CHALLENGES of PREPARING LIS PROFESSIONALS for LEADERSHIP ROLES in PAKISTAN: an ANALYSIS of the STATUS Introduction Leadership

Challenges of preparing LIS professionals for leadership roles in Pakistan: An analysis of the status

Item Type Conference Paper

Authors Ameen, Kanwal

Citation Challenges of preparing LIS professionals for leadership roles in Pakistan: An analysis of the status 2006, :186-197

Publisher School of Communication & Information, Nanyang Technological University

Download date 24/09/2021 14:30:23

Link to Item http://hdl.handle.net/10150/105142 Ameen, K. (2006). Challenges of preparing LIS professionals for leadership roles in Pakistan: An analysis of the status. In C. Khoo, D. Singh & A.S. Chaudhry (Eds.), Proceedings of the Asia- PacificAsia-Pacific Conference onConference Library & on Information Library & E Informationducation & Practice Education 2006 & (A-LIEP Practice, 2006), 2006 Singa- pore, 3-6 April 2006 (pp. 186-197). Singapore: School of Communication & Information, Nanyang Technological University.

CHALLENGES OF PREPARING LIS PROFESSIONALS FOR LEADERSHIP ROLES IN PAKISTAN: AN ANALYSIS OF THE STATUS

KANWAL AMEEN Department of Library and Information Science, University of the Punjab, Q.A. Campus, Lahore, Pakistan, E-mail [email protected]

Abstract. Library leadership is almost an unexplored area in LIS education and literature in Pakistan. All library education schools in the country offer management courses to impart skills needed for managing libraries but there hardly exists awareness regarding the importance of inducing leadership concept and traits—as distinct to managerial skills—among LIS academia, researchers and practitioners. The paper explores different aspects of the issue with specific reference to Pakistan by using triangular research method. The review of the literature was instrumental in developing data-gathering tools. Data was obtained from professionals through questionnaire, content-analysis, focus group, discussion and personal observation & experience. The paper identified fundamental leadership attributes required for LIS professionals and their status among professionals in Pakistan. General and specific barriers related to the profession were also identified as LIS education, poor working of professional associations, low profile among the public, low status among other colleagues in the same organization, low self-esteem and so forth. Findings suggest that emerging social, professional and technological scenario in the country requires information professionals, with leadership qualities, to foresee and create the future by timely planning and not become the victim of unforeseen changes. The role of the concerned quarters in this regard has also been suggested.

Introduction Pakistan came into being in 1947, as a sovereign Muslim state, after independence from the British rulers. However, the major areas constituting Pakistan—the base of the Indus valley—is known as one of the oldest civilizations that goes back thousands of years. The world’s first ever university at Texila, near Islamabad, was set up here. This region, known to be the place where early Hindu Vedas were written, has a rich intellectual and cultural history. At present, there are 100 universities in the public and private sectors offering education in all kinds of disciplines with attached centralized or decentralized library systems. In addition, there are college, public and special libraries but no current directory is available for their numbers. For entry level professional position in all of these libraries a masters degree (equivalent to graduate degree in America) in LIS is required. All (7) library education schools are producing about 300-350 graduates annually. Another school has been established in 2004 in Multan. There is a surplus of library professionals at entry level positions and the job market has become very competitive. Only graduates with outstanding skills of various types can satisfy the job market, specifically in big cities. On the contrary, there is a serious crisis of leadership at the top level. Senior professionals with desired skills are not available due to various reasons such as brain drain, unsatisfactory working conditions and so forth. The evolving digital paradigm requires professionals with exceptional leadership talent at all positions in library schools, libraries and professional bodies to meet the unending challenges. Library schools offer management courses to impart skills needed for managing libraries, and treat leadership quality only as a merit for managers. The lack of leadership qualities has gradually resulted in the di- minishing the role of the Pakistan Library Association (PLA) as a national professional body to the extent that many would call it ‘dead’. Despite this dismal status the issue of leadership crises has not been explored or addressed in the local literature and education programs. There is hardly any awareness among LIS academia, researchers and practitioners regarding the importance of inculcating leadership qualities as a distinct skill for managerial level. This paper intends to investigate the different aspects of the issue with specific reference to Pakistan.

Leadership Merriam-Webster Online defines leadership as: the office or position of a leader; capacity to lead; the act or an instance of leading. The body of literature on leadership illustrates that it is difficult to define precisely the concept of ‘leadership’. Bennis mentions that decades of academic analysis have given us more than 350 definitions of leadership (as cited in Lowry, p. 1). Riggs states that there are at least 100

186 Asia-Pacific Conference on Library & Information Education & Practice, 2006 definitions of leadership. Definitions include leadership styles, functional leadership, situational leadership, bureaucratic leadership, charismatic leadership, servant leadership, follower leadership, group- centered leadership, and so on (Winston, ed., 2001, p.5). It appears that different approaches prevailed in different eras; from 1940s to 1950s the study of leadership remained focused on personality attributes of the individual leaders. It was then generally assumed that leaders are born not made. By 1960, researchers were trying to identify the one best style of leadership. Golman has identified six leadership styles and maintains that effective leaders do not limit themselves to any one style; different circum- stances call for different styles. (As cited in Hernon, Powel & Young, 2003, p. 15). Hernon, Powel & Young describe it as “the situational approach”, the environment in which leadership exists. But later researchers explored the issue and concluded that no ultimate list of leadership traits can be produced. Besides, leadership has been equated with management, “which is more narrow and often position specific” (Winston 2001, p. i). Riggs too establishes that it is also common to confuse management with leadership; notwithstanding the fact that both are necessary, management and leadership are two separate hemispheres (p. 6). Furthermore, it has been considered important for high rank positions─ directors or managers; this perception still prevails because of the long-lasting classical school of hier- archical management. Nonetheless, experts now emphasize now the shared leadership approach. Ne- merowicz & Rosi (1997) elaborate the difference between the two schools of leadership: classical and shared. The approach of ‘shared leadership’ is identified by the quality of people’s interactions rather their position where leadership can be explored as a social process - something that happens between people. On the other hand, classical leadership is displayed by a person’s position in a group or hierar- chy. In recent years there has been a marked increase in leadership programs resulting in the prolifera- tion of books and articles in business publications about leadership, and institutions offering training in leadership. Presently, leadership education is available from accredited universities all over the world. Liberty and Prewitt (1999) examined professional leadership education in the universities in the USA. They found out that these programs appeared to be more influenced by behavioral science/humanities rather than the foundations of MBA programs.

Leadership in LIS Available literature exploring the concept of leadership in LIS, as distinct to management, got the at- tention of professionals only in the 1980s in the U.S.A. Like marketing of LIS, this is also a borrowed concept from the business world. The works on library leadership, published in the early 1980’s cites writings mostly from the business world to define and discuss the concept. Riggs (1982), a well-known voice for leadership in libraries, identifies the scarcity of library literature by mentioning that he did not find any relevant book in the latest Books in Print. Furthermore, while perusing issues of Library Lit- erature from 1975-81, only fewer than five entries contain the words leadership and leader. Riggs made a very enlightening statement that the library profession is noted for following, rather than “leading” (p.1). In another classical work on the subject edited by Woodsworth and Wahlde (1988), Lowry produced a lengthy review of the subject, beginning with the origin of the word leadership and stressed that “academic library literature long ago embraced the corpus of modern management thought and practice. Yet, the pivotal role that leadership plays in management theory and research is, with a few exceptions, wholly absent from the literature of library management” (p. 1). This publication cites a work entitled Pioneering Leaders in Librarianship produced in 1953 which gives sketches of men and women, from various types of libraries, who played pivotal roles in giving their libraries new directions (p. 42). Authors of these sketches identified certain personality traits possessed by these eminent librarians. This shows that in the beginning, leadership theories were discussed as needed attributes and skills for library managers/directors; added traits for better management or management as a broader discipline and leadership a part of it. Nonetheless, later researchers (Winston, ed. 2001; Hernon, Powel and Young, 2003) emphasized profoundly on the differences between the both. The next development was the application of shared leadership theory in libraries. Following this school of leadership, Patricia Breivik (The president of Association of College and Research Libraries, ACRL) promoted the theme “Every Librarian a Leader” by introducing a monthly column in C&RL News as well as in ALA’S Midwinter and Annual conferences in 1996 (Leather, 1996). ARL has launched Leadership and Career Development Program (LCD). The Program is focused on preparing emerging leaders in academic and research libraries for increasingly demanding and visible roles. Leadership training institutes were established such as ‘Snowbird Leadership Institute’ to provide library leadership training to those “who are relatively new to the profession”, and ACRL/Harvard Lead-

187 Asia-Pacific Conference on Library & Information Education & Practice, 2006 ership Institute “developed for directors of libraries and those who report directly to them (Neely and Winston, 1999, p. 2). Graduate School of Library and Information Science at UCLA also launched Senior Fellows Program in 1982 designed specifically for promising librarians to impart leadership abilities. A shared leadership approach is needed in modern libraries because users hardly see a director or manager. Middle managers and other staff deal with the public; hence, they need to develop their vision and communication skills for a better present and a strategically planned future. To sum up, the eras may be termed as: up to 1960s ‘library administration ’, from 1960s to early 1980s ‘library management’ and from 1980s ‘classical leadership’ (the need for library leadership literature emerged) and since 1990s ‘shared leadership’ (every librarian a leader). It is interesting to quote Rehamn (2000) who states that the United States has established itself as the leading nation in professional affairs of library and information services. It appears true regarding this development also. In the Asia/pacific region we find works on continuing professional development, continuing education needs and on most wanted competencies for library professionals (e.g., Mumtaz, 1997; Rehman, 2000; Mahmood, 2002, 2003,). These studies address leadership skills under the domain of management skills. Among these, studies by Mahmood focus on the Pakistani professional scenario regarding needed competencies for academic librarians. Another work by Bokhari (2004) basically describes what leadership is and comments on the leadership crises in the university libraries of Pakistan. Khan (1994) discusses the dismal state of professional leadership in the country. There is hardly any signifi- cant study on the issue. This study is the first analysis of its kind that focuses on the challenges of library leadership in Pakistan.

Research Methodology Based on the above literature survey and the need for analysing the challenges in preparing LIS professionals for leadership roles in Pakistan, this study is an attempt to: 1. Highlight the needed traits for promoting and enhancing library leadership on the basis of peers’ perception. 2. To prepare a list of common leadership traits and inquire as to what extent library leaders in Paki- stan are endowed with them. 3. Brainstorm with professionals, from libraries of various kinds, in facilitated discussions about the leadership challenges 4. Explore the possibilities of library leadership development plans in the country To achieve the above mentioned objectives, triangular or mixed-method of research was considered suitable. Data was gathered using quantitative and qualitative means through survey, content-analysis and focus group. This researcher’s 20 years attachment with the profession, both as a librarian and an educationist, also provided accumulated essential background knowledge to develop this study. The review of the available literature provided the base for identifying fundamental leadership traits, and developing the data-gathering instrument. The goal was to obtain respondents’ distinctive perceptions regarding various aspects of the subject of inquiry. Nonetheless, during the review of the literature and brainstorming, it appeared that to obtain data through asking direct questions may inhibit the respondents. So, set in a specific sequence, the questionnaire was developed comprising open- ended and closed questions. Firstly, they were asked about their type of organization, experience, education, age, attachments with professional associations, etc. Secondly, through open-ended questions, they were asked about the current challenges facing librarianship in the country. They were also asked about the required traits for present and future library professionals of Pakistan. The purpose was to check the respondents’ levels of awareness and identify the fundamental leadership traits that they could articulate. Thirdly, using Likert scale, they were asked to give their opinion as to what extent leadership traits (culled from the literature review) exist among library heads/chiefs in Pakistan. Lastly, they were asked whether leaders were born or made, and if leaders could be groomed, how leadership traits could be developed among the library professionals. In the next phase of the study, after questionnaire returns, 9 respondents belonging to MPhil class were invited to participate in a focus group discussion.

Sample It was decided to use purposive sampling consisting of prominent, experienced and active professional members of the community. Purposive sampling is very common in qualitative studies. For example Turrentine, et. al. (2004) recently used qualitative method using purposive sampling to make upward evaluation of leadership performance of the eight managers of Virginia Tech libraries and analyzed the

188 Asia-Pacific Conference on Library & Information Education & Practice, 2006 pros and cons of using this method. The authors concluded that qualitative upward appraisal can provide richer information than would be available through a quantitative survey (p. 309). For this study, after pre-testing, 26 questionnaires were sent to professionals and academicians, working at top and middle level positions in various libraries and library schools in the country, in soft or hard copy. Out of twenty-six, nine were MPhil students working in various kinds of libraries. They belonged to the first batch of this program and were selected on open-merit from a total of 42 applicants. It was assumed that they represented a promising group of professionals--ranging between 30-45 years of age-- with professional experience in varying kinds of libraries. In total, twenty (N = 20) questionnaires were returned after sending reminders; eight from MPhil students and 12 from other respondents. As the information was sensitive, the details of the respondents were kept confidential. However, information about their sector, type of institutions, respondents’ age group, experience, membership and role in professional associations has been supplied in the following section. Thirteen (65%) libraries out of twenty were from the public sector, representing different government and semi-government institutions, and 7 (35%) were from the business or private sector. There were 11 university, 3 college, 3 special, 2 public and 1 other libraries. Regarding educational background of the respondents, 11 had additional degree--other than MLIS--as follows: Islamic Studies 3, Law 2, MBA 2, Economics 1, M Ed., 1. Medical Librarianship 1 and Diploma in computer science 1.

Analysis of Data The following section presents the information collected through open-ended questions and analyzed using content-analysis method. The information was grouped under the keywords/categories generally extracted from the responses provided while identifying their frequency.

Challenges to Librarianship in Pakistan as Identified by the Respondents Analysis of data in this regard is presented in Table 1. It illustrates that revival of PLA is considered a serious challenge. It is mentioned by 50% of the respondents. The close next is the lack of government and financial support, followed by the developing leadership traits among professionals, need for ICT skills and continuous professional development. As a matter of fact, the dormant status of PLA is also due to the lack of leadership qualities and vested interests of the office-holders; they have not been pas- sionately pursuing the goals of the association. It is important to note that the remaining challenges got only 1-6 responses: the quality of education, marketing of LIS, lack of cooperation, communication skills and professional commitment. However, their seriousness demands a close scrutiny.

Table 1. Challenges Identified by the Respondents to Library Profession in Pakistan Categories Frequency Revival of professional association (PLA) 10 Lack of government support/finance 8 Lack of leadership traits 7 Learning Information and Communication Technology (ICT) 7 Professional Development: on-job-training and continuing Education 7 Lack of cooperation and resource sharing 6 Sub-standard professional education 3 Managerial incompetence 3 Research & scholarship 3 Marketing of LIS 3 Poor awareness and recognition of library’s importance 3 Introducing library standards 2 Improper service structure for librarians; Lack of professional commitment; 1 Communication skills; Lack of computer facilities; and Access to journals.

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Needed Skills for Present and Future Library Professionals in Pakistan Table 2 demonstrates the needed skills for present and future library professionals, mentioned by the respondents. It shows that the most needed skills are related to Information and Communication Tech- nology (ICT). However, most of the respondents expressed it in phrases such as ‘library automation’ or ‘information technology’. The study by Mahmood (2003) also revealed that seven out of ten most essential competencies belonged to the information technology and leadership skills category. Leader- ship skills mentioned under management competencies, got the score 8.08 on a scale of 10 while communication skills got 8.06. The present study presents more or less the same results.

Table 2. Needed Skills for Present and Future Library Professionals in Pakistan Categories Frequency ICT literacy - (Mostly used IT) 17 Management 9 Communication skills (Interpersonal and business communication skills) 7 Leadership 6 Marketing of LIS 5 Broad knowledge base; Sound professional knowledge; 3 Continuing professional development 3 Professional commitment; Scholarship; Cooperative; 2 Public-relations; Social and ethical values 2 Databases Searching skills; Basic statistics; Punctuality; 1 Research methods; Able to study user need 1

This question was also posed to MPhil candidates. The content-analysis of 42 manuscripts revealed that only 2 candidates had mentioned leadership skills in their answer, and that too as “management/leadership skills”. It indicates that the perception in this regard is almost non-existent.

Leadership Traits Needed Various traits that the respondents identified apply both to management and leadership. However, all the recognized traits are grouped after their analysis as: leadership traits, management skills, ICT skills, communication skills, personal traits. The following tables demonstrate the frequency at which these traits are mentioned. Due to overlap, the categorization should not be considered as water tight or rigid. These were all identified as leadership traits needed for library directors. It is interesting to note that “sound professional knowledge” got the maximum (8) points while “communication skills” and “ICT skills” got 6. Then, the core leadership attributes mentioned in the literature such as “innovative”, “creative, imaginative”, “visionary, “committed professional”, “helpful and good interpersonal relations” got only 4 responses. Moreover, the attributes like “build shared plans”, “participative management”, “develop team spirit”, and “adapts change” got even lesser, just 3 responses. The analysis reveals that, generally, management skills are confused with leadership attributes. Moreover, management skills coupled with ICT and communication skills are considered enough for meeting the future challenges. Awareness regarding leadership attributes, as differentiated from management competency, appears lacking. Table 4 lists the fundamental leadership traits and correspond- ing descriptive statistics elaborating the opinions of respondents regarding their level of existence among library directors of Pakistan. Descriptive statistics of opinion about different attributes of leadership, possessed by the library directors, demonstrate that the respondents perceived library directors ‘Trustworthy’, ‘Honest’ and ‘Car- ing for colleagues and subordinates’ to moderate extent whereas they perceived the rest of the traits existed only to some extent.

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Table 3. Frequency Distribution of Respondents’ Opinion About Different Traits Needed for Library Directors in Pakistan

Category Traits Frequency Innovative; Creative; Imaginative; Visionary; 4 Leadership Committed Professional; Have strong and timely decision power. 3 Build shared plans Develop team spirit; Adapts change; Open to new ideas; Articulate; 3 Result oriented; High professional morale; Self-confidence; Have 1 credibility Good finance manager 4 Management Good time management 2 Awareness about international library standards 2 Future policy making and planning skills; Directing and organizing 1 skills ICT & ICT skills (Online searching, Word processing, Providing virtual 6 Communication information and reference services) Skills Communication skills (Strong business communication, Interper- 6 sonal communication). Honest; Caring subordinates, helpful and good interpersonal rela- 5 Personal Traits tions Impartial 2 Trustworthy 1 Outspoken and courageous; Active; Friendly; Tolerant; Respectful; 1 Respectable; Punctual Sound professional knowledge 8 Knowledge Ar- Other academic discipline; Scholarship 2 eas Good general knowledge; Research 1

Table 5 shows the attributes in rearranged form listed in mean order while giving the response rate for each attribute. It illustrates that “trustworthy” got the maximum 8 (40%) of great extent and 4 (20%) as moderate extent. Trustworthy and “honest” got the same mean, 2.10 on a scale of 5. The remaining traits, “value people as precious asset of the organization”, exist only to some extent or not at all. It depicts that the status regarding leadership traits is alarming and demands serious efforts to develop them. The analysis of individual cases revealed that, at least, 4 (20%) respondents were appre- hensive about the information asked for and chose somewhat unrealistic and biased responses. They may have perceived this question as an inquiry about their own leadership traits. Interestingly, a couple of outstanding and proactive respondents gave very negative impressions regarding the lack of leadership traits among fellow professional. And some younger respondents also pointed out absence of leadership attributes among seniors and directors. Lastly, the respondents were asked, whether in their opinion, leaders are born or made. Seventeen stated that leaders are made and not born. It shows that a vast majority is aware of the fact that leadership traits can be cultivated. In response to the question as to who should provide training and guid- ance, the respondents (n = 17) opted as follows: LIS departments got 16 responses, professional associations 11 and employers got 5 responses. Only 5 respondents mentioned other ways to develop these traits; 2 suggested self-initiative, 2 stated government institutions and 1 mentioned leadership consultants. It demonstrates that professionals consider the educational institution mainly responsible for imparting such training followed by the role of professional associations. It is important to note that only five respondents considered “employers” responsible for arranging such training while their role is considered crucial in providing continuous professional development facilities to their employees.

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Table 4. Opinion about Leadership Traits Possessed by the Library Directors in Pakistan

Sr. Attributes Min Max Mean Median Mode Std. Devia- tion I Are visionary, able to describe what 1 5 2.85 3.00 3 .93 can and should be achieved in future Ii Build a shared vision (encourage ideas 1 4 3.05 3.00 3 .89 from other colleagues and build con- sensus in carrying out plans) Iii Innovative and creative 1 4 2.75 3.00 3 .91 Iv Able to identify emerging trends and 1 4 2.85 3.00 3 .88 change library’s culture accordingly V Get community recognition for the 1 5 3.30 4.00 4 1.08 library services through marketing strategy Vi Value people as precious asset of the 1 4 2.65 3.00 3 .93 organization Vii Manage various sources for funds 1 5 2.90 3.00 3 .97 Viii Value time and manage it 1 5 2.90 3.00 3 1.17 Ix Able to function positively in a political 2 5 3.00 3.00 3 .86 environment X Show reasonably risk-taking skills 2 4 3.40 3.50 4 .68 Xi Scholarship (interested in studying, 1 5 2.80 3.00 3 .95 reading and writing) Xii Motivate and encourage professional 1 4 2.65 3.00 3 .99 development of library personnel Xiii Committed and passionate 1 4 2.65 3.00 3 .88 Xiv Strong inter-personal and other com- 1 4 2.50 2.50 2 1.05 munication skills Xv Trustworthy 1 5 2.10 2.00 1 1.12 Xvi Honest 1 3 2.10 2.00 3 .85 Xvii Caring for colleagues and subordinates 1 3 2.35 3.00 3 .81 Xviii Appreciate staff’s strengths 1 5 2.65 3.00 3 .93 Xix Tolerant to the criticism and/or fair 1 4 2.80 3.00 3 .95 feedback Note. 1=To great extent, 2=To moderate extent, 3=To some extent, 4= Not at all, 5= Undecided

Barriers in Developing Leadership Traits in Pakistan The subsequent section demonstrates some fundamental barriers prevailing in Pakistan in the way of developing leadership traits. The information is mainly based on personal observation, experience, discussions with senior and junior professionals, academicians, and focus group held with 9 respondents of this survey.

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Table 5. Frequency, %, Age and Mean of Leadership Traits Possessed by the Library Directors in Pakistan (N = 20)

Sr. Attributes GE ME SE NA UD Mean I Trustworthy 8 (40%) 4 (20%) 7 (35%) 0 1 (5%) 2.10 ii Honest 6 (30%) 6 (30%) 8 (40%) 0 0 2.10 iii Caring for colleagues and subordi- 4 (20%) 5 (25%) 11(55%) 0 0 2.35 nates iv Strong inter-personal and other com- 4 (20%) 6 (30%) 6 (30%) 4 (20%) 0 2.50 munication skills V Value people as precious asset of the 3 (15%) 4 (20%) 10(50%) 3 (15%) 0 2.65 organization vi Motivate and encourage professional 3 (15%) 5 (25%) 8 (40%) 4 (20%) 0 2.65 development of library personnel vii Committed and passionate 2 (10%) 6 (30%) 9 (45%) 3 (15%) 0 2.65 viii Appreciate staff’s strengths 2 (10%) 6 (30%) 10(50%) 1(5%) 1 (5%) 2.65 ix Innovative and creative 2 (10%) 5 (25%) 9 (45%) 4 (20%) 0 2.75 X Scholarship (interested in studying, 2 (10%) 4 (20%) 11(55%) 2 (10%) 1 (5%) 2.80 reading and writing) xi Tolerant to the criticism and/or fair 2 (10%) 5 (25%) 8 (40%) 5 (25%) 0 2.80 feedback xii Are visionary 2 (10%) 3 (15%) 12(60%) 2 (10%) 1 (5%) 2.85 xiii Able to identify emerging trends and 1 (5%) 6 (30%) 8 (40%) 5 (25%) 0 2.85 change library’s culture accordingly xiv Manage various sources for funds 1 (5%) 6 (30%) 8 (40%) 4 (20%) 1 (5%) 2.90 xv Value time and manage it 3 (15%) 4 (20%) 6 (30%) 6 (30%) 1 (5%) 2.90 xvi Able to function positively in a political 0 6 (30%) 9 (45%) 4 (20%) 1 (5%) 3.00 environment xvii Build a shared vision 1 (5%) 4 (20%) 8 (40%) 7 (35%) 0 3.05 xviii Get community recognition for the 2 (10%) 2 (10%) 5 (25%) 10 (50%) 1 (5%) 3.30 library services through marketing strategy

xix Show reasonably risk-taking skills 0 2 (10%) 8 (40%) 10 (50%) 0 3.40 Note. GE=To great extent, ME=To moderate extent, SE=To some extent, NA= Not at all, UD= Undecided

General Background Pakistan is a developing country which, throughout its nearly 60 year history, has been facing economic and political leadership crises. Accumulative effect of regressive forces has been devastating on the country. Wide economic disparity coupled with unstable and undemocratic political culture has diminished the public service institutions. Political leadership crises have significantly affected the cul- tivation of leadership traits among the people from all walks of life---economic, social, religious and cultural. The demolishing of literary and cultural institutions, the demise of trade unions, the dysfunc- tion of political parties, and the absence of social organizations have led to death of role models in Pakistani society. Consequently, the absence of role models in the society has led to lack of leadership qualities at all levels. Pakistan has failed in providing affordable quality education to its citizens. The vacuum, created by the state, has been filled by all kinds of private institutions, ranging from English medium westernized schools to religious madrassas. Rising levels of poverty, and the widening gap between rich and poor, has further exacerbated the system. On the one hand, there are posh private English medium schools, charging fees that far exceed the income of middle class households and on the other, government schools are imparting extremely low quality education in national language (Kardar, 2005). In addition,

193 Asia-Pacific Conference on Library & Information Education & Practice, 2006 religious institutions providing free education, and sometimes, free boarding and lodging, are adding unpredictable dimensions (Rahman, 2004). Except for a small group of privileged ones, who get the opportunity of going to quality schools, a vast majority of students attend government schools (from grade 1-10) where the instruction method is generally very traditional, based on memorizing texts and rote learning. Furthermore, developing traits like self-respect, confidence, innovation, creativity, communication skills and respecting individuality of a person are not considered part of the learning system. As a matter of fact, inquisitive students are discouraged by old-fashioned instructors. A similar situation prevails in the colleges (from grade 11- 14). In general, the teaching method is not participative. Students become so fixated with the non- participative learning method that they don’t feel confident to go for self-study or contribute in classroom discussions. Lack of communication skills and constant shifting of the medium of instruction─ from Urdu to English language—a common practice in public institutions, adds to the students’ inhibi- tions. Gender inequality and the rural-urban divide has also contributed to a non-participatory class room environment. The number of female students in the public sector universities has been rising every year due to the open-merit policy for admission. However, the majority of them lack confidence and don’t speak in the classroom due to the different cultural values for each gender. Moreover, more or less 50% of students come from small towns and villages and it takes them long to adjust and gain some confidence to express themselves. The cultural differences, prevailing between the rural and the urban and the rich and the poor has also compounded the situation because different economic and social classes exhibit different levels of self-confidence and communication skills. Consequently, core leadership qualities are not nurtured at educational institutions from elementary level. The vast majority of these graduates join public sector colleges and universities for higher education, where, again, traditional teaching methods do not instill leadership traits in the students. To make matters worse, interference of political and religious organizations has lowered the standards of education (Rehman, 1999).

Barriers Related to the Profession Here are some fundamental and innate barriers in the development of the leadership mindset of LIS professionals. Role of LIS Education: Faculty, curricula, teaching & assessment methods and overall set up of the LIS schools do not generally develop essential competencies in the students (Rehman, 2000; Mah- mood, 1997, 2002, 2003; Anwar, 1992; Chaudhry, 1992). To induce leadership qualities is almost a neglected area. Galvin (1982) and Lester (1988) wrote enlightening essays on how American library education and schools should exert themselves in developing leadership attributes. The authors estab- lish that formal LIS education has a very important role to play in developing leadership attributes in the future librarians. Role of Professional Associations: Pakistan Library Association is the national body with its head- quarters rotating among provinces along with chapters in each province and federal area. It has been organizing conferences, training courses and publishing a journal. However, over many years its activi- ties have confined only to elections; last elections were held in 1997. Khan (1994) states that PLA could not even provide necessary leadership to librarians (p. 279). PLA regional chapters in collabora- tion with LIS schools can organize leadership training courses. The literature extensively discusses (e.g., Neely & Winston, 1999; Nichols, 2002) the effectiveness of such training programs in developing leadership attributes. LIS Professionals Generally do not make Self Efforts to Develop Them. LIS professionals mourn about declining reading habits of the society. It is interesting to mention here that they also share this trend. Literature and experience shows that they hardly are inclined to self learning through reading or using web resources. Low Status Among Public: Bello (1996) states that many people do not decide on librarianship from the onset of their life career. This is true in Pakistan also and the library profession is considered a low status-profession and is hardly opted for by choice (each year students express this in the beginning of session, though after some time they become complacent to a moderate extent). In the public eye it is not a profession but clerical work and by no means carries the image of one of the respected careers. Low Status among Other Colleagues in the Same Organization: This is also a reality that library professionals get not as much authority, power and respect as other colleagues of the same rank in the same organization.

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Low Self-Esteem: The irony is that librarians themselves do not respect the profession. They have low self-esteem and self-respect. They do their job as a means to earn a living and are not committed. With some exceptions, they prefer the status quo and are not innovative and dynamic. They aspire to be teachers of LIS in universities and college libraries. Even college librarians too, look for opportunities to start teaching library science to undergrads instead of working as librarians, perhaps to boost their self-esteem. Vague Status in the Organization—rolling stone between academic and administrative staff: This is a problem in academic libraries. I was told by fresh appointees in colleges that they are rolling stone between academic and administrative staff. Teachers group them with administrative staff and they relate to us as teaching staff. In universities also varying practices are followed. Generally librarians are not considered part of academic staff but administrative.

Focus Group Analysis Analysis of the focus group with the MPhil students on the barriers is concluded here using partici- pants’ comments nearly in their own words as follows:

• lack of commitment on the part of educationists and professionals • lack of leadership training…we produce subordinates and not leaders • low profile profession in society • political rivalry among professionals • vested interests & self-centered attitude • librarians have not developed themselves as a professional community • demoralized and depoliticized mindset • undemocratic environment and ban on student union • substandard education system at public schools and colleges • competent professionals are engaged in making extra money by engaging in double jobs or/and serving as library consultants • followers of employer’s policies and not leaders.

Findings Although based on a small purposive sample, this study reveals the following facts: • The overall culture (political, economic, social, etc.) of the country does not encourage the development of leadership attributes in the majority of the educated people. • MLIS regular educational programs train junior and middle level managers and do not prepare library professionals for leadership roles. Whereas, it is their prime responsibility to develop future professionals with the leadership capabilities needed to meet the upcoming professional challenges. There is no awareness yet in this direction in the concerned quarters. • The vested interests, political polarization, nepotism and self-centeredness of librarians are hin- drances in the development of professional associations and professionals as a community. • A little or no authority, poor role in decision making and low respect at work place does not help librarian to develop self-confidence and professional respect. • Employers do not want to spend money and encourage library staff for continuous professional training and development. • LIS professionals lack initiative for self-development.

Recommendations Following are the recommendation to meet the challenges of preparing LIS professionals for leadership: 1. Library schools should be geared to imparting leadership training through regular courses for new- comers and continuing education programs for senior people. 2. Higher Education Commission should focus on revising courses periodically in order to keep pace with the ongoing developments. 3. Teaching methods must be participative and students should be encouraged to classroom participa- tion as well as work in groups.

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4. Emphasis should be given to raise the morale and respect for the profession among students of LIS (future professionals) and working professionals 5. Developing communication skills is one of the most neglected areas of professional development. Short courses and workshops must be planned by LIS schools to overcome this deficiency. 6. The present office bearer of national and regional branches of professional associations must take up the issue of revival of these bodies. There is a dire need for democratic process to become a continuous phenomenon. It will gradually help develop library leadership and let the committed people get the offices to meet the obligations. The process will certainly help develop leadership traits among professionals and bring them closer as a community. 7. Employers should realize the need for professional development and encourage, reward and respect the innovative librarians. 8. Above all, the professionals themselves need to take initiatives and develop their skills through self-learning and sharing with peers.

Conclusion The above study has presented an analysis of the challenges faced by the library leadership in Pakistan. The picture painted by the findings is bleak and alarming. It is shown that the culture of the state and its various institutions does not foster leadership traits in its people at any stage. There is hardly any reali- zation regarding the development of library leadership at academic, professional, personal and employer level. The evolving digital scenario in the country demands serious efforts to be made in this regard by all concerned quarters. Grooming leadership is a compelling need in order to reshape the librarianship in the country by creating harmony between global trends and local users.

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