Japanese companies are successfully operating in other countries but foreign companies operating in Japan have not been as successful. An exception to this experience is the insurer, American Family Life Assurance Corporation (AFLAC), headquartered in Columbus, Georgia, USA. Over 75 per cent of its revenues are generated in Japan. Nevertheless, when AFLAC′s chief information officer initiated a joint development information systems project with AFLAC′s Japan branch, he faced many difficulties. Moving to Japan to facilitate this project, he finds the management process perplexing in terms of communication, office politics, and cultural differences. Since information‐systems work involves teamwork, working with these differences is essential to multinational corporations.
A new executive role has emerged, the chief information officer or CIO. Five successful CIOs in five different industry types agreed to be observed for one work week each. Perhaps the most important shared characteristic among these successful information executives was their use of figurative or metaphorical language. Anecdotes illustrating this particularly effective form of communication are provided from each of the five environments: insurance, university, manufacturing, government agency, and utilities. The ability to read ongoing situations from others′ perspective seemed to enable the CIOs to use metaphorical language more effectively. In turn, seeking the appropriate metaphor or analogy seemed to sharpen their ability to read situations from others′ perspective.
This is a brief study of the character, and the professional career, of one of the most spectacular and prolific of all the huge medley of book‐publishers in Victorian London. George Smith is perhaps today somewhat overshadowed by other famous names. Nevertheless, in 1944, the Cambridge historian, G.M. Trevelyan, singled him from the rest: as the publisher of the monumental Dictionary of National Biography. As the nineteenth century’s cult of printed books inevitably now recedes in favour of information technology, perhaps the time is ripe for this succinct evaluation of an extraordinary publisher from Victorian times who promoted not only works by Leslie Stephen, Thackeray, and many other literary men but particularly works by women‐novelists, such as Charlotte Bronte and Elizabeth Gaskell, despite the fact that he was far from being a “feminist”, in our own contemporary sense.
The purpose of this chapter is to explore the continued need for librarians now and in the future to possess excellent interpersonal and intrapersonal skills and receive…
The purpose of this chapter is to explore the continued need for librarians now and in the future to possess excellent interpersonal and intrapersonal skills and receive continual opportunities for their development. The chapter is designed to gather in-depth views on staff abilities and training through the eyes of the author and other senior-level academic library administrators. In-depth survey/interviews with follow up emails for clarification were used to collect data from four senior level academic library administrators. The way by which we hire, enculturate, and provide ongoing professional development and training related to interpersonal/intrapersonal abilities of librarians matters. While the former area has received quite a bit of attention it is the latter which has yet to be fully embraced and incorporated within many organizations. There is a greater potential for library administrators to improve the lives and quality of their staff by not just focusing on specific skills but rather taking a more holistic approach from the hiring process forward that gives greater weight to individual interpersonal and intrapersonal skills, the latter more specifically referring to the application of mindfulness in the library workplace. This chapter explores professional development of staff from a unique perspective. The librarian as a whole is considered implying the need for administrators to be more concerned about the happiness and growth of staff as individuals as opposed to being just library employees. This in turn could lead to dramatic improvements in library effectiveness within their respective institutions.
The Dictionary of National Biography (or DNB as it is commonly called and as it will be referred to in this paper) is a classic. Depending on whether a library owns an…
The Dictionary of National Biography (or DNB as it is commonly called and as it will be referred to in this paper) is a classic. Depending on whether a library owns an original edition published by Smith, Elder and Company or a reprint edition published by Oxford University Press, sixty‐three brown volumes or twenty‐two blue volumes and supplements loom bulkily from the shelves. It would be an odd, ill‐trained reference librarian, historian, or scholar of English literature who has never heard of the DNB, let alone used and perused it. But mere bulk does not explain the lasting fame and staying power of this reference work, whose first volume appeared in January 1885 over a century ago.
The purpose of this case study was to explore senior librarians’ perceptions of successful leadership skills in the 21st century. The data gathered from 10 senior library leaders consisted of demographic information and responses to six open-ended interview questions. From the NVivo 10 analysis, several significant themes emerged regarding successful library leadership skills in the 21st century at two levels: foundational and interpersonal. At the foundational level, technical and knowledge skills form the building blocks for the next level of interpersonal skills. Persuasion and collaborative skills are interwoven with these interpersonal skills, both of which are at the core of the postindustrial paradigm of leadership. These two levels of skills, with an emphasis on persuasion skills, should form the basis of succession planning programs for next generation librarians. Implementing such programs could lead to increased leadership diversity, greater job satisfaction, improved job performance and effectiveness, all of which help retain librarians and ease staff shortages. Further studies are recommended.
Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.
Those most socially disadvantaged are at a greater risk of common mental disorder (CMD). The need to evaluate the health impact of social policy interventions that aim to…
Those most socially disadvantaged are at a greater risk of common mental disorder (CMD). The need to evaluate the health impact of social policy interventions that aim to reduce social inequalities between the disadvantaged and the better off is well recognised. This paper reports findings from a review to explore evidence on the health impact of UK policy interventions that aim to tackle the key social determinants of CMD. These were previously identified from the literature as cumulative socioeconomic deprivation, unemployment, psychosocial work characteristics, and poor social relationships. We identified some evidence of a positive impact on CMD of urban regeneration schemes, but evidence was sparse on interventions relating to the other determinants. The ability of research to inform policy designed to improve the lives of the disadvantaged could be assisted by a broader definition of what counts as evidence. This may include wider use of qualitative methodologies and a more deliberate focus on social processes known to be implicated in mental health.
Defining and describing research methodologies is difficult. Methodologies have similarities and resonances, and overlapping characteristics. Familiar labels of case…
Defining and describing research methodologies is difficult. Methodologies have similarities and resonances, and overlapping characteristics. Familiar labels of case study, action research and ethnography may not be adequate to describe new and creative approaches to qualitative research. If we simply transfer old ways to new contexts, we risk limiting our understanding of the complexities of real life settings. The call to set aside old dualisms and devise new methodological approaches has been sounded. Accordingly, this article sets out to describe a fledgling new methodological approach, and how it was operationalized in a small‐scale study of digitally‐mediated classroom learning.
The methodology combines elements of action research and case study with an ethnographic approach. It was devised for a study of the use of Facebook as an educational resource by five dyslexic students at a sixth form college in north‐west England. Its flexibility and attention to detail enabled multiple data collection methods. This range of methods enabled meticulous analysis of many of the group's online and offline interactions with each other and with Facebook as they co‐constructed their group Facebook page.
Reflexively combining elements of case study, action research and ethnography thus helped capture the “connected complexities” (Davies) of this contemporary classroom setting. This is necessary if researchers are to obtain any meaningful understanding of how learning happens in such contexts.
The author hopes to contribute to the discourse on qualitative methodology and invites other researchers studying similar contexts to consider a similar approach.