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In 2007, the Sitka Evergreen project was born. Two years later, 24 libraries have gone live on Evergreen and the BC Libraries Cooperative is a reality. Come learn how we did it.

The last three decades saw a reliance on the use of personality tests by businesses and organisations trying to gain a competitive advantage in the market through avenues such as recruitment, team building, leadership development and culture alignment. The commissioning of early 20th Century personality models such as DISC and Myers-Briggs are claimed to provide valuable insights and benefits in various aspects of the employment process. They have however been controversially debated in the academic community due to issues surrounding validity and reliability. Discussions concerning leadership styles and leaders responsible for managing employees, are similarly indeterminate despite being subject to extensive research and analysis for many decades. Academics have yet to provide a comprehensive explanation of the holistic mechanisms underlying effective leadership. Instead, they have argued over factors such as a leader's traits, attributes, power relations or unidimensional versus collaborative models of engaging a work force. Current leadership theory literature demonstrates a paucity of leader self-understanding and self-reflection. We consider these two attributes as fundamental qualities of effective leadership, whereby an individual can transform and enhance their use of any leadership style. In this paper, we propose an advanced 21st Century solution that leverages the Intelligent Behaviour Analytics (IBA) framework, incorporating a deep and more effective understanding of leaders and their ability to transition between different leadership styles. Additionally, this framework offers methods for transitioning to more effective leadership styles based on situational requirements and takes into account a leader's own emotional and behavioural registers. This approach offers a structured opportunity for leaders to identify any biases, understand the reasons that these may develop and furthermore, evaluate the efficacy of their own behavioural traits and the way they, as individuals interact, manage and lead a team. The IBA framework is a multi-stage, holistic approach that proposes to improve performance metrics, organisational culture, business outcomes and increased wellbeing. [ABSTRACT FROM AUTHOR]

The effect of having a child serve as a rule-following model for other children on the model's own subsequent rule-following was investigated in a resistance to deviation situation. A total of 45 middle-class boys in grades 1 and 2 were randomly assigned to one of three experimental conditions following instruction not to touch a set of attractive but prohibited toys. In the model condition, boys performed as models of resistance to deviation before a TV camera for children at another school. In the no model condition, boys were told they would serve as models for others but, through a mechanical failure, were unable to do so. Control subjects were not told they were to be models. When alone with the prohibited toys, boys in the model condition touched less often and for less time than did boys in the control condition. Boys in the no model condition did not touch significantly less than control subjects. Further, model boys touched less quickly than no model and control subjects. Finally, boys in the model condition spontaneously reproduced the idiosyncratic resistance behaviors they modeled more than boys in the other conditions who also practiced this behavior. Thus, having a child serve as a model of good behavior for other children appears to be an effective disciplinary technique that avoids some of the undesirable side effects associated with punishment, such as increases in the child's aggression, resentment and alienation. (Author/MS)

Peer modeling as a non-punitive disciplinary technique was examined in two studies assessing its effectiveness in increasing self-control of young children in the absence of an authority figure. The first study investigated the effect of observing the rule-following behavior of a peer model on the observing child's subsequent self-control. Preschool and 2nd and 3rd graders, individually exposed to a televised peer model shown resisting the temptation to play with prohibited toys, were found more likely to follow the rules than were subjects exposed to a control film on television that depicted no role-following model. A week later the children were again left with the prohibited toys. Although they were not reminded not to play with the toys nor re-exposed to the model, experimental boys were much less likely not to touch the toys than were boys in the control group. The second study investigated the effect of having a young child serve as a rule-following model for other children on the model's own subsequent role-following. First and 2nd grade boys who believed they were to serve as televised models for other children violated rules to a significantly lesser degree than did those who did not expect to serve as models. It is cautioned that this sort of peer modeling has not been shown to be effective with all children. Disadvantaged children, for example, were not influenced by the experiences in the second study. (Author/BF)