The effectiveness of leadership styles among academic and research librarians in Eastern and Southern Africa. A comparative study
| Date | 13 August 2018 |
| Published date | 13 August 2018 |
| Pages | 402-417 |
| DOI | https://doi.org/10.1108/LM-06-2017-0056 |
| Author | Tom Kwanya,Christine Stilwell |
| Subject Matter | Library & information science,Librarianship/library management,HR in libraries,Library strategy,Library promotion |
The effectiveness of leadership
styles among academic and
research librarians in Eastern
and Southern Africa
A comparative study
Tom Kwanya
Department of Information and Knowledge Management,
The Technical University of Kenya, Nairobi, Kenya, and
Christine Stilwell
Department of Information Studies,
University of KwaZulu-Natal, Durban, South Africa
Abstract
Purpose –The purpose of this paper is to investigate the leadership styles that academic and research
librarians apply as well as their effectiveness in meeting their institutions’strategic objectives. The study also
compared and contrasted the leadership styles and their corresponding impact in the effective delivery of
academic and research library services in Kenya and South Africa.
Design/methodology/approach –The study applied a survey research technique to garner the opinions of
the librarians about the leadership styles of their leaders. Primary data were collected through key informant
interviews with academic and research librarians. Additional data were collected through documentary
analysis. The data were analysed and processed through content analysis.
Findings –The findings indicate that most academic and research library leaders in South Africa and Kenya
embrace a democratic leadership style. The results also show that most academic and research librarians hold
the view that the leadership styles of their managers have a great impact on their individual performance and
overall organisational effectiveness.
Practical implications –The results of the study can be used to recommend or adopt leadership styles
which have a higher potential of making a greater impact in Kenyan and South African academic and
research libraries. The results can also be used as the basis for relevant curricula and policy development.
Originality/value –The role of university librarians as leaders and the determinants of the effectiveness of
academic and research library leaders, including leadership styles, have received minimal attention from
scholars, particularly those in Africa. This study addresses the gap as it investigated the impact of the
leadership styles of academic and research librarians on the effectiveness of their institutions, compared the
academic and research library leadership scenarios in South Africa with Kenya, and makes recommendations
on how to enhance leadership effectiveness.
Keywords Academic libraries, Research libraries, South Africa, Kenya, Leadership style, Effectiveness
Paper type Research paper
Introduction
Leadership is defined as a process of social influence in which one person can enlist the aid
and support of others in the accomplishment of a common task (Chemers, 1997). Leadership
contributes immensely to the success or failure of any organisation (Lok and Crawford,
2004). Baumeister et al. (1988) use the bystander effect ( failure to respond to or offer help in
emergencies) to emphasise the important role effective leaders can play in getting groups to
work productively. They explain that the bystander effect reduces significantly in groups
guided by a leader. Other scholars also add that group productivity, efficiency and
creativity tend to be higher in organisations which have designated leaders than in
organisations where leadership is amorphous (Jung et al., 2008; Zaccaro and Banks, 2001;
Library Management
Vol. 39 No. 6/7, 2018
pp. 402-417
© Emerald PublishingLimited
0143-5124
DOI 10.1108/LM-06-2017-0056
Received 11 June 2017
Revised 2 October 2017
Accepted 10 April 2018
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/0143-5124.htm
402
LM
39,6/7
Larson et al., 1996). There are some scholars, however, who are of the view that there are
situations in which groups do not require a designated leader to perform. Schmid (2002),
Berdahl and Anderson (2005) as well as Guastello (2007) argue that small groups composed
of women which do not have to make any stressful decisions experience a diffusion of
responsibility where leadership tasks and roles are shared amongst all the group members.
Nonetheless, there seems to be some degree of consensus from the literature cited above that
many groups prefer to be led rather than to be without a leader. Stewart and Manz (1995)
argue that the need for a leader is more apparent in groups facing challenges and conflicts.
Effectiveness is perceived as the degree to which objectives are met and the extent to
which problemsare solved. Cooper and Nirenberg (2004) defineleadership effectivenessas the
successful exercise of influence by one or more people which leads to accomplishing
organisationalobjectives congruentwith a mission while earning thegeneral approval of their
constituencies.They further argue that effectiveleaders build a collective visionand mission,
and an appropriateset of values that help peopleto focus on their contributionsand bring out
their best; establish a fearless communication environment that encourages accurate and
honest feedback and self-disclosure; make information readily available; establish trust,
respect and peer-based behaviour as the norm; establish environments which are inclusive
and patient, showing concern for each person; demonstrate resourcefulness and the
willingness to learn; and create an environment that stimulates extraordinary performance.
Kotter (1996) adds that an effective leader is one who creates an environment in which an
organisation continues to excel even after the leader has left the organisation. Cooper and
Nirenberg (2004) describe this concept as the institutionalisation of leadership. Gonos and
Gallo (2013)explain that there are two essential prerequisitesof leadership which theyidentify
as power and competence. They describe poweras the ability of the individuals to change or
influence the opinions or behaviour of other members while competence is the right of a
person holding a position to make decisions and influence subordinates.
A leadership style is a leader’s way of providing direction, implementing plans and
motivating people. A leadership style can also be perceived as a leader’s personal strategies and
approaches to helping the organisation to achieve its objectives through the available resources
(Obiwuru et al., 2011). Gonos and Gallo (2013) add that a leadership style is how leaders use their
power and competence to influence their subordinates. Leadership styles are generally identified
by their style characteristics, an implicit leadership philosophy, and a set of management skills
typical of each style (Warrick, 1981). There are several leadership styles which can be applied in
different contexts with varying degrees of effectiveness. Some of these include autocratic,
bureaucratic, charismatic, participative, transactional, laissez-faire, task-oriented, people-oriented,
servant and transformational leadership styles. However, the authors applied Kurt Lewin’s
classical categorisation approach which lumps the leadership styles into three broad categories of
authoritarian, democratic and liberal (delegative) (Gonos and Gallo, 2013; Morgan, 2013).
In authoritarian (autocratic) leadership, the leader makes most, or all, of the important
decisions without involving the subordinates; directs th e subordinates as to what must be done
and how,without regard totheir own opinions;and generally ignoresany suggestionsmade by
the other members of staff. Warrick (1981) explains that according to an authoritarian leader,
the other members of staff are lazy, irresponsible and untrustworthy. He further explains that
an authoritarian leaderrelies on authority, control, power, manipulation and hard work to get
the job done. Morgan (2013) argues that authoritarian leadership may work best where quick
decision making is necessary as there might not be adequate time to consult with or involve
staff. He further argues that it might also be useful when employees do not possess the skills –
or simply the motivation –to look after their own individual work. Authoritarian leadership
discourages innovation, experimentation and learning.
Democratic (participative) leadership gives some decision-making powers to the group
members although the leader still has the final say. Warrick (1981) argues that democratic
403
Effectiveness
of leadership
styles
To continue reading
Request your trial