-workers, especially if there is someone with whom you're having a problem. It could be that you're dealing with this person in a way counterproductive to his/her personality type. When trying to persuade someone to your way of thinking, consider what motivates that person, and pitch your "arguments" to the focus of their motivation. For instance, threes are motivated by status, so when trying to persuade a three, suggest that your way of doing things will bring status or recognition; a seven would need it to be fun or new & exciting, etc.

We also learned about the five disciplines of a learning organization, which BCPL embraced several years ago, but it was a good review. We discussed the importance of the library having a vision/mission statement. If your library has one, can you see your daily jobs contribute to that statement?

Minneapolis Pub Lib--new books area

Nifty fireplace with public art

Minneapolis Pub Lib- sorting area

Automated sorting area

Minnepolis Pub Lib-- Children's area

Minnapolis Pub Lib--Teen area

Teen Department

Minneapolis Public Library

Minneapolis Public Library

Jo's Notes on PLA

Preconference: Who Said Management Can’t Be Fun?
Presented by Gail Johnson and Pam Parr of Face to Face Communication and Training
A manager’s primary role is to be a mentor and teacher and to cultivate trust in the workplace. Using a circus analogy with the library as the circus tent, the five poles holding up the tent of the customers’ ultimate experience are:
1. (Center Pole) Communication: the goal is to get information from me to others EXACTLY as I meant it so that I get the outcome I want.
a) Clarity: avoid ambiguity in words and actions; give the “why”—the rest of the story
b) Honesty: say exactly what I mean (with discretion); “I feel…when you…because I think you….”
c) Use facts, not judgment
d) Open: stay open-minded to people who drive you crazy; make no judgments
Phrases to use:
• “What questions do you have?” (invites clarification)
• “Help me to understand…” (non-threatening, diffuses the situation)
• “I must not have been clear…”
• “What I really meant was…”
2. Accountability: Being answerable for our actions and performance
a) Clear expectations and consequences are motivators
b) Underperformers steal my attention and energy that is better spent on overachievers
c) Set clear expectations and boundaries
d) Silence means acceptance or agreement
3. Staff Development: Priority #1 is to upgrade my staff
a) Hire for characteristics, not for skills—NOT the reverse! Skills can be taught; attitude cannot.
b) Reward staff with opportunities: “Behavior that gets rewarded gets repeated. Stop rewarding bad behavior.”
c) Discover their strengths (a consistent, near-perfect performance in an activity)
d) Three things employees need:
1) Visibility—people need to know that they matter
2) To know that their work matters
3) That their work is objectively measurable
e) Let people do what they love/enhance their strengths—that is what allows for the greatest possibility for growth. Spend time developing weaknesses only to the point that they do not interfere with employee strengths.
4. Empowerment: Develop a strategy to enable and energize the staff
a) Stop making decisions for your staff; then let go and get out of their way!
1) Encourage dialogue/ give them confidence: “I would like to hear your opinion.”
2) See their POV: “What would you suggest?”
b) Authorize decision-making; everyone is responsible for the organization’s success
c) Capture their discretionary energy and claim it!
d) Staff need:
1) Knowledge: ongoing training in decision-making
2) Information: shared with all
3) Feedback: Immediate and specific—Praise in public; teach in private
5. Influence: the power to effect something or someone
a) Accept and own the power that I have already been given.
b) Model it 24/7/365. I am their role model. I am the library. I am NOT their friend or co-worker.
c) Have credibility—walk the talk.
d) My allegiance is to the Team of management of the library—micro and macro.
e) Interdependence of “we”
Protect, Project and Present! Essential Tips for Supervisors, Speakers and Storytellers
Katie Damp Klossner, Community Relations Manager for Douglas County Libraries in CO, uses her background in the theatre to train her libraries’ staff to be succinct, calm and confident when speaking in public. Within 90 seconds, someone has formed their first impression of you: only 7% is related to the content of your speech (38% arises from your vocal quality and 55% from your body language), so your “likability quotient” is four times more dependent on non-verbal cues. If you read only one book about public speaking, she recommends I Can See You Naked by Hoff.
Protect your voice: Two days before your presentation, consume no dairy or caffeine. Drink plenty of water and get lots of rest; humming is good, as is yawning with noise, and breathing exercises. Stretch your neck and back and shoulders.
Project to your audience: Use volume, enunciation, varying rates of speed and quality and intensity of voice, along with proper breath support. Use a wide range of pitch and inflection (a low pitch is associated with credibility). Use silence! Silence is an important clue for the audience to start listening! It draws people in and makes them pay attention! Try to limit “uh”s. Use an “open face”: raised eyebrows and a genuine smile imparts sincerity and honesty. Use your nervousness—adrenalin makes your eyes sparkle. Make eye contact around the room: the focus of your audience’s attention is your eyes, so “stop, lock, and pause” to connect individually with audience members. Wear dark colors (associated with credibility) that are comfortable with no flashy or dangling distracters. Plant your feet and stand tall with your arms dangling at your sides. (If you are a flailer, practice holding a heavy book in each hand. If you still raise your arm, that designates a sincere emphasis that should be maintained). Avoid gripping the podium with both hands—it sucks the life out of what you are trying to communicate. Professionalism outranks perfection: proceed beyond mistakes and do not draw attention to flaws in your performance.
Present effectively: To conquer stage fright: Write a detailed fear inventory; use the adrenalin; OVERPREPARE; practice in front of a mirror; be a fool as you practice—try cartoon and movie voices, etc. and use your fear inventory to try out all worst possibilities; take a brisk walk; insert pauses for silence. If nothing else, memorize your introduction and your “Thank you”s (conclusion). Accept in advance that you will be nervous either five minutes before or ten minutes in! If your voice shakes, STOP. Use that silence to gain your audience’s attention. “Credibility is associated with determined, short speech.” In Say it in Six, Hoff advises to break long presentations into six minute sections to help the audience focus.
Posted on behalf of Jo Blankenburg, Hereford

Other PLA sessions

I had planned on blogging each day of PLA, but the Hyatt Regency did not have free Internet access in my room, and I couldn't get to the business center to blog anymore while I was actually in Minneapolis.

On Fri March 28 I attended "Great Libraries for Dummies." Some key points: 4 trends in library service are library as destination; customer convenience; customer-based technology; connect w/the community. The presenter had 10 items that every library should be doing to become excellent libraries, many of which BCPL is doing, just not to the degree that this man advocated. I was really impressed with the automated DVD dispenser that his library uses, and I also realized that instead of multiple stackable merchandizing cubes in the new Perry Hall, we should purchase wheeled merchandizing units which will be more portable and therefore more flexible. Here are a few of the presenter's comments that really struck me:
"Consensus is not always required & is sometimes counter-productive"--capture staff's enthusiasm & energy, focus on the customer, then the majority will follow.
"Try to meet customers' needs not manage them."

I also attended "How to Move a Library." I guess I expected there would be more involved when you're actually moving from one building to another, but this session reassured me that my work on Towson's renovation had prepared me for the task of moving into a new Perry Hall. These presenters used a chart similar to (but more complicated than) the Shelf Space Allocation chart that I created for Towson and marked boxes in a similar fashion.

After lunch, I attended "Making Space for Teens in Libraries" which presented case studies from 3 libraries. Some key points: even without much money, you can use wallpaper, fabric, etc to bring color/drama to an existing teen area; changing some of the furnishings (chairs, tables) is another way of making over an existing area--need versatile, interesting seating areas (not standard table w/4 chairs); in teen areas, social experience should trump the collection; teen areas need identity very distinct from rest of library; incorporate new technology; have different zones in the teen area for various levels of social interaction--alone vs. groups.

For anyone who couldn't attend PLA, some of the handouts are available from PLA's website http://www.placonference.org/handoutspage.cfm In addition, PLA taped some of the presentations and Jean Mantegna indicated that she will purchase the CD for the Staff Development Library so look for that in the future.