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From the manager′s perspective, addresses the process of management, and the management of information as an essential element of general managerial practice. Information has always been a key element in the performance of a business and the effectiveness of management, and information technology can now transform the use of this information to give managers substantial benefits in business planning and decision making.

The information explosion is having dramatic effects in many areas of business. Organisations, cultures, business practices and the external image of the company can all be significantly influenced by the use of information technologies. What impact has all this had on the practice of management? To most managers information technology is, at best, an essential but rather complex tool for improving the efficiency of business operations. At worst, it is a source of problems, failed expectations and confusing jargon. Information management must now be regarded as a key management skill, and ways in which general managers should approach the subject without becoming immersed in, and confused by, the complexities of the technologies are discussed.

The process of management, and the management of information as an essential element of general managerial practice, is addressed from the perspective of the manager. Information has always been a key element in the performance of a business and the effectiveness of management, and information technology can now transform the use of this information to give managers substantial benefits in business planning and decision making. It is considered that information must be integrated into an organisation′s overall management and planning system rather than being controlled by specialist IT professionals and that the manager has to be responsible for: people, their motivation and training; business systems, culture and environment; and the organisation′s data resource. The ways in which business information processes can be analysed and modelled are reviewed and it is explained that information models can enable a better understanding of the organisation by showing it in a new and sometimes enlightening way. Some of the many complex issues associated with managing the change process and achieving successful implementation of the technologies are considered.

We live in the Age of Knowledge, which is impelling us towards the Age of Imagination. The technological wave rises and with it rises a wave of change that will affect both the economy and society. When these two waves will reach the coast where knowledge meets ignorance, and how to ride them, are questions that require us to imagine the future. We must, therefore, embark on the vessel of imagination, leaving behind us the baggage of what we know and understand. Imagination is not just the springboard for ideas; it also acts to connect ideas in different ways that may blossom in the garden of an entrepreneurial renaissance. Symbols, metaphors and concepts that belong to our tacit knowledge come to light in our memory. It is from here that the imagination draws its lifeblood, broadening our horizons, inducing us to interact with others who may be the bearers of other cultures. Are we ready to engage in an imaginative learning process to join business with innovation and art? Are we prepared to design a wide-open white space where the actors of entrepreneurship, innovation and art can generate a constructive tension that will sweep away what appears to be mutual antagonism or incompatibility?

International educational research has shown that high quality coaching, mentoring, and induction for beginning teachers can enhance development and retention of highly effective teachers and, ultimately, increase student success. In Canada, like many jurisdictions, teacher induction programs have grown in popularity as a means to support beginning teachers, yet programs vary greatly in terms of delivery and effectiveness. This chapter presents the findings from a qualitative case study that examined one bespoke teacher induction program in the Western Québec School Board (WQSB). Specifically, it reports on the experience of mentor–coaches (MC) who are part of the school district’s Mentoring and Coaching Fellowship (MCF). In the district, mentoring and coaching are viewed as distinct, yet interconnected components of an effective induction program. In the WQSB, teaching fellows and MCs learn together in a social and situated context (Lave & Wenger, 1991) as they focus on four key elements: the practice of teaching, navigating school and district culture, what it means to be a teacher, and the formation of a teaching identity. Research has shown effective coaching and mentoring programs not only enhance teaching and learning, but also they offer powerful benefits to veteran teachers. With mentoring and coaching practice highly diverse and inconsistent depending on the quality of the relationship and the context, it is clear that effective selection, support and professional learning and development for MCs is essential. This chapter examines the strengths and challenges of the school district’s Mentor–Coach Professional Learning Network (MC PLN) from the perspective of network members. Data collected from questionnaires, focus groups and semi-structured interviews were abductively analyzed with and against Brown and Poortman’s (2018) five supporting conditions for effective PLNs. Study findings indicated that the MC PLN offers valuable professional learning and development for participants and is a critical feature in a powerful induction program that also focuses on “growing the top.” However, challenges also emerged that highlight the need for the district to ensure ongoing attention to the PLN’s structure and processes in order to sustain MC motivation, engagement, and commitment.