top of page

Hana Metzger's e-Portfolio

Competency M: Leadership and Communication

Section 1
Demonstrate professional leadership and communication skills.

Section 1A: Competency Description and Scope
Leadership and communication skills are essential competencies for information professionals. Here I will discuss some key aspects of these related skills.

Leadership
     Defining Leadership
Leadership can be difficult to define. Romaniuk and Sheldon (2018) argue that many of the definitions have two concepts in common: process and influence (p. 86). The process refers to the fact that leadership is on an ongoing action in addition to being a noun. Influence, or motivation, is also at the heart of leadership; the process engaged in by a leader is directional from the leader to others.

Leadership is not limited to a single organization. It can occur on a grander scale, as well, meaning that a librarian may be a leader in the field of information science, not just at one organization (Romaniuk & Sheldon, p. 86). Davis and Macauley (2011) further observe that "leadership is deeply tied to the sustainable use of our creative energies" (p. 42). It is not only focused on financial goals, but on stewardship of oneself, others, and the environment as well (Davis & Macauley, 2011, p. 42).

     Leadership vs. Management
Romaniuk and Sheldon (2018) point out that leadership and management are not interchangeable terms, although they can be complementary skills (p. 86). Management focuses on "the seamless and competent operation of an organization," whereas a leader is able to "articulate a compelling vision, chart and communicate a direction, and align priorities" (Romaniuk & Sheldon, 2018, p. 86). Phillips (2014) writes that managers focus on fulfilling established tasks, whereas leaders look to the future, seek to fulfill an organization's mission, and inspire others to do so as well (p. 337).

     Types of Leadership
Describing theories derived from the work of James MacGregor Burns, Romaniuk and Sheldon (2018) differentiate between transactional and transformational leadership. Transactional leadership operates similarly to behavioral theories of learning, in which particular behaviors are either rewarded or punished (Romaniuk & Sheldon, 2018, p. 88).

Transformational leadership focuses instead on four types of leadership behaviors: inspirational motivation, individualized consideration, idealized influence, and intellectual stimulation (Romaniuk & Sheldon, 2018, p. 88). Transformational leaders are more likely to take risks and encourage creativity in their subordinates than transactional leaders (Phillips, 2014, pp. 337-338). This style of leadership challenges and encourages staff to be "innovative and creative in achieving [shared] goals" (Romaniuk & Sheldon, 2018, p. 89).

     Leadership Characteristics
Researchers have found that leaders share a number of key skills. Ammons-Stephens et al. (2009) identify four main areas of competency: cognitive ability (including problem-solving and decision making), vision (such as global thinking, innovation, and forward thinking), interpersonal effectiveness (including cultural competence, accountability, and communication skills), and managerial effectiveness (including change management and strategic planning) (pp. 68-70). Romaniuk and Sheldon (2018) note that effective library leaders have a lot in common with effective business leaders, as both groups need attributes such as "vision, intensity, outstanding communication skills, consistency, predictability, trustworthiness, and self-confidence" (p. 89).

Communication
One of the most important abilities for a leader is communication. Different styles of communication include oral, written, and nonverbal, and important communication skills include effective speaking and writing skills, active listening, and reading nonverbal cues correctly (Alman, 2018, pp. 333-335).

Public librarians may need to communicate through written mediums such as email, chat, social media, or newsletters. Being skilled at communicating in these methods of speaking and writing can improve a librarian's interpersonal communication, as well as make for better marketing and outreach on behalf of the library (Alman, 2018, p. 333). Writing effectively for communication requires a host of interrelated skills, including analyzing audience and choosing an appropriate style (Ross & Nilson, 2013, pp. 82-88). Informal language may be more appropriate for emails or a younger audience, for example, whereas formal language is better used in professional publications. Other important writing skills include avoiding the passive voice, using succinct and vivid language, avoiding grammar and spelling errors, organizing your ideas for clarity, and using inclusive and nondiscriminatory language (Ross & Nilson, 2013, pp. 88-110).

Librarians may engage in spoken communication with individuals or groups. When presenting to groups, delivery is important. Ross and Nilson (2013) write that good presentations usually mix "good vocal quality, use of appropriate gestures (and absence of distracting gestures), pauses, and eye contact with the audience" (p. 278). Doucett (2010) recommends using pictures to supplement any presentation (p. 67). These will make your presentation more memorable and help convey concepts in succinct and interesting ways.

Skills for communicating with individuals (such as at the reference desk) include asking open questions, practicing inclusion (that is, explaining to your conversant what action you are currently taking), and understanding nonverbal cues (Alman, 2018, p. 49). Researchers estimate that 60% or more of messages are communicated through nonverbal cues, such as a speaker's appearance, tone, volume, or mannerisms (Alman, 2018, p. 334). Skilled communicators understand how their verbal cues may be conceived and modulate them as desired to communicate more effectively.

Active listening is also an important skill for communicators to learn. Smith and Fitt (1982) write that, "at the reference desk, active listening is a way to discover the patron's real information needs, at times when requests for assistance are vague or unclear, or when the reference librarian senses feelings of emotionality in the patron's attitude" (p. 247). Ross and Nilson (2013) identify three different skills involved in active listening: attentive body language (such as eye contact and nodding), following skills (such as attentive pauses), and reflective skills (pp. 41-42). Reflective skills include paraphrasing what you think a speaker intended to say or stating how you perceive that the speaker is feeling (Ross & Nilson, 2013, pp. 62-64). Active listening indicates to the speaker that you understand each other.

When communicating, it is important to consider factors such as cultural diversity, generational differences, and personality differences (Alman, 2018, pp. 336-338). For example, different languages and cultures have different standardized vocalics, such a pacing and pitch. For example, a faster pacing in conversation may indicate higher status in one culture but lower power in another (Manusov, 2017, p. 245). Even timeliness (chronemics) can be a form of communication. In certain cultures, punctuality and efficiency are far more important than in others, so lateness or keeping someone waiting may communicate the message that the late person does not view the other's time as valuable (Manusov, 2017, p. 247). Understanding that some cultures view time differently therefore can help prevent intercultural miscommunications.

Section 1B: Importance to the Profession
In today's world, information organizations are complex systems that require leadership traits from all employees, not just those at the top. Many libraries, for example, require teamwork and communication between a diverse range of information roles, such as reference librarian, cataloger or acquisitions librarian, conservation or preservation librarian, and digital management librarian. Because of the complexity and diversity of information organizations, individuals must take on some amount of leadership or responsibility within their roles, regardless of their titles. As Davis and Macauley (2011) write, "no matter if we are leaders or followers, we are all responsible for library leadership" (p. 43).

Communication skills are important to librarians no matter what role they are in. Skilled communication helps librarians to provide better service to library users and improve relations between the library and its community and stakeholders (Ross & Nilson, 2013, p. 13). Ultimately, libraries are service organizations, and good communication is essential to providing good service. Additionally, librarians must communicate with a library's constituents to perform library outreach, promote programs, and understand the needs of the community (Alman, 2018, p. 332). Finally, excellent internal communications can improve the day-to-day operations of a library, improve employee trust, and help organizations to weather hard times (Carrol & Kucsma, 2022, p. 258).

Section 2
Here I will provide three evidentiary items for Competency M.

Section 2A: Preparation
To prepare for this competency, I took several classes that focused specifically on leadership and communication. In INFO 204: Information Professions with Dr. Deborah Hicks, I learned about the different yet related definitions of leadership and management. I also learned about different types of leadership and had the opportunity to serve as a leader in several group projects. In INFO 282: Project Management with Professor Sean Gaffney, I learned further leadership skills as well as communication and conflict resolution skills.

I honed my communication skills both in and out of the classroom. In INFO 281: Intercultural Communication with Dr. Debra Buenting, I learned about how communication is perceived of in different cultures and ways to communicate more effectively across cultures. For my internship, conducted through INFO 294: Professional Experience with Dr. Linda Main, I spent a semester as an intern for the San Francisco Public Library History Center. For this internship, I had the opportunity to practice professional communications, including emails, social media posts, and presentations. Finally, in my role as a bookseller I write our shop's newsletter. This experience has been instrumental in teaching me to write for maximum impact with my audience.

Section 2B: Evidence

Evidentiary Object 1: INFO 204 Shared Leadership Infographic
This is a presentation that I made for INFO 204 about shared leadership, a style of leadership that seeks to empower employees at all levels of an organization. The infographic demonstrates my communication abilities through its succinct language and clear organization. I used bold graphics and simple colors to lead the eye through my information. Different sizes of fonts indicate headers and help the eye to focus on each individual concept. The infographic is free of spelling and grammatical errors that can potentially distract readers. By keeping my language professional and to the point, I strike a tone that is informative and educational. This is an example of my skill at visual and written communication.

Evidentiary Object 2: A Day in the Life Presentation
Here is a presentation that I made about my internship at the San Francisco Public Library History Center. I made the visual presentation using Google Slides and then recorded the audio using Screencastify. This assignment demonstrates my competency at using technology tools and narrative structure to communicate with others. The organization of the presentation is chronological to present viewers with the information in a manner that is easy to follow and understand. I demonstrate my ability to use audio and visuals as complimentary forms of communication. For example, I use a picture of a memorably-headlined news article when I discuss one of the collections that I worked on to engage the viewer's interest in the subject. On the next slide, when I discuss how much of the internship involves computer work, I use screenshot of an XML-encoded finding aid to convey the complexity and type of computer work. Finally, I use vocal cues to effectively communicate information, such as when my voice lowers at the end of a section or when I slow down to better explain something (such as when I explain how I handle processing collections).

Evidentiary Object 3: Bookshop Newsletters
These are a few newsletters that I wrote for the bookshop that I work at, Browser Books. The newsletters convey book news, including recent releases and staff recommendations, to our customers. These newsletters demonstrate my ability to effectively communicate in writing. My writing tone is friendly yet professional. I start with a greeting and small note to situate the newsletter before moving into news and information. When communicating, it is important not to waste people's time, and these newsletters demonstrate my ability to be concise and cognizant of others' time. I also find ways to make the writing more interesting to people. In a newsletter such as this, the writing does not have to be entirely serious, and the language can be more creative. I demonstrate my ability to do this when I caption a photograph of booksellers in the shop "booksellers in habitat" or when I refer to gothic novels as "drops of poison."

This newsletter also demonstrates my ability to communicate effectively using technology. Throughout each letter, I use hyperlinks to carry readers to the shop or reviews. I also use CSS and the mail carrier's formatting tools to create bold or italic styles, or to increase font sizes. These sorts of visual cues help a reader to find information and move from section to section more easily. For a similar reason, I include an "in this email" section at the beginning of each newsletter that serves as a table of contents.

Section 3: Conclusion
I'm certain that my communication skills will serve me well in my future career as a librarian. Whether I am communicating with coworkers, library users, or community members, being able to communicate well will improve my chances of success in every interaction easily. Communication is not a skill that can be mastered. Rather, it is something that spends a lifetime learning; there is always something new to learn. To continue learning how to communicate, I will read articles and strive to learn about other cultures and communication. Since communication is best learned through practice, I will take opportunities to write, present, and speak as much as possible.


References
Almon, S. W. (2018). Communication, marketing, and outreach strategies. In S. Hirsh (Ed.), Information services today: An introduction (2nd ed., pp. 331-342). Rowman and Littlefield

Ammons-Stephens, S., Cole, H. J., Jenkins-Gibbs, K., Fraser Riehle, C., & Weare, W. H., Jr. (2009). Developing core leadership competencies for the librarian profession. Library Leadership & Management, 23(2), 63-74. https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1377&context=libraryscience

Carrol, T., & Kucsma, J. Strengthening libraries with strategic internal communications. Journal of Library Administration, 62(2), 243-258. https://doi.org/10.1080/01930826.2022.2026128

Doucet, E. (2010). What they don't teach you in library school. American Library Association.

Manusov, V. (2017). A cultured look at nonverbal cues. In L. Chen (Ed.), Intercultural Communication (pp. 239-260). De Gruyter Mouton. https://doi.org/10.1515/9781501500060

Phillips, A. L. (2014, October). What do we mean by library leadership? Leadership in LIS education. Journal of Education for Library and Information Science, 55(4), 336-344. https://www.jstor.org/stable/43686996

Romaniuk, M.-J., & Sheldon, B. E. (2018). A conversation on leadership: Taking another look. In K. Haycock & M-J. Romaniuk (Eds.), The portable MLIS (2nd ed., pp. 85-102). Libraries Unlimited.

Ross, C. S., & Nilson, K. (2013). Communicating professionally: A how-to-do-it manual. Neal Schuman.

Smith, N. M., & Fitt, S. D. (1982). Active listening at the reference desk. RQ, 21(3), 247-249. https://www.jstor.org/stable/25826744

bottom of page