27 results
Fornix Microstructure and Memory Performance Is Associated with Altered Neural Connectivity during Episodic Recognition
- Martina Ly, Nagesh Adluru, Daniel J. Destiche, Sharon Y. Lu, Jennifer M. Oh, Siobhan M. Hoscheidt, Andrew L. Alexander, Ozioma C. Okonkwo, Howard A. Rowley, Mark A. Sager, Sterling C. Johnson, Barbara B. Bendlin
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- Journal:
- Journal of the International Neuropsychological Society / Volume 22 / Issue 2 / February 2016
- Published online by Cambridge University Press:
- 18 February 2016, pp. 191-204
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Objectives: The purpose of this study was to assess whether age-related differences in white matter microstructure are associated with altered task-related connectivity during episodic recognition. Methods: Using functional magnetic resonance imaging and diffusion tensor imaging from 282 cognitively healthy middle-to-late aged adults enrolled in the Wisconsin Registry for Alzheimer’s Prevention, we investigated whether fractional anisotropy (FA) within white matter regions known to decline with age was associated with task-related connectivity within the recognition network. Results: There was a positive relationship between fornix FA and memory performance, both of which negatively correlated with age. Psychophysiological interaction analyses revealed that higher fornix FA was associated with increased task-related connectivity amongst the hippocampus, caudate, precuneus, middle occipital gyrus, and middle frontal gyrus. In addition, better task performance was associated with increased task-related connectivity between the posterior cingulate gyrus, middle frontal gyrus, cuneus, and hippocampus. Conclusions: The findings indicate that age has a negative effect on white matter microstructure, which in turn has a negative impact on memory performance. However, fornix microstructure did not significantly mediate the effect of age on performance. Of interest, dynamic functional connectivity was associated with better memory performance. The results of the psychophysiological interaction analysis further revealed that alterations in fornix microstructure explain–at least in part–connectivity among cortical regions in the recognition memory network. Our results may further elucidate the relationship between structural connectivity, neural function, and cognition. (JINS, 2016, 22, 191–204)
Amyloid Burden, Neuronal Function, and Cognitive Decline in Middle-Aged Adults at Risk for Alzheimer's Disease
- Ozioma C. Okonkwo, Jennifer M. Oh, Rebecca Koscik, Erin Jonaitis, Caitlin A. Cleary, N. Maritza Dowling, Barbara B. Bendlin, Asenath LaRue, Bruce P. Hermann, Todd E. Barnhart, Dhanabalan Murali, Howard A. Rowley, Cynthia M. Carlsson, Catherine L. Gallagher, Sanjay Asthana, Mark A. Sager, Brad T. Christian, Sterling C. Johnson
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- Journal:
- Journal of the International Neuropsychological Society / Volume 20 / Issue 4 / April 2014
- Published online by Cambridge University Press:
- 11 March 2014, pp. 422-433
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The relative influence of amyloid burden, neuronal structure and function, and prior cognitive performance on prospective memory decline among asymptomatic late middle-aged individuals at risk for Alzheimer's disease (AD) is currently unknown. We investigated this using longitudinal cognitive data from 122 middle-aged adults (21 “Decliners” and 101 “Stables”) enrolled in the Wisconsin Registry for Alzheimer's Prevention who underwent multimodality neuroimaging [11C-Pittsburgh Compound B (PiB), 18F-fluorodeoxyglucose (FDG), and structural/functional magnetic resonance imaging (fMRI)] 5.7 ± 1.4 years (range = 2.9–8.9) after their baseline cognitive assessment. Covariate-adjusted regression analyses revealed that the only imaging measure that significantly distinguished Decliners from Stables (p = .027) was a Neuronal Function composite derived from FDG and fMRI. In contrast, several cognitive measures, especially those that tap episodic memory, significantly distinguished the groups (p's<.05). Complementary receiver operating characteristic curve analyses identified the Brief Visuospatial Memory Test-Revised (BVMT-R) Total (.82 ± .05, p < .001), the BVMT-R Delayed Recall (.73 ± .06, p = .001), and the Reading subtest from the Wide-Range Achievement Test-III (.72 ± .06, p = .002) as the top three measures that best discriminated the groups. These findings suggest that early memory test performance might serve a more clinically pivotal role in forecasting future cognitive course than is currently presumed. (JINS, 2014, 20, 1–12)
4 - Organizing for innovation
- Jennifer Rowley
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- Book:
- Being an Information Innovator
- Published by:
- Facet
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- 08 June 2018
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- 16 December 2010, pp 101-140
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Summary
Learning objectives
After reading this chapter you should be able to:
• Discuss what is meant by innovativeness and an innovative organization.
• Evaluate different perspectives on how innovation can be supported in organizations.
• Reflect on the processes associated with cultivating a creative and innovative organizational climate.
• Understand the role and nature of leadership in organizational innovation.
• Reflect on the characteristics of creative and innovative teams.
• Discuss the importance of an innovation strategy.
• Be sensitive to the challenges associated with launching into an internal market, and associated change management processes.
Introduction
This chapter draws together and develops further a number of themes that have been visited in earlier chapters in this book. Most importantly, this chapter returns to the topics of innovation management and innovation orientation and cultures which were introduced at the end of Chapter 2 and continues consideration of the organizational context for innovation. It also takes into account the nature and challenges of public sector entrepreneurship as explored in Chapter 3. Other sections focus specifically on innovation leadership, innovation teams, innovation strategy and the change management associated with innovation implementation.
Throughout this chapter are intermingled considerations of entrepreneurship, innovation, and creativity, entrepreneurial orientation, innovation orientation and creative organizations. This approach is adopted counter to authors who see innovation and entrepreneurship as separate processes, in the belief that there is actually a considerable overlap. As Ireland, Kuratko and Morris suggest:
Corporate entrepreneurship is a process used in established firms seeking to use innovation as the means to pursue entrepreneurial opportunities. Corporate entrepreneurship helps a firm to create new businesses through product and process innovation and market developments and fosters the strategic renewal of existing operations.
(Ireland, Kuratko and Morris, 2006, 12)We add creativity into the mix because it is widely recognized to be tightly coupled with innovation (as discussed in Chapter 1), and, specifically, considerations of discussions of creative organizational climates complement those discussions associated with the characteristics of innovative organizations.
Introduction
- Jennifer Rowley
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- Being an Information Innovator
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- 08 June 2018
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- 16 December 2010, pp xi-xvi
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Summary
While there is no shortage of articles and books discussing the changing nature of libraries in the digital age, words such as ‘innovation’, ‘entrepreneurship’, ‘entrepreneur’, ‘intrapreneur’ and ‘creativity’ make only occasional appearances in the information management literature. There are a few key contributions that argue for the link between innovation, entrepreneurship and creativity and change in libraries (Mason, 1989; Riggs, 2001) but without a much wider discussion there is a danger that information professionals and library managers may miss the opportunity to engage in and manage innovation effectively; act entrepreneurially; encourage others to act entrepreneurially; and embrace and develop their creativity.
This book, then, is the first to seek to discuss and apply the rhetoric and theories of innovation and entrepreneurship in information organizations. It seeks both to celebrate and share past achievements and existing examples of good practice in these areas, as well as to provide frameworks and concepts that promote reflection on the development of innovative and entrepreneurial information professionals and organizations. Its aim is to encourage information professionals at all levels in the organization to understand and engage creatively with innovation, and to realize the benefits of entrepreneurial action. The book invites all information professionals to develop their capacity to act entrepreneurially and to fully explore the full potential of innovation both for their own careers and in the interests of the success of their organizations. Its underlying philosophy is built on an acknowledgement of the considerable change and innovation that has been achieved in information organizations through the opening decades of the digital age, tempered by a belief that a future in which all information resources – including books and archives – will be accessed in digital format, poses even greater challenges for information professionals and organizations. The ability to move into uncharted territory, engage in and enjoy innovation, create radical new visions and manage resources in risky environments will be an essential prerequisite for the survival of organizations and for the career advancement of individuals.
Being an Information Innovator
- Jennifer Rowley
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- Published by:
- Facet
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- 08 June 2018
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- 16 December 2010
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Whilst there is no shortage of professional literature discussing the changing nature of libraries and information organizations in the digital age, words such as innovation, entrepreneurship and creativity make only occasional appearances. Considerable change and innovation has already been achieved, and a future in which all information resources, including books and archives, will be accessed in digital format poses even greater challenges for information professionals. The ability to move into uncharted territory, engage in and enjoy innovation, create radical new visions, and manage resources in risky environments will be essential. This groundbreaking book is the first to discuss and apply the rhetoric and theories of innovation and entrepreneurship in information organizations. It both celebrates existing examples of good practice, and promotes the development of innovative and entrepreneurial behaviour at all organizational levels. It covers key areas that include: promoting innovation and entrepreneurship in information organizations; the nature of innovation and entrepreneurship; corporate and social entrepreneurship in public sector information services; organizing for innovation: strategies, leadership and creative team-building; innovation in practice and managing innovation projects; and, collaborative and open innovation through networks and partnerships. The text makes plentiful use of features such as learning objectives, challenges, reflections, group discussion topics, review questions and summaries, making it suitable both for individual reflection and learning, and for group learning situations such as professional development and training courses. This book is designed for all information professionals and managers who wish to understand and engage creatively with innovation to achieve success, and to realise the professional and social benefits of entrepreneurial action in their organizations.
Index
- Jennifer Rowley
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- Being an Information Innovator
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- 08 June 2018
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- 16 December 2010, pp 187-189
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Acknowledgements
- Jennifer Rowley
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- Being an Information Innovator
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- 16 December 2010, pp ix-x
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5 - Innovation in practice
- Jennifer Rowley
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- Being an Information Innovator
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- 08 June 2018
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- 16 December 2010, pp 141-186
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Summary
Learning objectives
After reading this chapter you should be able to:
• Plan an innovation strategy, taking into account the specific stages in an innovation project, including the stages of idea generation and opportunity identification, concept testing and development and implementation.
• Consider approaches to capitalizing on the potential of input from customers and users as innovators.
• Appreciate the value of, and challenges in, open innovation and collaborative innovation and the role of networks and partnerships.
• Discuss and reflect on the relationship between innovation, knowledge and learning and its consequences for the contribution of information organizations to innovation beyond the information organization.
Introduction
This chapter draws together some of the important practicalities of innovation processes in organizations. The first section, on the innovation project, revisits the idea of a stage model of innovation introduced in Chapter 2, and further develops discussion on how specific innovation projects can be facilitated, managed and led. This is followed by two sections that focus on the involvement of customers and users in innovation and on capitalizing on resources from outside the organization, through networks and partnerships. Finally, a discussion of the relationship between innovation and knowledge and learning proposes a wider agenda for the involvement of information organizations in innovation in the public sector and beyond.
The innovation project
Innovations that have the potential to make a significant impact on the organization, either in terms of business and organizational processes, or in terms of the products and services that they deliver to the marketplace, require a managed process. Such a process plays an important role in managing the allocation and deployment of resources, in sequencing and timing of activities, and in communication between all stakeholders. Chapter 2 introduced the idea of an n-step model of the innovation process, and offered three different models of the process proposed by three different authors. In practice, there is such a wide variation in types and scales of innovation, as well as in the organizational contexts in which innovation takes place, that the steps in an innovation process need to be tailored to the innovation. It is important, however, that all innovation process models embed decision points between each stage. So, for example, after idea generation, and prior to feasibility analysis, there must be a decision as to which ideas to take forward to feasibility analysis.
Frontmatter
- Jennifer Rowley
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- Being an Information Innovator
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- 08 June 2018
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- 16 December 2010, pp i-iv
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Contents
- Jennifer Rowley
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- Being an Information Innovator
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- 08 June 2018
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- 16 December 2010, pp v-viii
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2 - Innovation Co-authored by Anahita Baregheh
- Jennifer Rowley
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- Book:
- Being an Information Innovator
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- Facet
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- 08 June 2018
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- 16 December 2010, pp 31-62
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Summary
Learning objectives
After reading this chapter you should be able to:
• Understand the key attributes of ‘innovation’.
• Appreciate the need for innovations with different extents and impacts.
• Appreciate the range of different types of innovation, and understand the relationships between them.
• Discuss the role of information systems (IS) in innovation.
• Understand the relevance of ‘innovation orientation’ for organizations.
• Discuss innovation as a managed process.
• Understand aspects of the innovation diffusion and adoption process.
Introduction
Chapter 1 offered some preliminary definitions of innovation, and discussed the importance of innovation and change in information organizations. This chapter develops the theme of innovation further by introducing a range of theoretical concepts from the ever expanding literature on innovation. This chapter, together with the chapter that follows on entrepreneurship, is designed to provide a focused overview of concepts and frameworks that can be used by information practitioners to reflect on, articulate and discuss the innovation processes in which they participate, or have responsibility for initiating, planning or promoting.
This chapter commences with a discussion of what can be described as the attributes of innovation; this section introduces a range of innovation concepts that are discussed further later in the chapter. Next, the nature or degree of novelty of innovation is discussed. This is followed by a section that outlines and discusses the different types of innovation, and the relationship between those types of innovation. The subsequent section briefly explores the relationship between information systems and innovation. This is followed by two sections that introduce different aspects of organizing for innovation, innovation orientation and innovation management. The chapter concludes with a discussion of the important concept of innovation diffusion and adoption.
What is innovation?
In Chapter 1 we discussed how many different definitions of innovation have been put forward, created by different authors at different points in time, and most significantly grounded in different disciplinary perspectives, such as business and management, organization studies, and science and technology.
3 - Entrepreneurship Co-authored by Siwan Mitchelmore
- Jennifer Rowley
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- Book:
- Being an Information Innovator
- Published by:
- Facet
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- 08 June 2018
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- 16 December 2010, pp 63-100
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Summary
Learning objectives
After reading this chapter you should be able to:
• Understand the development of the concept of entrepreneurship.
• Discuss what it means to be an entrepreneur and consider your role as an entrepreneur.
• Understand the unique characteristics of public entrepreneurship and their implications for information organizations.
• Reflect on the relevance of social entrepreneurship to information organizations.
• Appreciate the value of entrepreneurial co?mpetencies.
Introduction
The concept of entrepreneurship was introduced in Chapter 1. In this context we emphasized the concept of opportunity-centred entrepreneurship, and the links between innovation and entrepreneurship. The stance taken in this book is that entrepreneurship is the process by which individuals pursue opportunities without regard to the resources they currently control. The essence of entrepreneurial behaviour is identifying opportunities, and converting them into useful outcomes. Such perspectives are important and useful in understanding the relevance of entrepreneurship to a wide range of organizational settings, and offer preliminary insights into entrepreneurial behaviour. This chapter develops the theme of entrepreneurship further by taking an excursion around some of the ideas in the entrepreneurship literature that are likely to be the most helpful to information practitioners or aspiring information entrepreneurs. The objective of the chapter is to provide some concepts and frameworks to support entrepreneurs in developing their aspirations to make a difference into sustained, productive and effective entrepreneurial behaviour.
This chapter commences with a discussion of the development of the concept of entrepreneurship and, most specifically, its roots in commercial enterprises in which entrepreneurship is associated with the creation of new ventures, and the generation of profit. This is followed by a consideration of what it means to be an entrepreneur, and entrepreneurial characteristics, traits and behaviours. Next, there is an exploration of the contextual nature of entrepreneurship by developing discussion of public sector corporate entrepreneurship and social entrepreneurship, respectively. These two types of entrepreneurship offer the most useful insights into the practice of entrepreneurship for the information professional. Finally, the focus shifts to a discussion of entrepreneurial competencies, those competencies that are key to successful entrepreneurship.
1 - Innovation and entrepreneurship in information organizations
- Jennifer Rowley
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- Book:
- Being an Information Innovator
- Published by:
- Facet
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- 08 June 2018
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- 16 December 2010, pp 1-30
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Summary
Learning objectives
After reading this chapter you should be able to:
• Explain why innovation is important for information organizations, and understand the range of different types of, and approaches to, innovation.
• Understand the potential relevance of entrepreneurship and entrepreneurial action to information organizations.
• Reflect on the notion of creativity and consider its place in information organizations.
• Discuss the difference between a perspective based on change management and one based on entrepreneurship, innovation and creativity.
• Reflect on the challenges and opportunities for promoting innovation in information organizations.
Introduction
Information organizations of all kinds (such as libraries, publishers, subscription agents, and information and advice services) have changed significantly in recent years. Achieving these changes has involved high levels of innovation. Some of these innovations are driven directly by the opportunities provided by new technology innovations from other organizations, coupled with changes in consumer expectations and behaviours (e.g. access to full text of journals through Google as a search engine). Others are facilitated by information technology, but driven by policy and marketplace change (e.g. self-issue of books, institutional repositories). Other innovations are not particularly affected by technology platforms, but represent, for example, innovations in community involvement, such as new services for disadvantaged groups and the organization of bibliotherapy reading groups.
Despite there being a hive of activity, and regular reporting on achievements in the popular and professional press (the outcomes of innovation processes), there has been little discussion of innovation and its processes in the information management professional or academic literature. This means that there is limited opportunity to learn from one another's successes and mistakes, and that there is little evidence that information innovators are reflecting sufficiently on their innovation processes, and striving to enhance their own capacity and that of their organizations to innovate. Some commentators suggest that this means that (academic) libraries, for example, are too often making changes for change's sake, without proper evaluation of the impact and value of the change, and specifically without sufficient consideration as to how an innovation (even a small innovation) will help the library to fulfil its mission of supporting learning and research across the university community.
12 - Influential leadership for academic libraries
- from Theme 4 - Performance, quality and leadership
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- By Jennifer Rowley, Professor of Information and Communications, Department of Information and Communications, Manchester Metropolitan University, Sue Roberts, University Librarian, Victoria University of Wellington, New Zealand
- Edited by Jillian R. Griffiths, Jenny Craven
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- Book:
- Access, Delivery, Performance
- Published by:
- Facet
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- 08 June 2018
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- 20 November 2008, pp 197-214
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Summary
Introduction
Libraries are at the forefront of the turbulent environment of the digital age. Academic libraries, more specifically, are wrestling with changing student, staff and researcher expectations about access to information resources to support learning, teaching and research. The ‘Google generation’ of students expect fast and straightforward access to information and are intolerant of interfaces that require multiple stages to arrive at the full text of a document. They are not impressed by the need for authentication or barriers imposed by organizational structures and licensing arrangements. Taking this further, Von Hippel (2006) talks about the democratization of innovation in access to information and the shift in power from information providers to users. In addition, and with potentially serious consequences for providing ready access to research information, there are major changes taking place in the scholarly communication processes.
Open access publishing and institutional repositories are vying with more traditional publisher-controlled means of publication in what were print, and are now, e-journals and e-books. Information professionals not only need to respond to changing user expectations and relationships between stakeholders in scholarly publishing, they are also required to work in different partnership models with other academic services and other professional groups, which can take them far beyond the traditional concept of libraries, creating new models of holistic student support, learning environments and teaching and research collaborations. Consequently, the academic information profession has no option but to continuously change. As Mech suggested as long ago as 1996, ‘academic transformation will not be the result of a committee decision. Higher education and academic librarianship are being re-shaped by the actions of professionals and the institutions in which they work. These individuals are not super-heroes. They are ordinary people who decide to exercise leadership’ (345). Unless the information profession is prepared to sell out to the technocrats and to relinquish the very important role of working with communities and organizations to facilitate their access to information in the face of overwhelming complexity and, some might suggest, chaos, the information profession and its members have no choice but to exercise influential leadership.
Leadership
- The Challenge for the Information Profession
- Sue Roberts, Jennifer Rowley
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- Published by:
- Facet
- Published online:
- 08 June 2018
- Print publication:
- 29 February 2008
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Effective leadership is key to the future of information services and professional practice, and demands on leaders within the sector are greater than ever before. Leadership skills are required at all levels of the profession, from the top, through to professional staff called upon to lead a team or to take a supervisory role. To meet these challenges, individuals must develop their leadership capacity. This book invites information professionals across the sector and at different stages in their career to reflect on and engage with the development of their leadership role and contribution. Using theoretical concepts and models, coupled with practical tools, this book encourages readers to think about their own leadership and the leadership provided by others around them as the basis for continuing improvement in management and professional practice. No other book offers such a comprehensive and topical perspective on leadership in the context of the information services and the wider information industry. Contents include: challenges in leadership; knowing yourself as a leader; leadership in context; promoting change, innovation and creativity; leading people; setting direction and strategy; leadership development; and influencing others. It has a range of features, including learning objectives, chapter summaries, reflection points, review questions, case cameos and recommendations for further reading, encourages and facilitates engagement and reflection. This book is a must have for information professionals and aspiring leaders seeking to understand leadership and to develop their own leadership practice, as well as the leadership potential in others. It is also a valuable professional education text.
5 - Leading people
- Sue Roberts, Jennifer Rowley
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- Book:
- Leadership
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- Facet
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- 08 June 2018
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- 29 February 2008, pp 115-146
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Summary
Learning objectives
After reading this chapter you should be able to:
☑appreciate the complexity and challenges associated with leading people
☑understand the importance of relationship building and the key steps associated with its success
☑understand the concepts associated with empathy and emotional intelligence
☑begin to consider approaches to leading individuals within a library and information context
☑consider the impact of the individual leader on the motivation and morale of their staff
☑understand the concept of empowerment and its role in leadership
☑consider the importance of creating and developing teams
☑understand the relevance of the concepts of followership and servantship.
Introduction
This chapter aims to explore the diverse and complex topic of leading people – arguably the most challenging and most fundamental aspect of leadership. It can be argued that all of this book is concerned with leading people but this chapter addresses the issue directly. It begins with a discussion around the central notion of relationship building in a professional context, exploring trust and credibility and their connection with ‘authentic’ leadership. The chapter goes on to explore in detail approaches to leading individuals, including emotional intelligence, empathy, communication, empowerment and feedback. Particular attention is paid to motivation and morale and to tools and approaches such as coaching, mentoring and facilitation. The creation and development of teams is the focus of the next section, which explores several key team leadership concepts in detail. The next section considers notions of followership and servantship. The chapter concludes by raising the notion of hope, suggesting that the primary role of leaders is to foster hope within organizations. Throughout the chapter examples are provided that illustrate the application of concepts to the library and information context. Undoubtedly the challenge of leading others is one that keeps most leaders awake at night and raises the most difficulties; yet it also brings the most rewards as leaders see individuals develop, grow in their roles and shape their information service.
The challenge of leading people
The leadership of people is the leadership of complex and diverse individuals; it is frustrating, difficult, infuriating, inspiring, fulfilling and deeply motivating.
8 - Influential leadership
- Sue Roberts, Jennifer Rowley
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- Book:
- Leadership
- Published by:
- Facet
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- 08 June 2018
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- 29 February 2008, pp 209-230
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Summary
Learning objectives
After reading this chapter you should be able to:
☑understand the information professional's value beyond the library context
☑appreciate approaches and issues related to working with politics and power
☑reflect on the influence of library and information professionals within wider contexts
☑consider two specific case studies that illustrate influential leadership
☑consider the importance of developing a ‘leading organization’ as well as leading individuals.
Introduction
Chapter 8 explores the role of the information professional in leading and influencing in contexts beyond the library, where the other stakeholders are not information professionals. We feel this is of particular importance in today's organizations where libraries and library and information professionals are often working – and indeed are expected to work – beyond traditional boundaries and in doing so can provide added value. This blurring of boundaries brings multiple opportunities for wider influence and greater impact, but clearly requires a high level of influential leadership. This involves understanding and capitalizing on the leadership, management and information competences that working in an information service or information industry environment develops. This chapter thus begins with a discussion of the value of the information professional beyond the library context and explores specific examples of leadership and influence. We then focus on issues related to working with politics and power, and leadership approaches to them. This final chapter is different from the others in the book as it provides two detailed case studies to illustrate leadership and influence where library and information professionals have made significant impact both within and beyond organizations. These examples are drawn from real life experiences from different sectors – health and higher education. They also provide insights into the individuals who influenced within these contexts. Consequently, the chapter does not include a case cameo interview. We conclude with reflecting on the relationship between developing influential leadership at an individual level and developing leading organizations.
Leadership and influence
The theme of influential leadership has pervaded this book. Leaders at all levels use their influence to lead and motivate people, to implement change, to lead teams and to shape values and culture. We have provided diverse examples of this influence in practice throughout each chapter. Many authors write about ‘influencing skills’ and suggest that we can simply learn these skills in order to manage and lead people effectively.
Contents
- Sue Roberts, Jennifer Rowley
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- Book:
- Leadership
- Published by:
- Facet
- Published online:
- 08 June 2018
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- 29 February 2008, pp iii-vi
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3 - Leadership in context
- Sue Roberts, Jennifer Rowley
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- Book:
- Leadership
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- 08 June 2018
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- 29 February 2008, pp 55-88
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Summary
Learning objectives
After reading this chapter you should be able to:
☑appreciate the impact of context on effective leadership behaviours
☑understand the difference between transformational and transactional leadership
☑reflect on leadership in practice and the leadership experience.
Introduction
From a theoretical perspective this chapter continues the exploration of different models of leadership. The previous chapter examined the trait and style theories of leadership and encouraged you to engage with how they can be used to reflect on your understanding of what leadership is, and how leaders behave. This chapter moves on to consider three more recent groups of theories: contingency theories, transformational leadership theories and theories that consider leadership in practice and the leadership experience. Contingency theories suggest that the most effective leadership style depends on, or is contingent on the context; they identify key aspects of the context and classify leadership styles and behaviours in relation to these different types of context. Transformational leadership theories seek to explore the leadership behaviours necessary to engage and motivate followers. Leadership theories that focus on leadership in practice and the leadership experience explore the leadership process and in particular seek to contribute to leadership development.
Context and contingency theories of leadership
The Michigan and Ohio leadership theories discussed in Chapter 2 suggest that the ‘high consideration, high structure’ approach is the ‘one best way’. Although managing people and a task might intuitively seem to be essential aspects of leadership behaviour in any context, behaviour that is expected of, and respected in, staff and their leaders is different in different sectors, depending on the objectives of the organization. For example, the head of a national library, such as the British Library, is expected to develop and evolve a vision for the role of the library that they lead in a national and international marketplace, and this involves leadership on national and international platforms. Vision, careful management of power and politics, and reputation management are required, and these are key qualities for leaders. On the other hand, the leader of an electronic resources team in a public library, although also needing to manage the politics and power issues around resources and to develop a credible vision for developing their service, is required to focus on leading their team to ensure reliable and effective service delivery.
Frontmatter
- Sue Roberts, Jennifer Rowley
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- Book:
- Leadership
- Published by:
- Facet
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- 08 June 2018
- Print publication:
- 29 February 2008, pp i-ii
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