Notes from the Field

School Library Monthly/Volume XXVIII, Number 2/November

Data-Driven Leadership

by Ann M. Martin

In books of intrigue, mystery, and suspense the culprit is often done in by deductive reasoning. The solution to a situation emerges as evidence unfolds based on what is known. But, another important aspect of figuring out the story plot is examining what is missing. Readers use logic to determine the gap between facts and inferences as the story unfolds. Whether reading a classic by Sir Arthur Conan Doyle tale or a more current thriller by David Ignatius, readers sort through the writer’s use of logic and arguments to reach a valid conclusion. They become participants in the story. So, like bestselling authors, school librarians must build a narrative infused with data to validate program change while transforming the community into active participants.

Data-driven leadership is like authoring a bestselling novel. Just as an author understands that use of logic without data creates an unconvincing and uninteresting story, a leader understands the same is true when garnering support for projects. Seeking, analyzing, and using data constructively is a recognized leadership skill. Data-driven leaders compile information as background for introducing needs and showing evidence for change. Leaders use statistics to provide information when obstacles arise. Statistics confirm the need for modification, assist in determining what is most important for program growth, and provide supportive information when requesting resources. Data-driven leaders use statistical information to author change, garner philosophical buy-in, and attain financial and personnel support.

Rationale for Data-Driven Leadership

A thriving library program is constantly evolving. Sometimes a change is prompted by outside people and policies. The librarian who is a leader must adapt library materials and program design based on continuing demands of the curriculum or when the needs of staff members and students change. Emerging technologies require vision and policy adjustments so that the infusion of these new tools is effectively incorporated into library use. The current budget climate dictates compelling justification for essentials and basics, but extras are out. All these outside forces require using data to assess, prioritize, and plan the library program. Data enables a succinct and unemotional call for change and support. More importantly, data enables the librarian to establish a library program that is fluid and ready to address changes in the shifting educational environment.

How to Begin

A good place to begin collecting data is by polling the library users about what they deem most important. Changes and services will have little meaning if they are of no value to users. It is extremely important to uncover users' perceptions of the library whether they agree with the librarian or not. Collecting data in a variety of ways such as one-on-one conversations, group discussions, or online surveys all serve to provide feedback about existing programs.

Once a survey is completed by users, results provide indicators for adjustments to the program. A leader can now use this data as evidence for initiating change to the library program. A survey question that asks users to indicate how often they check books out from the library can be confirmed with circulation statistics. A follow-up question with a short answer block can ask what books or titles would increase use of the library by the survey takers. One such survey used by a high school librarian indicated that students wanted current best sellers.

Using the data from this one question, the librarian created an action plan for a Most Wanted book section in the library. She brought the concept to the Parent Teacher Student Association (PTSA) with accompanying data and requested funding. The librarian's idea was to purchase new young adult and appropriate adult best seller books for a new Most Wanted book section in the library. After one year, the library circulation increased with data showing that the Most Wanted book section was responsible for 10% of that increase. Ironically, when students came in to check out the Most Wanted books, they then unearthed other books, which contributed to an overall increase in library use. Statistics from an end-of-the-year survey confirmed the success of the PTSA funding.

Making Connections

Someone once chided me because I said that you can always find a library connection to anything. And I firmly believe it. A library Ride and Read program began when I partnered with the physical education specialist to place stationary bikes in the library. This wonderful opportunity for students and staff provides exercise, while fighting obesity and promoting reading. Statistics show that the Ride and Read program is still highly utilized to reinforce schoolwide reading programs and is an outlet for students unable to take physical education classes. It also provides an opportunity to follow through on Jean Blaydes Madigan's theories on movement and increased brain activity (2009). This unique program addresses multiple needs and is the result of collaboration between the physical education department and school library department.

Today, it is important to find curricular connections that support content program enhancements and requirements. New programs create opportunities for updates to library materials. Recently the development of a pre-K program in many of the schools left librarians scrambling for materials to serve this new program. At the same time, aged and worn out materials in the elementary library collections needed upgrades. By using collection analysis data, the proposal for critical new material became persuasive. This data showed that there was a gap between resources essential for pre-K students and existing library holdings.

Creating a list of appropriate resources with total cost and presenting it to administration revealed tangible evidence that additional pre-K program materials were needed. The result was funding to supply each elementary school hosting a pre-K program with the requested resources. Since the original funding, circulation statistics continue to be collected on the usage of pre-K materials. The resulting additional data identified the pre-K subject topics in greatest demand. Additional funding for titles covering subjects most needed by pre-K students and teachers was requested and received. As not only a librarian but also a leader, I shared usage statistics with administrators to validate that money was well-spent and to request more funding.

When Barriers Surface

Often there is resistance to change in the school environment because all departments are vying for limited resources. Another problem is that budget allocations typically remain stagnant or decrease, so if a new library plan requires more funding, often another department will receive less. A leader recognizes the key to gaining support for new funding is to show with data that the resources will benefit other departments. It is also important to analyze where resistance to an initiative can develop.

A fishbone diagram, as used by the North Carolina Department of Environment and Natural Resources, can be a helpful tool to analyze cause and effect. In the head of the fish, the issue is listed and then areas that will impact successful implementation of the project are examined. These areas of potential resistance could include procedures, people, policies, and skills (see Figure 1).

Figure 1. Fishbone diagram (Adapted from the North Carolina Department of Environment and Natural Resources, 2002.)

An example of using a fishbone diagram can be seen when a librarian recently wanted to incorporate global positioning systems (GPS) into library instruction. The science department was given a class set of the devices, but rarely used them. Using a fishbone diagram, the librarian placed the words “procedures,” “people,” “policies,” and “skills” into the bones of the fishbone. She identified those four areas as ones that would be impacted if the library began using GPS devices for instruction. After each impact word, she brainstormed what possible concerns would arise as related to procedures, people, policies, and skills. Then, she brainstormed solutions on how use of GPS devices in the library would help rather than hinder student access of the GPS tools in the science class (see Figure 1).

The data collected to support each issue from the bones of the fishbone served as the basis for presenting the plan to the science department chair. It was convincing. Currently, the GPS tools are used in the library, students are the beneficiaries, and other departments are integrating the GPS technology into their curriculum content. The data from the cause-and-effect analysis provided concrete evidence that library program use would help other departments. This generated a turning point for the initiative and brought support from multiple venues.

Presenting Data

In each of these instances, improved library programs with fresh ideas and initiatives resulted. The organization and use of data was essential for providing a rationale for change. It was effective to present a one-page proposal summary that included the program vision, mission, and key areas emphasizing the positive impact on students and staff.

A timeline for implementation should be displayed. This creates a story for administration. A separate page with collected data can validate the request and anticipated positive results. It is also important to decide who to contact first with the proposal for funding and then establish checkpoints along the way. The story, however, does not end when the funding is granted. The librarian in the leadership role collects data as the program progresses and then forms a summary report using statistics that verify program success. This sets the stage for future acceptance of requests and builds credibility. Decision makers are willing to continue to support proposals when data confirms reliable results.

Conclusion

Systematic use of data-driven leadership can effect change. Data creates a solid background to support library initiatives and confirms need. When barriers surface, the facts, as a result of cause-and-effect analysis, ensures buy-in and gathers advocates. Lastly, decision makers should have a brief summary of the need with supporting facts. Logic without data is unconvincing. Leaders know that statistics confirm the need for modification, assist in determining what is most important for program growth, and provide supportive information when requesting resources.

Resources:

Madigan, Jean Blaydes. "Action Based Learning Building Better Brains through Movement." http://abllab.com/wp-content/themes/abl/doc/abl-handout.pdf (accessed July 12, 2011).

Martin, Ann M. Seven Steps to an Award-Winning School Library Program. Libraries Unlimited, forthcoming, 2012.

North Carolina Department of Environment and Natural Resources. "Fishbone Diagram: A Problem Analysis Tool." 2002. http://quality.enr.state.nc.us/tools/fishbone.htm (accessed July 12, 2011).

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