THE ROLE OF CONTEMPORARY LEADERSHIP AT THE LIBRARY AND INFORMATION SCIENCE STUDENT ASSOCIATION IN THE FACULTY OF HUMANITIES, UNIVERSITAS INDONESIA

DOI: https://doi.org/10.22146/jlo.6420


Introduction/Main Objectives:
Leadership is important in enabling a person and a nation to improve and advance. Background Problems: Leadership is not something that everyone seeks, especially in youth. The youth leadership crisis can be seen from the lack of students who want to become chairpersons in university extracurricular activities. Novelty: This research makes a three-fold contribution. First, this study presents an analysis of the 'Evolving Leadership Practices Assessment' quizzes (Olson and Singer, 2004) distributed by the Chairperson and Vice-chairperson of the Library Science Student Association (IMASIP) the Faculty of Humanities, Universitas Indonesia. Second, this study assesses the IMASIP FIB-UI Daily Management Board. This study also interviewed five informants with 12 closed-ended questions. Research Methods: This paper assesses youth leadership by using a mix of qualitative and quantitative methods, with a case study approach. Finding/Results: Our result shows and supports the assumption that age and years of leadership will affect the scores obtained at IMASIP, which further research must examine. This research also suggests that the Daily Management Board performance can be maintained by connection, contribution, and collaboration. Conclusion: The results identify efforts to build and improve leadership among students, including developing and increasing seminars and training in leadership to prepare students who have a role as the successors of the nation's leadership.

Introduction
Being a leader is not easy. Leadership is the ability to inspire yourself and other individuals through ideas and behavioural examples in enabling a person and a nation to improve and advance (Byke and Lowe-Wincentsen, 2014;). Several major leadership theories emerged during the 20th century, such as Great Man theory, Trait theory, Process leadership theory, Style and Behavioural theory, Transformational, Transactional and Laissez-Faire leadership theory (Nawaz and Khan, 2016). Academics and practitioners have carried out the consensus around advancing the idea that leadership is a flexible development process (Wittenborg, Ferguson, and Keller, 2003). However, the consensus cannot yet be generalized to students, especially in extracurricular activities at the university. The principles of 'from', 'by' and 'for' students form student majors and extracurricular activities at the university. On the other hand, leadership is not something that everyone seeks. For example, the lack of students who want to become the Chairperson of the Student Executive Board (Badan Eksekutif Mahasiswa or BEM) characterises the Universitas Indonesia leadership crisis. Therefore, the researchers intend to evaluate and develop what has happened to the previous leadership in a student association called the Library Science Student Association (IMASIP) at the Faculty of Humanities, Universitas Indonesia (FIB-UI). The first author was the Chairperson of IMASIP FIB-UI in 2019-2020. This paper will assess youth leadership's problem to evaluate and develop leadership roles at IMASIP FIB-UI by using a mix of qualitative and quantitative methods with a case study approach (Bryman, 2016;Robson and McCartan, 2016). This paper has three purposes. The first is to analyse the Chairperson and Vice-chairperson's personal assessment of the Library Science Student Association (IMASIP) at the Faculty of Humanities (FIB-UI), based on the 'Evolving Leadership Practices Assessment' quiz by Olson and Singer (2004). The second is to show the Chairperson and Vicechairperson's average value to the Daily Management Board, based on the IMASIP FIB-UI Accountability Report. Last is to investigate interviews using 12 closed-ended questions answered by the Chairperson and Vice-chairperson of IMASIP FIB-UI and make suggestions for building and enhancing leadership among students. This research then suggests building and enhancing leadership among students as future successors and leaders of the nation (Rahmi and Lo, 2015 (Wittenborg, Ferguson, and Keller, 2003;Byke and Lowe-Wincentsen, 2014;Halaychik, 2016;Nawaz and Khan, 2016). Academics and practitioners have reached a consensus over the years that has resulted in the belief that leadership is a flexible development process (Wittenborg, Ferguson, and Keller, 2003). The main theories on the matter that emerged during the 20th century include the Great Man theory, Trait theory, Process leadership theory, Style and Behavioural theory, Transformational, Transactional and Laissez-Faire leadership theory (Nawaz and Khan, 2016). In addition, Olson and Singer (2004) offer two main approaches to leadership, consisting of 1) command and control and 2) chaos and complexity (Olson and Singer, 2004). These approaches remind us to familiarise ourselves with the characteristics and values that inform our behaviour as leaders.

Command and Control
Two main influences shape the leadership landscape in the library system across governments, companies and non-profit institutions. The first, command and control, is a traditional top-down hierarchical model with roots in the American industrial era. Fredrick Taylor introduced scientific management as one of the first quantified management techniques in the 1920s. Scientific management is a response to initial challenges in managing plant efficiency. The human element is crucial for the success of production output and can also measure and evaluate human efficiency as an important indicator of success. The essence of scientific management is monitoring and controlling human and machine resources to create efficient and cost-effective processes and systems that maximise profits. Scientific management coined the term 'command and control' to describe this type of leadership. The metaphor for command and control is the organisation as a machine. Table 1 highlights the main characteristics of command and control, its values and leadership actions that strengthen and maintain the system and function. Source: Olson and Singer (2004)

Chaos and Complexity
Command and control were dominant leadership theories until the 1990's when different organisational behaviour approaches became increasingly important. An emerging approach, called 'chaos and complexity, is now recognised as more descriptive of fast-moving, dynamic, networked organisations. Margaret Wheatley (1994), in her book Leadership and the New Science, first introduced the idea that organisations are complex systems that depend on external influences or events, such as the entry of new competitors, to change. Wheatley (1994) recognises that most organisational behaviour-how organisations change and how people build networks and share information in ways that seem unstructured but effective-reflects the way change occurs in nature and the biological systems of the organisation itself. Wheatley (1994) asserts that organisations are at their best when they operate more like chaotic or complex systems because that is the natural way for humans to behave and act. The essence of management in complex organisations is to recognise external changes and adjust the organisation to take advantage of certain changes that enable it to grow and meet goals.
For this reason, chaotic and complex environments are also called adaptive systems. Complex systems can only survive and develop if designed to be open, flexible and responsive to external changes in the organisational environment. If the organisation does not adapt quickly enough, it stops growing and eventually dies, only to have a more flexible and adaptive system replace it.
For example, libraries that fail to offer or adapt their programs to serve betteremerging demographics, such as older populations or multicultural communities, will eventually become less valuable and more likely to be replaced by the Internet, bookstores, community organisations and other libraries that innovate and stay active and important. The metaphor for complexity is a living or adaptive system. Table 2 highlights the main characteristics of complexity, what is valued in complex organisations, and leadership actions that strengthen those who maintain an organisation and make it function as a complex system.

Connections, Contributions and Collaborations
Strengthening leadership actions that make complex systems work are connections, contributions and collaboration (Olson and Singer, 2004). Connections are important leadership skills because they support and enable relational structures that encourage information-sharing and keep systems open and functioning (Australian Library and Information Association, 2014). Leaders create and maintain connections both internally and externally with the community, city or district government, academic institutions and other stakeholders. Leaders also even change connections based on library goals and strategies, priority programs and projects, political processes, and key players, including appointed and elected officials. The leader takes situational actions, taking advantage of a change to move and improve the organisation to always be positioned for growth and success.
Work leaders who involve contributing with leadership connect to each individual and make explicit to them how their work relates to the success of library goals and strategies (Olson and Singer, 2004). In other words, all individuals must see how they each impact the overall success of running library activities every day. Identifying contributions as the main focus of leadership enables people to form new and different relationships and share information across departments. This encourages creativity and often inspires excitement among individuals because they can use more of their talents, break boundaries, and grow networks within organisations and between libraries, stakeholders and partner organisations.
Collaboration refers to doing the main work when problems or situations appear complex, new, unfamiliar and challenging. Collaborating on programs, budgets, and strategic plans creates a mutual understanding and interdependence among members. Collaboration draws forth more diverse perspectives and talents. Collaboration can also be slow and messy because team members must overcome differences and be willing to trade one individual's needs for the whole team's good. Leaders must encourage collaboration because of its value in implementing new programs and services and solving large and complex problems. If library leaders do not involve individuals and their stakeholders in connection, contribution and collaboration, organisations will find it difficult to respond effectively and quickly to change (Olson and Singer, 2004).

Method, Data, and Analysis
To understand the problem of youth leadership to evaluate and develop leadership roles at the Library Science Student Association (IMASIP) in the Faculty of Humanities, Universitas Indonesia (FIB-UI), this research uses a mixture of qualitative and quantitative methods with a case study approach (Bryman, 2016;Robson and McCartan, 2016).
First, the researchers contacted the research informant, who was once the Chairperson and Vice-chairperson of IMASIP FIB-UI. Table 3 lists five informants who were willing to 1) complete the quiz designed by Olson and Singer (2004), 'Evolving Leadership Practices Assessment', 2) provide IMASIP accountability reports, and 3) further interview participants with 12 closed-ended questions. The five informants consisted of the four IMASIP Chairpersons from 2016 to 2019 and the IMASIP Vicechairperson in 2016. In the first stage, five informants completed The Olson Group Inc. quiz from the book 'Winning with Library Leadership: Enhancing Services with Connection, Contribution, and Collaboration' by Olson and Singer, 2004. Consisting of 36 questions, this quiz is a self-assessment tool that provides information about leadership practices because it involves connections, contributions and collaboration. The 'Evolving Leadership Practices Assessment' is designed to give feedback on four dimensions-awareness, emotion, personal behaviour and facilitation-related to a connection, contribution, and collaboration leadership. The assessment has no right or wrong answers; it is a tool designed to provide information about leadership practices. The 'Evolving Leadership Practices Assessment' quiz comprises 36 items, and when answered, the researchers calculate and records scores by following the directions in the book (Olson and Singer, 2004). The score reflects leadership practices represented by three elements: (1) connection, contribution and collaboration; (2) awareness, emotions, behaviour and facilitation; (3) the score for evolving leadership.
In the second stage, four informants, representatives of the Chairperson during 2016-2019, gave an accountability report. In . Although no study assesses the Chairperson, the assessment score from the Chairperson can evaluate each division to illustrate the effectiveness and efficiency of a division.
In the last stage, the researchers designed 12 closed-ended questions for the set of individual case studies (Robson and McCartan, 2016). The researchers interviewed informants online during 10-21 February 2020, using the social media application WhatsApp.

Result and Discussion
The discussion of this research will explain: 1) Analysis of the quiz results from 'Evolving Leadership Practices Assessment', based on Olson and Singer (2004), at IMASIP FIB-UI; 2) Analysis of the results of the 2016-2019 IMASIP FIB-UI Responsibility Report; and 3) Analysis of the results of the interview based on 12 closed-ended questions.

Analysis of 'Evolving leadership practices assessment' quiz in IMASIP FIB-UI
The research method explained above includes the information that The Olson Group, Inc. designed this quiz in the book 'Winning with Library Leadership: Enhancing Services' with Connection, Contribution, and Collaboration (Olson and Singer, 2004). This quiz consists of 36 questions. It uses ranges of total-score ratings: 1) 125 or more, 2) 110-124, 3) 100-109 and 4) 100 or less. The score reflects three leadership practice elements: 1) connection, contribution and collaboration; 2) awareness, emotions, behaviour and facilitation; 3) the score for evolving leadership.
Category 1, a total score above 125: In general, students are balanced in all three leadership practices and can take advantage of each practice, depending on the situation; called 'situational leadership'. Students can assess which practices are appropriate for the target. Students tend to easily move between three leadership practices and have enough experience and competence to understand why one practice is suitable for any situation. Areas of improvement include focusing on one area of practice or key attributes that students want to develop further.
Category 2, total score between 110 and 124: Students have a strong preference for one or two of three leadership practices. Students show competency in one or two fields and may get a high score in two of the four main attributes. These leadership practices are familiar to students, but they may not be able to apply every exercise as easily or flexibly as they wish. Values also indicate that students may be shifting from command-and-control leadership in significant and positive ways. Students can demonstrate several levels of 'situational leadership' in one or two fields. Students aim to add leadership tools by developing competencies in other fields. The improvement area includes focusing on one or two areas of practice and one or two of the main attributes students want to improve. Students need not burden themselves and the people around them. Take it slow and work on strategies and action plans to see fundamental changes and improvements before moving to the next focus area.
Category 3, total score between 100 and 109: Students have a strong preference for one of the three leadership practices. Students show competency in one or two fields and may get a high score in two of the four main attributes. This leadership practice is most likely new to students. Students are interested in this emerging type of leadership and want to know more about improving and using these practices every day. In particular, awareness and facilitation may be a challenge. Students aim to add leadership tools by developing competencies in other fields. The improvement area includes a focus on one or two areas of practice and one or two of the main attributes wanting improvement. Students need not burden themselves and the people around them. Take it slow and work on strategies and action plans to see real changes and improvements before moving to the next focus area.
Category 4, total score below 100: Students prefer one of three leadership practices and show the capacity for involvement in one or two main attributes. This leadership practise very new for students. Students may work in more 'technical' roles or as individual contributors, and they may want to switch to becoming new managers. Students are interested in this emerging type of leadership and want to know more about improving and using this leadership practice every day. In particular, behaviour and facilitation may be a challenge. Students aim to add leadership tools by developing competencies in other fields. The improvement area includes focusing on one or two fields of practice and one or two main attributes that want improvement.
Five informants, including the first researchers, completed the quiz and scored as Table 4 shows across the four score ranges. Two informants-the Chairperson and Vicechairperson of IMASIP in 2016-received scores of 130 and 134, respectively, located in Category 1. Then, two informants-the Chairpersons of IMASIP in 2017 and 2018received scores of 121 and 118, respectively, in Category 2. In addition, one informantthe Chairperson of IMASIP in 2019received a score in Category 3. No informants received a score in Category 4. Furthermore, the first researchers scored 127, included in Category 1. This shows and supports the assumption that age, years of leadership and various experiences will influence the scores obtained at IMASIP FIB-UI, which must be studied in further research.

Analysis of IMASIP FIB-UI Accountability Report 2016-2019
The  In addition, researchers averaged the

Results of An Interview Analysis Using 12 Closed-ended Questions
Researchers designed 12 closed-ended questions and interviewed informants online during February 10-21, 2020, using the social media application WhatsApp. Researchers found various obstacles because the time available was very limited, and communicating with the more senior informants was difficult. The 12 questions were divided into three parts, namely, 1) before becoming Chairperson and Vicechairperson (questions 1-3), 2) when becoming Chairperson and Vice-chairperson (questions 4-9), and 3) after becoming Chairperson and Vice-chairperson (questions 10-12).
Before becoming the Chairperson and Vicechairperson. Questions 1 to 3 are the questions that were explained before becoming the Chairperson and Vice-chairperson of IMASIP. In Question 1, two informants did not nominate themselves to be the Chairperson, and three informants nominated themselves to be the Chairperson and Vice-chairperson. Reviewing Question 2 revealed that two informants who answered 'not nominating' had the same motivation: seeking experience and honing abilities. Next, in Question 3, the election to become Chairperson and Vice-chairperson is determined by the IMASIP Grand Election (PEMIRA) process, a pattern that does not change from year to year.
Question 1: Are you running for the Chairman or Representative of IMASIP based on your own will? Question 2: What are the motivations and goals that make you run for the Chairperson or Representative of IMASIP? Question 3: How was the IMASIP PEMIRA (Pemilihan Raya or election day) process at that time? Open recruitment, election and announcement.

KE04
Going well with competitive and fair competition.

KE05
Going smoothly through the election process.

When they became the Chairperson and
Vice-chairperson. In Question 4, the same pattern is seen in Question 2, namely, KE01 and KE03 have the same 'unexpected' perception and WK02, KE04, and KE05 have 'trusted' perceptions so that they can explore themselves further. In Question 5, support from the surroundings was obtained from the five informants, both internally and externally. Question 4: What was your opinion when you were elected as Chairman or Representative of IMASIP?  Parents: They are also happy with the achievement, and also remind always to maintain an attitude (don't be arrogant, don't be bossy, etc.).
Lecturer: (It seems) they used to have fun, yes, because before becoming a chairman, there was a closeness with them so that it was more accessible in terms of coordination.
Peer group: I am happy, and of course, they always oversee my journey for the next one year (this has agreed to the nomination, so if I go forward, they must be willing to take criticism and suggestions as long as I am chairman).
Friends in the same department: You are happy, you are also giving trust and, of course, you are also giving advice, especially from your seniors and generation. WK02 Shocked, happy and encouraged me. KE03 Parents feel proud, and lecturers give congratulations and enthusiasm. Peer groups are convincing for the right list to receive. They are very supportive, classmates rely on IMASIP even better, and younger siblings certainly give congratulations.

KE04
Overall, they have the full support and trust of these people because they already have a good and relevant track record.

KE05
They support and want to be with me to manage this organization. Maybe some people don't support me, but I don't care.
Question 6: When you were chosen, did you already know how to lead an organization? (If answering Yes, please provide a reason, and if answering no, please provide a reason)  Yes, but only the basic to support the needs of making essays. WK02 Yes, but only a few. A leader is someone who is able to arouse the spirit of his team. KE03 No. Because at that time, I didn't think about finding a theory. But more to ask the experience of senior level. KE04 Yes, because I'm used to reading selfimprovement reading. KE05 Yes, because I once took a leadership seminar.
Questions 6 and 7 reveals that the five informants already knew how to lead the organization. However, in Question 7, KE03 revealed that the informant did not know the theories of leadership. This question needs to be elaborated into open-ended questions that reveal what theories the five informants know.
Question 8: What innovation (or breakthrough) did you implement for IMASIP? please give a reason A major reorganization of structure, bureaucracy, Key Performance Indicators, publishing and publication, internalization and externalization, and bylaws. I made these innovations conceptually and also in the form of technical work programs. It aims to improve and develop the organization as a whole in a short period of 1 (one) year of management (read: reform) for the good of the organisation's continuation afterwards. KE05 Orderly administration by making SOPs, profit-sharing mechanism with creative business bureaus, and conducting quality control of existing work programs.
Question 9: How do you manage yourself in the face of difficulties and resolve difficulties or problems in leading IMASIP? Question 8 reveals that there are connections, contributions, and collaborations with KE01 informants, according to the Olson and Singer (2004) criteria, whereas Question 9 reveals the informants' priority constraints.
After becoming the Chairperson and Vicechairperson. Question 10 reveals that being the Chairperson and Vice-chairperson does not affect the study. However, KE04 stated that being the Chair helped him to be more accustomed to speaking in public and active in class.
Question 10: Did leading IMASIP influence your study? (If answering Yes, please provide a reason, and if answering no, please provide a reason). No. Because I am the type who understands the class lessons, so if you pass the exam just stay overnight racing system and even though the next few days so forget again. WK02 No. I manage my time well so that everything can run smoothly without any significant problems. KE03 No, because it has its own way to stay good in academia.

KE04
Yes, making me more accustomed to speaking in public helps me to be active in class.

KE05
Not really. I separate college from the organization, and each has the same portion Question 11 expresses the SWOT analysis used in the library-planning process (or any organization). SWOT analysis is a tool that helps organizations to assess the overall position of the organization relative to constituents, users and competitors. The SWOT analysis results can be used as the main input for the long-term planning process to develop key strategic goals and initiatives. Question 12 provides suggestions for future IMASIP leadership. Question 11: Please explain the SWOT analysis (Strengths, weaknesses, opportunities and threats) when you lead IMASIP in one period; please explain     The analysis of some of the above, especially the results of the analysis of 12 closed-ended questions for Questions 6 and 7, shows that the informants selected to be leaders in IMASIP FIB UI did not yet have good knowledge of leadership. Therefore, seminars and training on leadership must be developed and improved among students since they enter the world of lectures. This is very important to prepare leaders in the future because doing so can increase students' readiness to lead so that they can become provision is needed to improve the organisation's performance and increase connections, contributions, and collaboration as important steps to advance the nation. Based on the results of the analysis, we also found that efforts can be made to improve the quality of leadership among students in addition to developing and improving seminars and training on leadership, namely, by taking the quiz 'Evolving Leadership Practices Assessment' (Olson and Singer, 2004) one of the requirements in the process of selecting leaders.

Conclusion and Suggestion
This research contributes in three ways. First, this study presents an analysis of the results of the quizzes 'Evolving Leadership Practices Assessment' by Olson and Singer (2004), distributed by the Chairperson and Vicechairperson of the Library Science Student Association (IMASIP), Faculty of Humanities, Universitas Indonesia (FIB-UI).
Two informants-the Chairperson and Vicechairperson of IMASIP in 2016-received scores that were in Category 1; two informants-the Chairpersons of IMASIP in 2017 and 2018-received scores that were in Category 2; and one informant, the Chairperson of IMASIP in 2019, received a score in Category 3 (see Table 4). This shows and supports the assumption that age and years of leadership will affect the IMASIP FIB-UI scores, which further research must examine.
Second, the results of the assessment of the Chairperson and Vice-chairperson of the IMASIP FIB-UI Daily Management Board found that the Chairperson of IMASIP in 2019 obtained an average score higher than those in previous years. This research suggests that the highest-ranking Daily Management Board can maintain the Chairperson and Vice-chairperson's average value of IMASIP FIB-UI. The lowest ranking Daily Management Board can improve performance by connection, contribution and collaboration.
Finally, this study also interviewed five informants with 12 closed-ended questions that have the potential to be elaborated into open questions to explore ideas and examples of behaviour from the Chairperson and Vice-chairperson of IMASIP FIB-UI.
In this study, several limitations were identified. First, this research was conducted in one of the many student associations at universities in Indonesia. Second, this research was conducted merely at a specific time and sample, such as interviewing and giving four students assessments before the pandemic. Third, the understanding and literature on youth leadership are very limited in the Indonesian context, so that further study is needed based on the correlation of demographic characteristics with a larger sample in the context of youth leadership.
In addition, efforts were found to build and improve leadership among students by developing and improving seminars and training in leadership, to prepare students who have a role as the successors of the nation's leadership, and by making the quiz 'Assessment of Evolving Leadership Practices Assessment' (Olson and Singer, 2004) a basis for consideration and requirements in the process of selecting leaders, of improving the quality of leadership. This research is expected to be a reference for further research on a larger scale.