Innovation Through Diversity and Inclusion

IT leadership involves technology, but it is mostly about people. This chapter discusses how organizational diversity has a critical impact on innovation and the role of leaders to create an environment where everybody feels a sense of belonging and where all kinds of people can flourish through safety, awareness, hiring, mindsets, and listening. Leaders are sometimes unsure how to achieve a more inclusive culture. This chapter provides research, definitions, details, and actionable recommendations for change so that leaders can create an organization where diverse employees can thrive and innovate for the benefit of the university and its community.

A CIO-centric local government data-sharing leadership ecosystem in China

The digital transformation of local government brings about massive change in IT leadership. As the strategic designer and process developer for government data sharing, the Chief Information Officer (CIO) needs to build self-centered leadership systems with strong coordination capabilities and adaptable mechanisms. Through a qualitative multi-case comparative study of three provinces in China, we applied IS innovation ecosystem theory to construct a CIO-centric local government data-sharing leadership ecosystem. The competencies, behaviors, and mechanisms of leadership roles are analyzed in five dimensions (personal, interpersonal, organizational, inter-organizational, and socio-economic and generation). Results show that a CIO-centric local government data sharing ecosystem can be resilient to administrative structure change, facilitating data sharing across levels, regions, and departments through collaborative networks and rotation approach. It provides useful insights into similar practices for constructing data sharing leadership ecosystem in local government, and can bring public value to citizens.

Trust Leadership: A Work-from-Home Scenario in Its Sector During the COVID-19 Pandemic

The study covers aspects of leadership trust among the information technology (IT) employees in India, with the help of data collected from a cross section of 205 IT employees. The article has assessed leadership trust factor from the employee’s (workforce) perspective with COVID19 pandemic and work-from-home situation. The outcome of data establishes a positive relationship between leadership trust and factors such as communication, decision-making, integrity, and motivation. The study also suggests that the IT sector and its leadership have created a positive trust among the employees during the COVID-19 work-from-home scenario. Findings suggest that in areas like integrity and making decisions quickly, the IT leadership has exhibited high trust levels, while in some other areas like communication and keeping the employees motivated (inspired), there have been few minor gaps that require attention from the leadership, which could preclude the wilting of established trust between the leader and his employees.

Enabling IT Self-leadership in Online Education

Aim/Purpose: This paper investigates the factors contributing to student IT self-leadership in online education using an exploratory study. Specifically, our goal was to understand whether the instructors’ transformational IT leadership and the students’ personal innovativeness with IT contributed to student IT self-leadership. Background: The study was conducted in an online course. While today’s students are expected to be IT natives, they still lack the skills to find and learn technologies on their own. This is problematic for both online education and students’ future careers. Directed-teaching methods are not appropriate to solve this kind of problem, a more constructivist teaching method is appropriate. We recommend that instructors adopt transformational IT leadership to set norms around technology use, to be role models in using online course technologies with utmost knowledge, and to encourage and support the students in their use of IT. Methodology: An exploratory research is conducted with 46 students in an online management information systems course at a public university. The data were analyzed using PLS structural equation modeling technique. Contribution: This paper introduces the unique concepts of student IT self-leadership and instructors’ transformational IT leadership by adapting concepts from the self-leadership and transformational leadership theories. IT self-leadership refers to the ability to intentionally influence one’s own thinking, feeling, and actions toward the use of IT to reach one’s work and life goals. To increase IT self-leadership, students should try new technologies as much as possible. Instructors should set up norms about trying new technologies, troubleshooting one’s own issues, and play a supportive and encouraging role, rather than employing directed-teaching methods. Findings: IT self-leadership skills are the ability to intentionally influence one’s own thinking, feeling and actions towards the use of IT to reach one’s work and life goals. The findings show that instructors’ transformational IT leadership as well as students’ innovativeness with IT contributes to students’ IT self-leadership. Recommendations for Practitioners: Practitioners may consider exhibiting transformational IT leadership skills including (1) giving encouragement about IT use, (2) fostering trust, (3) encouraging thinking about IT problems in new ways, (4) being clear about their values about IT by practicing what they preach in their IT use, and (5) inspiring students by being highly competent in IT. Potential ways that the instructors can exhibit these skills are discussed in the paper. Recommendation for Researchers: Researchers are recommended to include IT-self leadership of both students and instructors in their investigations on learning success. Furthermore, the inclusion of transformational IT leadership in new studies of teaching and learning success is recommended. Impact on Society: This paper includes students as part of the solution to challenges students face in online courses rather than treating them like passive recipients of educational changes. Thereby, it helps teachers and students to work together for a better solution to educational disruptions. Future Research: Studies should be conducted to determine other antecedents and outcomes of IT self-leadership. Research is needed on specific ways practitioners can increase their IT transformational leadership. While this paper introduced how the instructor of the exploratory study provided transformational IT leadership, more than one way of reaching each goal was practiced. Future research should test the connection between each transformational IT leadership behavior presented here and its outcome.

Empanelment in a Resident Teaching Practice: A Cornerstone to Improving Resident Outpatient Education and Patient Care

ABSTRACT Background Improving continuity is challenging in residency training practices. Studies have shown that empanelment enables high-performing primary care and is foundational to improve accountability and continuity. Objective An empanelment process was created in a large, urban, residency training practice as an effective approach to enhancing continuity among residents and their patients. Methods In 2016, we formed an empanelment committee that included stakeholders from the department of medicine, the internal medicine residency program, and hospital and IT leadership. This committee set goal panel sizes, selected an empanelment algorithm, determined which patients needed re-empanelment, and facilitated medical record integration. Empanelment was followed and reassessed quarterly for 2 years. We measured anticipated visit demand using visits in the prior year and continuity using the continuity for physician formula. Results Of 18 495 active patients in July 2016, 8411 (45%) were assigned a new PCP in the empanelment process. At baseline, panel sizes and expected visit demand were highly variable among residents (from 40 to 107 and 120 to 480, respectively). Empanelment led to more equivalent panel sizes and expected visit demand across same year residents (eg, PGY-3: 80–100 and 320–440, respectively). Continuity for all PCPs in the practice improved from 63% before empanelment to over 80% after empanelment, and improved from 55% to 72% for individual residents. Conclusions In a large and complex practice environment, we were able to empanel resident clinic patients to improve continuity and maintain it over 2 years.