Job shadowing shaping tomorrow's leaders

This article is from the September 2003 issue of Update.

How do leaders achieve their positions? Are they born or bred? The days of getting the top job through seniority or length of service are long gone (if they ever existed at all). To gain a senior post in library and information services in the current climate staff need to have relevant professional qualifications and proven experience. While the former are relatively easy to access, acquiring the latter is a harder goal. Luck does not come into the equation; careers must be planned.

This article addresses one of the options open to those planning their careers — job shadowing — providing a case study from both the host’s and shadow’s perspectives. Although it’s about an initiative at management level, the principles can be applied universally.

Concern about leadership
The literature on job shadowing is predominantly private-sector and commercially oriented. Articles by Barbian1 and Shakespeare2 provide overviews with a focus on the benefits but little reflection on the learning experience, and few in-depth case studies. The higher education context is found in perspectives on mentoring but not necessarily job shadowing. Holden and McGrath3 explore job shadowing’s potential for self-development for students on undergraduate courses, identifying the conditions under which the shadow is best equipped to take advantage of the learning opportunity, stressing the importance of reflection, the examining of how and what is learnt.

There is a growing concern within the library and information management literature around leadership and succession planning.4

‘Many junior and middle managers in the public sector believe that leadership in their organisations is ‘poor’. Yet 46 per cent of those bodies have no policy for developing or training staff for leadership.’5

‘There is a serious shortage of candidates for senior positions... with candidates in their 30s and 40s particularly lacking.’6

There have been articles on mentoring7 and interviews with rising leaders in public libraries, such as Ciara Eastell.8 Eastell notes: ‘It’s much less about finding the next head of a library service and far more about finding ways of offering library staff at all levels the opportunity to demonstrate and develop their leadership skills.’

This concern is reflected within HE management generally, as expressed in the desire to establish a leadership academy.9

Several options are suggested as ways forward, including formal mentoring, project management opportunities and the use of peer networks and professional coaching.

Job shadowing would appear to be a further tool, providing on-the-job learning, an insight into another organisation and culture, mentoring and peer support as well as an opportunity for self-reflection and review.

Information services context
In September 2000 Hefce funded the Hybrid Information Management Skills for Senior Staff, or Himss project, which aimed to address the actual and perceived ‘skills gap’ among those aspiring to top management positions in HE. In the Himss final research report and recommendations, job shadowing is cited as a method of tailored staff development. The report also stresses the value of ‘opportunities to be exposed to the work of a head of information services’.10

Currently, strategic management development courses are provided through Sconul, Ucisa and Hesda. However, these courses only run periodically and numbers are limited. Other possibilities for professional development include studying for a generic management qualification such as a certificate in management or an MBA.

Learning framework
The workplace is an ideal environment for experiential learning. Experiential learning has been defined as the insight that is gained through the internalisation of our own or observed experiences.11 This learning theory builds on the influential work of Kolb (see diagram),12 who described learning as the process whereby knowledge is created through the transformation of experience.

Kolb’s model

This sequence of do, think, plan and act can be applied with particular relevance to job shadowing. The learner, or shadow, observes and experiences the working day of the host by accompanying them to a variety of meetings and other activities. During this time the learner absorbs the experiences of the host’s work. This experience can only be transformed into a deep learning experience by a process of critical reflection whereby the learner contemplates what has been observed and makes assessments about the host’s style of work, their interpersonal skills as well as undertaking a situational analysis. All these components need to be shaped into an action plan which the learner can take back to their own work situation. The cycle is then completed when aspects of the plan are implemented in the learner’s own workplace or used to further their personal career development.

Compatibility of shadow and host
The matchmaking of the shadow and the host is crucial to the job-shadowing experience. The shadow needs to be clear and realistic about what they want to learn, have an initial understanding of the working context of the host, and be compatible in terms of their personal style and management approach.

In this case study, the matchmaking took place within the context of regional collaboration, with both Edge Hill and St Martin’s Colleges being active members of Allis (Accessing Lancashire Libraries and Information Services), with a history of informal partnership and dialogue between the two departments. An equivalency audit between the colleges and Lancaster University in 2001 also brought the shadow and host into closer contact. The considerable structural and cultural differences between the two institutions were seen as a good thing, an opportunity to experience a different model of service and different style of management, rather than a hindrance.

THE SHADOW’S PERSPECTIVE: LISA BRUCE
Having moved relatively recently from public libraries to the HE sector I appreciated that I had much to learn. Along with many other deputies, I felt some dissatisfaction at the lack of formal opportunities to develop the sort of skills that were seen as necessary for senior management positions. With the support of senior staff in my own institution I was encouraged to set up a week of job shadowing.

The Himss team acknowledges the benefits of this approach and comments: ‘The information profession could do more to encourage networking, mentoring and coaching.’13

I approached Sue Roberts asking for her participation, and we had a meeting to outline our objectives and set priorities.

My objectives included:

• to broaden my knowledge and understanding of the HE sector;
• to experience the culture of another HEI;
• to observe good management practice;
• to acquire examples of good practice within another HEI;
• to understand more about the current issues facing HE;
• to understand further some of the issues specific to HE libraries and to identify solutions which other institutions have found to them;
• to identify areas for further service development;
• to identify areas for personal development;
• to network with other staff;
• to compare and contrast standards and achievements in my own institution with those elsewhere.

An important aspect of the initial meeting was to agree confidentiality parameters, as many of the meetings I would attend were at a sufficiently high level to contain sensitive information. Indeed, some of our discussions referred to incidences and procedures confidential to my own institution. It was also agreed that there might be some aspects of Sue’s work that were confidential to third parties and that I would not be shadowing during meetings of a personal nature.

The week itself was extremely intensive. Not only did I have to appreciate the institutional context of each meeting, I also had to fit people and their roles into the Edge Hill structure as well as observing and learning from Sue’s management style -- all with a new set of acronyms! During this time I was taking on board a vast amount of new information. It was exciting, challenging and tiring.

The week was structured so that I sat in on Sue’s meetings, had opportunities to read paperwork beforehand and discuss outcomes afterwards. I spent a considerable time observing Sue’s knowledge, professionalism and leadership style and learning from her example. I met other senior colleagues to get their insights into the institution, their roles and their relationships with Sue. This was invaluable not only to me but also to splitting the week up and allowing her periods in which to answer emails and make phone calls — activities which are not easy to shadow.

In the middle of the week, time was set aside for questions in case I hadn’t understood any of the issues being dealt with and to explore some areas in depth. Visits were arranged to satellite sites and by the end of the week I had built up a comprehensive picture of the work of the Information and Media Services at Edge Hill.

Thinking ‘outside the box’
One of the main lessons I learnt was the value of thinking ‘outside the box’ to solve problems. For example, it was possible to look at converting vacancies into different posts, such as creating two jobs for shelvers for the cost of one library assistant post. Another thing which made an impression was how staff motivation could be improved by an increased emphasis on staff development across the board. In fact, Sue had done so much to improve the skills and drive of the staff that she was now facing the problem of too many staff being promoted to positions elsewhere in the college.

The week concluded with a session for critical reflection. In an atmosphere of openness and honesty, Sue and I discussed what we had learnt. I had achieved my initial objectives and was surprised at how much I had developed my listening skills.

As a result of the job-shadowing week I had gained a great deal of valuable information for my career development. Not only that, I was able to return to my own institution enthused and keen to implement some of the examples of good practice I’d seen. I wrote a detailed report for my line managers outlining what I had learnt from the experience, interpreting it into the context of St Martin’s.

Finally, I decided what could be implemented immediately. For example, as part of a staff development programme I now encourage all my staff to visit other institutions on a regular basis. This has proved extremely valuable and popular. Staff have returned with examples of good practice in their own areas of work and have had an opportunity to network and broaden their horizons. I have also set up a series of internal staff development sessions where key figures from other areas of the college have been invited to talk about their work. Both initiatives have cost only staff time but have proved very successful.

At the end of my job-shadowing experience I compiled an action plan. Some goals are long term and others have been achieved quickly and simply. Four months after the job-shadowing week Sue visited me at St Martin’s where we reviewed the action plan and my achievements. This has enabled the relationship — and my professional development — to continue.

I have attended many training days, conferences and courses during my career but the week which I spent job shadowing was not only the most challenging but perhaps also the most valuable, precisely because it did achieve a deep experiential form of learning that has had an impact on my working life. It was a practical means of knowledge transfer. I gained insights into the pros and cons of senior management tasks and issues. It was focused career information. It was also free.

THE HOST’S PERSPECTIVE: SUE ROBERTS
When initially contacted I was enthusiastic (as I have always learnt best through others and by experience) yet also concerned about the time element and ensuring that Lisa had a rewarding experience. Having met Lisa on several occasions I was impressed by her commitment and desire to develop her skills and career.

Key concerns were:

• to clarify both our objectives and reflect on these during the shadowing;
• to ensure honesty and confidentiality;
• to be as open as possible to provide a ‘warts and all’ perspective;
• to include time to enable me to complete the more routine but necessary parts of my role.

My objectives were:

• to engage the shadow in my role as fully as possible (and in the work and culture of the service and college);
• to reflect on my own style and management practice;
• to gain insight from an external perspective;
• to support a colleague in their career development;
• to explore and consider shadowing as a tool for my own staff and myself.

The experience wasn’t as time-consuming as I had anticipated. After day two it became very natural, as we relaxed into an easy relationship and a two-way learning experience. It was interesting to be questioned on how and why I made certain decisions, to have to analyse and justify. I did plan meetings with other staff and visits to the other sites to provide both an all-round picture of the service and breathing space for myself. Examples of activities included visits to service sites, meetings with senior staff and attendance at committee meetings. Lisa’s reflections on the culture at Edge Hill and our service focus were extremely valuable. I have encouraged my staff to explore the possibilities of job shadowing, and one has already undergone a similar experience at another HEI.

Benefits

• For the shadow: a deeper level of learning, on-the-job learning, experience of another role and organisational structures, behaviour and culture, critical reflection.
• For the host: self-reflection, analysis of management style and practice, critical analysis of department and self.
• For the organisations: externality, sharing good practice, strengthened links.
• For the region: cross-sectoral collaboration, awareness, movement, sharing of good practice.
• For the profession: developing leaders for tomorrow, succession planning, more effective staff training and development.

Recommendations for job-shadowing schemes
Allis has developed a cross-regional job-shadowing scheme following the success of this pilot and, while in its infancy, it has been welcomed by staff at all levels. The Allis guidelines for job shadowing highlight several key considerations for the individual shadow, the host, the line manager and institutions.

• Care needs to be taken when selecting an institution and a ‘host’. Think about where you want to go and why.
• Be aware of travel and transport difficulties. Staff may have further to travel to the host institution. If a suitable host is not available locally you may have to consider the additional costs of hotel accommodation. Staff may also be reluctant to stay away from home for an extended period of time.
• Staff will respond best to a job-shadowing scheme if they are fully involved in the planning. Staff who are ‘sent’ may lack the motivation to get the most out of the situation.
• As a host, prepare a varied plan for the shadow so that they are clear about what will be happening when, and where to go. Make sure that colleagues in the institution know about the scheme in advance.
• Both sides need to be clear about their expectations. Meet beforehand to discuss aims and objectives.
• As a shadow, be proactive, to get the most out of the experience.

Conclusions
People may learn best not from conventional training but from engagement, discussion and experience. The library and information profession needs to explore and embed deeper experiential learning within its professional development and learning cycles. This case study demonstrates how job shadowing can be effectively used to link personal and organisational goals. As Sheila Corrall warns, ‘we must also investigate issues related to organisational culture and management style’; the failure to create the right climate and provide the necessary support systems is not only ‘the root cause of most of the people-related problems’ in the profession but also behind the failure to prepare staff for future roles as managers and leaders. Staff need to be given opportunities that tap their potential, at a time that’s right for them. Clearly, job shadowing can be one such opportunity.

Interestingly, job shadowing is being used increasingly in the private sector. In the US top 100 companies, 66 per cent now have job-shadowing programmes; the library and information sector can learn from this approach. As a form of training, job shadowing is a cost-effective and valuable tool for staff development, one which could help to address the skills gap identified by Himss and go some way towards solving the problems of leadership development within the library and information profession.

References
1 J. Barbian. ‘A little help from your friends: an employee with ample job knowledge and experience is a trainer waiting to happen.’ Training, March 2002, 39(3), p. 38.
2 J. Shakespeare. ‘Work shadowing.’ Training Officer, 30(3), April 1994, pp. 80-81.
3 R. Holden and J. McGrath. ‘Shadowing for self development.’ Journal of Further and Higher Education, 16(2), Summer 1992, pp. 40-49.
4 S. Corrall. ‘How can our leaders thrive?’ Library and Information Appointments, 6 (1) 2003, pp. 1-2.
5 L. Amos. ‘Leaders need more training.’ Library & Information Update, July 2002, Vol 1(4), p. 19.
6 S. Corrall, see 4.
7 David Byrne. ‘Mentoring: enabling, empowering, inspiring.’ Library + Information Update, April 2003, pp. 38-39.
8 ‘They key to Ciara and the next generation of public library leaders.’ Library + Information Update, April 2003, pp. 40-41.
9 The Future of Higher Education. Department for Education and Skills. HMSO, 2003.
10 P. Dalton and C. Nankivell. Himss. Hybrid Information Management: Skills for Senior Staff. Final Research Report and Recommendations, 2003 (www.himss.bham.ac.uk)
11 C. Beard and J.P. Wilson. The Power of Experiential Learning. Kogan Page, 2002.
12 D. Kolb. Experiential Learning: experience as the source of learning and development. Prentice Hall, 1984.
13 S. Crawford. ‘Recruiting for the Future: skills needed for senior information managers.’ Personnel, Training and Education, April 2002, 10 (1).

Lisa Bruce is Site Librarian, St Martin’sCollege of Higher Education (l.bruce@ucsm.ac.uk). Sue Roberts is Head of Information and Media Services, Edge Hill College of Higher Education (robertss@edgehill.ac.uk).