Industrial or vocational training Books
Elsevier Health Sciences Medical Education in Psychiatry An Issue of
Book Synopsis
£66.59
Elsevier - Health Sciences Division Coaching in Medical Education
Book SynopsisTrade Review"This book fills an important niche: it reviews accepted coaching theory and highlights the important role of coaching in the development of the adaptive, lifelong learner." ©Doody's Review Service, 2022, Stasia Reynolds, MD (Johns Hopkins Bayview Medical Center)Table of ContentsForeword Acknowledgments Chapter 1 Coaching in the Academic Environment- (across continuum)- business case Chapter 2 Coaching model -towards MAL - (informed self-assessment)- different level of learners- remedial to advanced Chapter 3 Coaching competencies Chapter 4 How to coach (chapters 2,3), individuals, team, peer Chapter 5 Applications of coaching (well being, leadership, career development, academic, during change- acute uncertainty) Chapter 6 Coaching and Diversity- Ethics of coaching- equity- diversity Chapter 7 Specific examples chapters (Chapter 7)- UME, GME, Chapter 8 Coaching Assessment and Program Outcomes Chapter 9 Research agenda and future of coaching- bring back the business case and continue to generate evidence Glossary Index
£44.09
Open University Press On Training To Be A Therapist
Book SynopsisâœIt is rare for a book to tackle the range of problems and difficulties counsellor training involves in such a comprehensive manner, it is rarer still for the style of writing to engage the reader as this book manages to do... I wish this book had been available when I was a student.â Counselling and Psychotherapy JournalâœHow do I get through this?â is one of the questions that counselling and psychotherapy students most often ask themselves: John Karter has answered this and many other fundamental questions in his book.Undoubtedly there are many pressures upon students but the process can and should be an enjoyable. Written from a âœstudentâs-eye viewâ this book explores the professional and personal difficulties that may be encountered and offers practical advice on how to avoid problems where possible and overcome them when necessary. From start to finish, the pitfalls are highlighted in order that students can seek help when and where it is needed. The Trade Review"As course director of the Diploma in Counseling at Birkbeck College, I am frequently fielding enquiries from prospective students eager to embark on a career in counseling and often recommend this book so that they are better prepared for the harsh realities of training, then working, as a counselor. I wish this book had been available when I was a student." - Clive CarswellTable of ContentsForeword by Michael JacobsIntroductionFacing up to mission impossibleA change for the better?The art of survival on the long and winding roadThe dangers in playing it by the bookSuper-vision syndrome and how to avoid itCautionslow go area aheadUp close and personalThe bitter-sweet taste of freedomBibliographyIndex.
£21.84
Cengage Learning, Inc Those Who Can Teach
Book SynopsisTake a close look at the challenges, realities and rewards of teaching today as Ryan/Cooper/Bolick/Callahan's THOSE WHO CAN, TEACH, 15E helps you make an informed decision about entering today's teaching profession. This edition's highly acclaimed author team draws from current research and multiple sources to pose the question "Why Teach?" A reader-friendly presentation takes a candid look at the importance of teaching, using compelling narratives, biographies, profiles and interviews with top educators. Video cases portray real teaching experiences and new discussions address technology in use with 2020 pandemic school shutdowns and critical topics, such as bullying, high-stakes testing and education reform. Engaging content corresponds to the latest professional teaching standards with digital downloads that offer teaching tools. The authors invite you to carefully consider the rewards, positive challenges and inspiring experiences that form today's high-impact teaching career.Table of ContentsPreface. So Let's Get Started. Part I: SCHOOL AND STUDENTS. 1. Why Teach? 2. What Is a School and What Is It For? 3. Who Are Today's Students in a Diverse Society? 4. What Social Problems Affect Today's Students? 5. What Is Taught? Part II: TEACHERS. 6. What Makes a Teacher Effective? 7. What Should Teachers Know about Technology and Its Impact on Schools? 8. What Are the Ethical and Legal Issues Facing Teachers? Part III: FOUNDATIONS AND THE FUTURE. 9. What Are the Philosophical Foundations of American Education? 10. What Is the History of America's Struggle for Educational Opportunity? 11. How Are Schools Governed, Influenced, and Financed? 12. How Should Education Be Reformed? Part IV: THE TEACHING PROFESSION. 13. What Are Your Job Options in Education? 14. What Can the New Teacher Expect? 15. What Does It Mean to Be a Professional? Before You Close the Book. Appendix. Endnotes. Glossary. Index.
£66.49
Cengage Learning, Inc Educating Exceptional Children
Book SynopsisTable of ContentsPart I: INTRODUCTION, HISTORY, AND SOCIAL FORCES IN SPECIAL EDUCATION. 1. Children and Youth with Exceptionalities and Their Families. 2. Children and Youth with Exceptionalities and Social Institutions: Government, Courts, and Schools. Part II: HIGH-INCIDENCE EXCEPTIONALITIES. 3. Early Intervention Supports and Services. 4. Children and Youth with Intellectual Disabilities. 5. Children and Youth with Autism Spectrum Disorders. 6. Children and Youth with Learning Disabilities. 7. Children and Youth with Attention Deficit Hyperactive Disorders. 8. Children and Youth with Emotional and Behavior Disorders. 9. Children and Youth with Communication, Language, and Speech Disorders. 10. Children and Youth with Gifts and Talents. Part III: LOW-INCIDENCE EXCEPTIONALITIES. 11. Children and Youth with Deafness and Hearing Impairments. 12. Children and Youth with Visual Impairments. 13. Children and Youth with Physical Disabilities, Health Impairments, and Multiple Disabilities.
£65.54
Cengage Learning, Inc Teaching for Student Learning
Book SynopsisTEACHING FOR STUDENT LEARNING: BECOMING A MASTER TEACHER, Fourth Edition, offers practical tools, skills and advice that pre-service and in-service teachers can implement immediately. Written by a team of experienced educators and authors, this trusted text promotes ambitious and powerful teaching and high levels of engagement and interaction. Ideal for both current and aspiring educators, this innovative text helps readers achieve their goals by focusing on essential teaching tasks and covering topics such as instruction, assessment and classroom management. The text also aids in teacher preparation by emphasizing get-the-job-done problem-solving skills and focused advice. Modules are presented in an easy-to-read and -reference format, giving readers ready access to the fundamental information and professional insights today's teachers need to succeed. The current edition also features a strong focus on interactivity, with videos embedded directly within the eBook to facilitate multimTable of ContentsPreface. 1. Reflective Teaching for Student Learning. 2. Understanding Student Differences. 3. Teaching Every Student in Your Classroom. 4. Responsive Classroom Environments. 5. Planning Instruction. 6. How to Teach. 7. Assessing Student Learning. 8. Understanding School Culture. 9. School Effectiveness: Governance, Funding and Oversight. 10. Educational Law and the Ethics of Teaching. 11. Professionalism in Teaching and The First Year.
£59.84
Taylor & Francis Ltd Balancing Acts
Book SynopsisThis book examines the philosophy and constructs of counselling training and the means by which students and trainers manage the complex demands placed upon them during the training process. The three main sections of the book explore key aspects of * being trainers : the pressures and stresses involved, issues of gender and power; the complexities of co-training * elements of training : academic and voluntary settings; negotiated and reflective learning; assessment; issues arising from the functions of groups * experiences of being trainees : first hand accounts from practitioners of the challenges they faced in their training. The counsellors, trainers and supervisors who share their research and experience as reflective practitioners provide a clear analysis of the balancing act involved in any adult learning.Table of ContentsList of contributors, INTRODUCTION, 1 On the tightrope, 2 The stresses of being a counselling trainer, 3 Issues of power for women counselling trainers, 4 The co-training relationship, 5 Reflective learning, 6 Negotiated learning and assessment, 7 Groups in counselling training, 8 Volunteers, professionalisation and training, 9 Training volunteers in a non-counselling setting, 10 Training by telephone, 11 An academic invalid in a world of academic excellence, 12 A trainee’s experience of trauma, 13 Healing the ‘wounded healer’, 14 Rainbows and shadows, Index
£74.09
Taylor & Francis Ltd (Sales) Using Story
Book SynopsisStory is everywhere in human lives and cultures and it features strongly in the processes of teaching and learning. Story can be called narrative, case study, critical incident, life history, anecdote, scenario, illustration or example, creative writing, storytelling; it is a unit of communication, it is in the products of the media industries, in therapy and in our daily acts of reflecting. Stories are ''told'' in many ways - they are spoken, written, filmed, mimed or acted, presented as cartoons and in new media formats and through all these, they are associated with both teaching and learning processes but in different ways and at different levels. As a result of growing interest and simultaneous confusion about story, it is timely to untangle the various meanings of story so that we can draw out and extend its value and use.Using Story aims to clarify what we mean by story, to seek out where story occurs in education and life and to explore the processes bTable of Contents@contents: Preface Part 1: Some Introductory Ideas 1. Introduction: Bringing Story into Education and Professional Development 2. The Multiple Dimensions of Story Part 2: Theory - Story and Human Functioning 3. Learning and the Understanding of Stories 4. The Deployment of Meaning in Story 5. Social, Cultural and Communication Functions of Story 6. Taking Stock: Reflecting on Insights and the Educational Roles of Story Part 3: Story in Higher Education and Professional Development: A Treasury of Ideas 7. Enhancing Thinking and Learning Processes with Story 8. Stories of Experience in Personal and Professional Development 9. Story as Case Study, Scenario and Critical Incident 10. Story for Promoting Change 11. Story and Research 12. Uses of Fiction in Education 13. Oral Storytelling in Education 14. New Ways with Story Index References
£27.54
Pearson Education Performing Engineering Operations Level 1
Book SynopsisOur Candidate Handbook for Level 1 provides highly illustrated content and is designed to appeal to learners at this level and provide them with the tools to succeed.
£34.95
John Wiley & Sons Inc Educating Nurses
Book SynopsisSince the last national nursing education study forty years ago, profound changes in science, technology, patient activism, the market-driven health care environment, and the nature of nursing practice have all radically transformed nursing education.Trade Review'An excellent read for nurses seeking to improve their teaching in practice.' - Nursing Standard; Sept, 2011Table of ContentsForeword ix Acknowledgments xv The Authors xix Introduction 1 PART ONE Transformation, Crisis, and Opportunity 17 1. A Profession Transformed 19 2. Teaching and Learning in Clinical Situations 41 3. Teaching and Learning in the Classroom and Skills Lab 63 4. A New Approach to Nursing Education 81 PART TWO Teaching for a Sense of Salience 93 5. Paradigm Case: Diane Pestolesi, Practitioner and Teacher 97 6. Strategies for Teaching for a Sense of Salience 109 PART THREE Integrative Teaching for Clinical Imagination 127 7. Paradigm Case: Lisa Day, Classroom and Clinical Instructor 131 8. Developing a Clinical Imagination 143 9. Connecting Classroom and Clinical Through Integrative Teaching and Learning 155 PART FOUR Teaching for Moral Imagination 165 10. Paradigm Case: Sarah Shannon, Nurse Ethicist 169 11. Being a Nurse 177 12. Formation from a Critical Stance 201 PART FIVE A Call for Radical Transformation 211 13. Improving Nursing Education at the Program Level 215 Appendix: Methods for the Carnegie National Nursing Education Study 231 References 239 Index 249
£37.04
John Wiley & Sons Inc Teaching Psychiatry Putting Theory into Practice
Book SynopsisIn psychiatry, as in all of medicine, clinicians are frequently involved in training students and residents yet few have themselves been trained in pedagogy. Improving the quality of psychiatric education should both improve the quality of psychiatric care and make the profession more attractive to medical students.Trade Review"This book deserves our attention since it covers a very important topic and sheds light on common predicaments of our profession. There are summary tables in each section, which makes it an easy and interesting book to read. This is a bedside book for every psychiatrist who is responsible for educating others, particularly for the ones working in academic settings and training hospitals" (Turkish Journal of Psychiatry, August 2011) "It will be rewarding reading for any psychiatrist interested in education and required reading for medical school psychiatry leads." (The Psychiatrist, August 2011) "Written by experts in psychiatric education, this work addresses the well-understood methods for teaching and learning the practice of psychiatry." (Doody's, October 2011) "In this valuable international perspective on teaching psychiatry, Gask (U. of Manchester, UK), Coskun (U. of Kocaeli, Turkey), and Baron (U. of Southern California School of Medicine, Los Angeles, US) advocate improvements in psychiatric education to address the recruitment crisis in the field and help reduce the stigma attached to mental illness even among medical students." (Booknews, April 2011)Table of ContentsContributors vii Foreword ix 1 Overview: The Need for Improvements in Psychiatric Education 1Linda Gask, David Baron and Bulent Coskun 2 Recruitment of Psychiatrists: the Key Role of Education 5Cyril Höschl and Jon van Niekerk 3 Ethical Issues in Teaching Psychiatry 19Driss Moussaoui 4 Developing a Medical Student Curriculum in Psychiatry 27Nisha Dogra, Cyril Höschl and Driss Moussaoui 5 Teaching Behavioural Sciences 47Bulent Coskun 6 Problem-Based Learning and Psychiatric Education 61Raja Vellingiri Badrakalimuthu, Rob van Diest, Maarten Bak and Hugo de Waal 7 Psychiatric Residency Curriculum: Development and Evaluation 77Amanda B. Mackey and Allan Tasman 8 Acquisition of Psychiatric Interviewing Skills 97Linda Gask 9 Teaching Psychotherapy in the Classroom and in Supervision 109Glen O. Gabbard 10 Teaching Psychotherapy: Case Discussion Groups 117Mark Oliver Evans 11 Teaching Research Methods: ‘Doing Your Own Research’ 125David P. Goldberg 12 Teaching Psychiatry Students About Cultural Diversity 135Nisha Dogra and Niranjan Karnik 13 Teaching Psychiatry in Primary Care 153Linda Gask, Bulent Coskun and Rodolfo Fahrer 14 The Standardized Patient 167Michael Curtis and David Baron 15 Patients as Teachers: Involving Service Users 177Rex Haigh and Kath Lovell 16 Technology for Psychiatric Educators 191Sheldon Benjamin and Maria Margariti 17 Assessment in Psychiatric Education 213Brian Lunn, Maria R. Corral and Adriana Mihai 18 The Support and Welfare of the Student 231Michael F. Myers 19 Psychiatrist Educators 247David Baron and Bulent Coskun Index 261
£65.66
John Wiley & Sons Inc Dyslexia in Adults Education and Employment
Book SynopsisWhat is dyslexia and hown is it assessed in adults? What is the most appropriate training for those who work with dyslexic people? This comprehensive guide is for professionals working with adults with dyslexia in the learning and working environment.Trade Review"At last a truly valuable resource for all professionals workingwith adult dyslexics in the learning and work environment,experienced or not...this text is so user-friendly..." (DyslexiaReview. Autumn 2001) "...Overall, the book proves accessible, academically rigorous andexceptionally engaging..." (British Journal of EducationalPsychology)Table of ContentsAbout the Authors. Preface. Education and Employment: Issues for Adults with Dyslexia. Screening, Assessment and Support. Training for Training. Dyslexia and the Workplace. Strategies for Learning. Disaffection, Defiance and Depression. 'The Whole of the Moon'. Speak for Yourself. Reaching Out. Appendix 1: Tests for Dyslexia. Appendix 2: Sample Dyslexia Training Evaluation Form. Glossary of Acronyms and Abbreviations. Glossary of Terms. References. Index.
£46.76
The University of Michigan Press Making Academic Presentations
Book SynopsisThe ability to give a successful presentation in an academic setting is critical to success both on and off campus. Making Academic Presentations describes the five moves, or parts, of a typical presentation and provides examples of language that can be used to successfully accomplish these moves.Table of Contents Introduction 1. What is a Presentation? Audience Purpose 2. Presentation Moves Move 1: Starting the Presentation (the Introduction) Move 2: Flowing Through the Presentation (the Body) Move 3: Using Visual Aids Move 4: Concluding the Presentation (the Conclusion) Move 5: Managing the Q & A 3. Other Considerations Overcoming Nervousness Non-Verbal Communication Pronunciation and Paralinguistics 4. Presentation Projects Appendix 1: Rubrics and Evaluation Forms and Ideas Extra Reading
£19.90
The University of Michigan Press Asian American X
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£19.90
LUP - University of Michigan Press Developmental Programming for Infants and Young
Book Synopsis
£9.32
Wiley Management Development Strategy and Practice
Book Synopsis* Provides a strategic, practical and analytical approach to management development. * Encourages the reader to apply techniques and come up with their own solutions. .Table of ContentsList of Figures. List of Tables. List of Exhibits. Acknowledgements. Part I: The Purpose of Management Development. 1. Management Development: Purposes, Processes and Prerequisites. 2. Management Development and Organizational Strategy: Justifying and Evaluating the Business Focus. 3. Supporting Individual Managerial Careers. Part II: Identifying Development Needs. 4. Understanding Managerial Work, Roles and Competences. 5. Methodologies for Analysing Managerial Roles and Competences. 6. Analysing Individual Development Needs. Part III: Management Development Interventions. 7. The Managerial Learning Process and its Context. 8. Using Formal Off the Job Management Development. 9 Work-based Management Development Methods: Informal and Incidental. Part IV: Meeting Different Management Development Needs. 10. Management Development for Professionals. 11. Management Development for Women. 12. Management Development for International Managers. 13. Executive Development and the Top Team. Index.
£28.49
MP-KAN Uni Press of Kansas The Making of Reverse Discrimination How DeFunis
Book SynopsisOffers a fresh and incisive analysis of the legal-judicial discourse of DeFunis v. Odegaard (1974) and Regents of the University of California v. Bakke (1978), the first two cases challenging race-conscious admissions to professional schools to reach the US Supreme Court.Trade ReviewAfter 2020's summer of Floyd demonstrations, the subject of racial justice is solidly back on the national agenda. This fine exercise in legal detective work reveals with chilling forensic clarity how the 1974 DeFunis and 1978 Bakke cases were manipulated to consolidate the bogus concept of 'reverse discrimination,' thereby eviscerating equal protection for people of color and setting back for decades the struggle against systemic racial injustice in the United States. We can only hope that Ellen Messer-Davidow's brilliant exposé will contribute to reinstituting the betrayed imperative of dismantling ongoing white supremacy and one day achieving a racially egalitarian society." —Charles W. Mills, distinguished professor of philosophy, Graduate Center, City University of New York"The history of affirmative action efforts to redress racial imbalances in college admissions has been chronicled before, but never with the massive detail and theoretical sophistication Ellen Messer-Davidow deploys in this important new book. The issue of the law and racial justice continues to plague us, and Messer-Davidow's analysis of cases from the 1960s and 1970s is entirely relevant to our situation today." —Stanley Fish, Floersheimer Distinguished Visiting Professor of Law, Benjamin N. Cardozo School of Law, Yeshiva University"The Making of Reverse Discrimination is a deep-dive into the foundational court cases of affirmative action's early history, DeFunis v. Odegaard and Regents of University of California v. Bakke, cases that have shaped the legal landscape for race-inclusive admissions for over forty years but are not fully understood in detail. Using insights from history, sociology, and critical literary studies, Messer-Davidow expertly illustrates how these anti-affirmative action cases constructed white victims and excluded minority interests, setting a precedent for future cases. Placing these cases in a broader social and discursive context, this book is an excellent read for scholars of affirmative action, higher education, and the law." —Amaka Okechukwu, author of To Fulfill These Rights: Political Struggle over Affirmative Action and Open Admissions
£28.76
MP-KAN Uni Press of Kansas Graduate Students at Work
Book SynopsisSpeaking from personal experience as well as reporting research findings, the contributors of Graduate Students at Work illustrate the significant expertise that graduate students are asked to enact in their time-intensive jobs as teachers, researchers, and administrators, even as they are kept in poverty wages.Trade Review"Brown’s collection captures the long road of labor exploitation that got us here as well as the unique challenges and opportunities graduate students face in the present moment. The authors explore the emotional, material, and intellectual consequences of capitalism for higher education, creating a vital resource for current and potential graduate students, for the labor organizers who support them, and for the teachers and administrators ready to be allies. This is both a scholarly and a narrative text, accessible and thought-provoking."—Amy Lynch-Biniek, professor of English, Kutztown University"The contributions Tessa Brown’s Graduate Students at Work: Exploited Scholars of Neoliberal Academia makes to the field are significant. The book centers on the original research of current and recent graduate students rather than presenting them as other people’s participants, giving it an authority and an ethical gravitas I can’t applaud loudly enough. The primary research covers a huge range of territory where all too often demands for ‘data’ stall advocacy efforts. I am profoundly grateful that this book exists."—Seth Kahn, professor of English, West Chester University"Recent world events have irreparably influenced how labor dynamics operate within different industries. Tessa Brown has pulled together a brilliant slate of contributors to collectively author a definitive exploratory text that (re)contextualizes graduate students as ‘entry-level academic laborers’ within contemporary higher education. Each original contribution to the book studies this overarching framing of work and labor, whether through empirical study, reflective essay, or commentary. Moreover, the authors present exhaustive rebuttals and thoughtful analyses that dismantle many academic leaders’ and policymakers’ understanding of graduate students as ‘only’ students. This volume is important reading for any person considering, guiding, or participating in higher education and hoping to transform the field in ways that better recognize, compensate, and value the individuals that are doing the essential work that perpetuates the best version of what higher education can be in a society."—Demetri L. Morgan, associate professor of higher education, Loyola University ChicagoTable of ContentsIntroduction: Graduate Students are Hyper-Exploited, Tessa Brown Part I: Labor at the MarginsInterlude 1. Levels to This Sh*t: Layers of Graduate Student Labor, Khadeidra Billingsley1. “I Have to Go Wherever There’s an Opportunity”: Graduate Students’ Experiences of Placelessness and Writing, Charlotte Kupsh and Zoe McDonaldInterlude 2. Invisible Marginalization in Academia, Samah ElbelaziInterlude 3. Invisible Labors and Entangled Emergence, Andrew Hollinger2.“Like I’m ‘The Man’”: Graduate Student Administrators’ Experiences, Talinn Phillips, Paul Shovlin, and Megan TitusInterlude 4. The Ethics of Progressive Internships, Meagan Gacke-Reed3. “It’s Dangerous to Go Alone”: Explorations of Unbalanced Labor and Mentorship in a Blended Learning Doctoral Program, April Cobos and Megan MizePart II: The Labor of Teaching and Research4. Will This Take Me Anywhere? Investing Time in Graduate Student Teaching, Elliot ShapiroInterlude 5. Establishing Ethos for a Translingual GTA—The Unwritten Labor, Anis Rahman5. Learning to Teach, Teaching to Learn, Sara Austin and Kelly MorelandInterlude 6. Mothering and Laboring as a Graduate Student and Teacher, Alma VillanuevaInterlude 7. Parenting while Researching? It Takes Support, Kid-Friendly Systems, and a Lot of Luck, Jacqueline M. Kory-WestlundPart III: The Labor of “Professionalization”Interlude 8. The Professoriate Is a Job, Sarah Welsh6. Scholar-Selves in the Managerial University: The Hidden Labor of Disciplinary Identity Formation in the Doctoral Journey, Adam HaleyInterlude 9. Ethically Honoring Graduate Student Expertise through Joy Projects Conclusion: The Future of the Neo-Confederate Museum, Jaclyn Fiscus-Cannaday and Allison Hutchison7. Chinese Doctoral Students’ Perceptions of Employability in the United States: cultivating Preparedness for a Challenging World, Xueshuang Wang, Weiyan Xiong, and Huiyuan YePart IV: Organizing LaborInterlude 10. Paying to Teach: A Profile of California State University System English Department Graduate Teaching Associate Programs, Martha Althea Webber8. “Fees Are Wage Theft”: Graduate Labor Unions Confronting the Neoliberal University, Jonathan IsaacInterlude 11. A How-To guide for Combating the Invisibility of Graduate Student Parents, Alex Hanson9. “We’ll Be Taking This with Us”: Relationality and Idealism in Three Graduate Student Locals, Anicca CoxAfterword: Striking for a Safer Campus Community, Kalena Thomhave and Matt SehrsweeneyAbout the ContributorsIndex
£23.70
Research & Education Association Paramedic Flashcard Book Online EMT Test
Book Synopsis
£16.16
Research & Education Association TExES Social Studies 712 232 Book Online Texes
Book Synopsis
£35.96
Research & Education Association EMT Emergency Medical Technician Crash Course
Book Synopsis
£19.76
Kogan Page Ltd The Complete Facilitators Handbook
Book SynopsisJohn Heron John Heron was the founder and director of the Human Potential Research group at the University of Surrey until recently. He was also a training consultant.Trade ReviewCombining a strong theoretical content, including a comprehensive group dynamic theory, with a repertoire for practical action this guide provides the foundations for building effective and successful skills to suit the facilitator's personality and closely match situations encountered.Table of ContentsDimensions and modes of facilitation; authority, autonomy and holism; whole person learning; the group dynamic; the planning dimension; the meaning dimension; co-operative inquiry; peer review audit; peer support groups; the confronting dimension; the feeling dimension; charismatic education and training; the structuring dimension; varieties of the experiental learning cycle; the valuing dimension; learning to be a whole person; approaches to social change; the creation of a facilitative style. Appendix: the manager as facilitator.
£37.99
Kogan Page Ltd Understanding Facilitation
Book SynopsisDr Christine Hogan is a professional facilitator, educator and author. She is committed to helping people to learn how to facilitate and to enhance innovations in facilitation through reflective practice, networking and research. Her consultancy work in Australia, Asia and the Pacific focuses on personal, organisational and community development. Christine has worked in Kiribati (in the Pacific), Lao PDR, Bhutan, Myanmar, Mongolia, Nepal and Hong Kong.Table of Contents Chapter - 00: Introduction; Chapter - 01: Setting the scene: the emergence of the field of facilitation; Chapter - 02: Development of facilitation in management; Chapter - 03: Development of facilitation in education and training; Chapter - 04: Development of facilitation in community development; Chapter - 05: Definitions and metaphors of facilitation; Chapter - 06: Models of facilitation; Chapter - 07: Definitions of co-facilitation; Chapter - 08: Basic theories and concepts of group work; Chapter - 09: Facilitating culturally diverse groups; Chapter - 10: Facilitation and technology; Chapter - 11: Professionalism and ethics
£28.49
Kogan Page Ltd Practical Facilitation
Book SynopsisDr Christine Hogan is a professional facilitator, educator and author. She is committed to helping people to learn how to facilitate and to enhance innovations in facilitation through reflective practice, networking and research.Table of Contents Chapter - 00: Introduction; Chapter - 01: Consulting with clients; Chapter - 02: Beginning a workshop: contracting, icebreakers and developing trust; Chapter - 03: Basic facilitation toolkit; Chapter - 04: Processes to involve all the senses; Chapter - 05: Cross-cultural and diversity issues; Chapter - 06: Difficult situations; Chapter - 07: Creative and reflective processes; Chapter - 08: Facilitating meetings; Chapter - 09: Planning processes; Chapter - 10: Facilitating creativity; Chapter - 11: Problem solving and decision making; Chapter - 12: Developing workable relationships; Chapter - 13: Facilitating outdoor learning; Chapter - 14: Facilitating distributed teams using technology; Chapter - 15: Facilitating endings; Chapter - 16: Evaluation; Chapter - 17: Ongoing learning and maintenance
£42.74
Kogan Page Ltd The Group Trainers Handbook
Book SynopsisDavid Leigh is Director of his own management and training consultancy Prospects Unlimited. He is a qualified barrister, trainer and writer.Table of Contents Chapter - 00: Introduction; Section - ONE: Design and development; Chapter - 01: Introduction to the training process; Chapter - 02: Setting objectives; Chapter - 03: Developing a lesson plan; Chapter - 04: Training methods; Section - TWO: Delivery and training skills; Chapter - 05: Questions and responses; Chapter - 06: Managing difficult behaviours; Chapter - 07: Building rapport; Chapter - 08: Using your voice; Chapter - 09: Giving and receiving feedback; Chapter - 10: Non-verbal communication; Chapter - 11: Coping with stress; Chapter - 12: Visual support; Chapter - 13: The training environment; Chapter - 14: Evaluating training; Chapter - 15: Checklists
£37.99
Kogan Page Ltd 101 Learning and Development Tools
Book SynopsisKenneth Fee has worked in learning and development for 25 years, as a trainer, consultant, manager, and writer, among other roles. He has an MA degree in social science, an MBA, certificates in training and in assessment, a professional diploma in training management, and he is a Chartered Fellow of CIPD and a Fellow of CMI.Table of Contents Chapter - 23: The talent web; Chapter - 24: The succession planning cycle; Chapter - 25: Devising and using standards of competence; Chapter - 26: Board-level development: a needs audit; Chapter - 27: Learning methods and styles grid; Chapter - 28: Learning methods choice matrix; Section - TWO: Planning learning; Chapter - 29: The six essential elements of a learning strategy; Chapter - 30: Using the learning and development cycle to plan learning interventions; Chapter - 31: A step-by-step guide to planning a learning event; Chapter - 32: Personal development planning; Chapter - 33: Using different approaches to learning and development; Chapter - 34: Criteria for choosing a learning approach; Chapter - 35: A checklist for procuring learning services; Chapter - 36: Outsourcing versus insourcing; Chapter - 37: The four phases of knowledge management; Chapter - 38: The three component parts of e-learning; Chapter - 39: The five models of e-learning; Chapter - 40: Learning design: the five dimensions; Chapter - 41: The route map model for e-learning design; Chapter - 42: A classification of e-learning technologies; Chapter - 43: What to look for in a digital learning platform; Chapter - 44: Checklist – 10 things to look out for when dealing with e-learning vendors; Chapter - 45: What to look for in a learning and development consultant; Chapter - 46: What to look for in learning materials; Chapter - 47: Working with union learning representatives; Chapter - 48: Using qualifications; Chapter - 49: Reference list of learning and development methods; Section - THREE: Implementing learning; Chapter - 50: Icebreakers; Chapter - 51: Coaching – tips and pitfalls; Chapter - 52: Facilitation – tips and pitfalls; Chapter - 53: Lecturing – tips and pitfalls; Chapter - 22: The five aspects of talent management; Chapter - 21: Knowledge management: distinguishing data, information and knowledge; Chapter - 20: Neuro-linguistic programming; Chapter - 19: Gardner’s multiple intelligences; Chapter - 18: Emotional intelligence; Chapter - 17: Accelerated learning; Chapter - 16: The learning value chain; Chapter - 15: How to develop a learning organization; Chapter - 14: How to develop a learning culture; Chapter - 13: Johari window; Chapter - 12: Overcoming barriers to learning; Chapter - 11: Rose’s learning styles; Chapter - 10: Honey and Mumford’s learning styles; Chapter - 09: Kolb’s experiential learning cycle; Chapter - 08: Informal and non-formal learning; Chapter - 07: Bloom’s taxonomy of learning domains; Chapter - 06: The learning curve; Chapter - 05: Performance analysis quadrant; Chapter - 04: Identifying organizational learning needs: a step-by-step approach; Chapter - 03: L&DNA grids; Chapter - 02: Understanding learning, development, education and training; Section - ONE: Learning needs analysis; Chapter - 01: The learning and development cycle; Chapter - 00: Introduction; Chapter - 54: How to mentor someone; Chapter - 55: How to organize work-based learning; Chapter - 56: Guided practice; Chapter - 57: Putting together action learning sets; Chapter - 58: Setting up a community of practice; Chapter - 59: The seven pillars of a corporate university; Chapter - 60: Preparing a lesson plan; Chapter - 61: Preparing to deliver a course: a checklist; Chapter - 62: Tips for team teaching; Chapter - 63: 360-degree feedback; Chapter - 64: Psychometric instruments for development rather than assessment; Chapter - 65: Innovative approaches to learning; Chapter - 66: Using storytelling in learning and development; Chapter - 67: Games, and learning through play; Chapter - 68: Simulation; Chapter - 69: Volunteering-based learning; Chapter - 70: Development centres; Chapter - 71: Assessing and recording competence; Chapter - 72: Learning logs and contracts; Chapter - 73: Guided reading; Chapter - 74: Appreciative inquiry; Chapter - 75: Networking via professional bodies; Chapter - 76: Outplacement services; Chapter - 77: Blended learning models; Chapter - 78: Social networking and collaborative tools; Chapter - 79: Checklist for setting up a learning centre; Section - FOUR: Evaluating learning; Chapter - 80: Costing learning; Chapter - 81: Assessing learning; Chapter - 82: Talent management and development: the GE nine box model; Chapter - 83: Quality management of learning: the diamond model; Chapter - 84: Applying quality management tools to learning; Chapter - 85: Making a business case for learning and development; Chapter - 86: Internal marketing of learning and development; Chapter - 87: How to get value from a corporate university; Chapter - 88: How to get value from learning consultants; Chapter - 89: Evaluation: how to recognize and when to use the main methods; Chapter - 90: Kirkpatrick’s four levels of evaluation; Chapter - 91: Producing an evaluation sheet; Chapter - 92: Measures in evaluating learning; Chapter - 93: CIPD partnership of learning model; Chapter - 94: Evaluation metrics; Chapter - 95: Calculating return on investment; Chapter - 96: Evaluation: return on expectations; Chapter - 97: Six Sigma for learning and development; Chapter - 98: Balanced scorecard for learning and development; Chapter - 99: E-learning: the impact matrix; Chapter - 100: Evaluation: total value add; Chapter - 101: You
£33.24
Kogan Page Ltd Emotional Intelligence Coaching
Book SynopsisSteve Neale is MD of BCS International, a leading emotional intelligence training, consultancy and coaching organization. Steve is a qualified psychologist, coach, EI practitioner, counsellor and hypnotherapist. Lisa Spencer-Arnell is MD of CCS Coaching International and a Director of Real Difference. She is passionate about inspiring people to be at their best through leadership coaching, EI development and facilitation. Liz Wilson is Director of TWP behavioural change specialists and a qualified coach, mentor, coach-supervisor and EI practitioner.Trade Review"A fascinating and essential read for entrepreneurs and business leaders all over the world." * Jaunius Pusvaskis, Director General, Baltic Management Institute *"The authors have compiled in this volume the missing link between the promise of emotional intelligence and the practical application of the learning - the coach approach." * Dr Patrick Williams, Institute for Life Coach Training *"As well as being a handbook for coaching professionals, it is an insightful guide to developing emotionally intelligent skills and attitudes that can be accessed by anyone." * Amanda Knight, co-author, Applied EI *"The authors illustrate the points they are making very clearly with numerous examples, short stories and illustrative questions to help aspiring coaches to develop their understanding or existing coaches to refine their approaches." * Sir John Whitmore, Executive Chairman, Performance Consultants International *Table of Contents Chapter - 00: Introduction; Chapter - 01: What is emotional intelligence?; Chapter - 02: What is coaching?; Chapter - 03: The importance of emotional intelligence in coaching; Chapter - 04: The fast track to performance and profitability; Chapter - 05: Developing your emotional intelligence; Chapter - 06: Understanding and working with values, beliefs and attitudes; Chapter - 07: Core coaching skills; Chapter - 08: How goals flow from values to action; Chapter - 09: The coaching toolkit; Chapter - 10: Coaching ethics and best practice
£28.49
Kogan Page Ltd Group Coaching
Book SynopsisRo Gorell specializes in performance improvement and talent development, working with a broad range of clients looking to leverage talent and effect change. Ro's enthusiasm for group coaching began in 1999 whilst coaching process improvement teams. She is the co-author of 50 Top Tools for Coaching published by Kogan Page as well as Are They On The Right Bus?The 55-Minute Guide to Talent Management (Verb Publishing)Trade Review"A fresh, well considered, and practical guide for those considering harnessing group coaching as a talent development tool'" * Sharon Hitch, Director of the Talent Management Association *"Although I'm only into the first few words of chapter two I've already pulled value from the book....[I] look forward to getting into the rest of the book." * Richard Scott-Will-Harknett *Table of Contents Chapter - 00: Introduction: taking the group coaching journey; Section - ONE: The context of group coaching; Chapter - 01: Why it’s important to start with self; Chapter - 02: Benefits of group coaching; Chapter - 03: Certainty drives action; Section - TWO: Creating a group coaching strategy; Chapter - 04: Group coaching process; Chapter - 05: Group coaching blueprint; Chapter - 06: Group dynamics and the group directive; Section - THREE: Tools and processes; Chapter - 07: Contracting for ‘success’; Chapter - 08: Discovering the right tools; Chapter - 09: Creative group coaching; Section - FOUR: Measuring success; Chapter - 10: The challenges of measuring results from group coaching; Chapter - 11: Measuring success in practice; Section - FIVE: Group coaching as talent liberation; Chapter - 12: Using group coaching as part of your talent system; Chapter - 13: Actions for optimizing collective talent
£33.24
Taylor & Francis Ltd Developing Professional Knowledge And Competence
Book SynopsisThis volume analyzes different types of knowledge and know-how used by practising professionals in their work and how these different kinds of knowledge are acquired by a combination of learning from books, learning from people and learning from personal experience.; Drawing on various examples, problems addressed include the way theory changes and is personalized in practice, and how individuals form generalizations out of their practice. Eraut considers the meaning of client-centredness and its implications, and to what extent professional knowledge is based on intuition, understanding and learning. He considers the issue of competence versus knowledge and the effect of lifelong learning on the quality of practice.Table of ContentsThe Context for Professional Education and Development. Part 1 - Professional Knowledge - Its Character, Development and Use: The Influence of Context on Knowledge Use - What is Learned from Continuing Professional Education and How; Kinds of Professional Knowledge - Modes of Knowledge Use and Knowledge Creation; The Acquisition and Use of Theory by Beginning Teachers; Headteachers Learning about Management - Types of Management Knowledge and the Role of the Management Course; Learning Professional Processes - Public Knowledge and Personal Experience; Theories of Professional Expertise. Part 2 - Professional Competence and Qualifications: Concepts of Competence and their Implications; Competence in the NVQ/SVQ System; The Assessment of Competence in the Professions. Part 3 - Professional Accountability: Professional Accountability and Client Outcomes.
£44.64
Kendall/Hunt Publishing Co ,U.S. Teaching Reading PreK to Grade 3
Book SynopsisAims to provide teachers with research-based, practical teaching and assessment strategies to support the reading development of all children in their classrooms. This work gives assistance in working with young learners whose first language is not English.Table of ContentsChapter 1 - Attitudes, Interests, and Oral Language 1 Overview 1 1.1: Desire to Read 3 Teaching Strategy 1: Morning Message 3 Teaching Strategy 2: Shared Reading 4 Teaching Strategy 3: Favorite Book Show and Tell 5 Ideas and Activities 8 Home-School Connections 11 Selected Resources 12 1.2: Background Knowledge 13 Teaching Strategy 1: Object Exploration 13 Teaching Strategy 2: Book Boxes 14 Teaching Strategy 3: Knowledge Chart 15 Teaching Strategy 4: Brainstorming 16 Teaching Strategy 5: Predicting with Pictures 17 Ideas and Activities 18 Home-School Connections 21 Selected Resources 22 1.3: Oral Language 23 Teaching Strategy 1: Show and Tell-Question-Connection 23 Teaching Strategy 2: Expand-a- Sentence 24 Teaching Strategy 3: Progressive Storytelling 25 Ideas and Activities 26 Home-School Connections 27 Selected Resources 28 1.4: Assessments of Interests and Attitudes Toward Reading 29 Assessment Strategy 1: Interviews about Reading 30 Assessment Strategy 2: News about Me 35 Assessment Strategy 3: Elementary Reading Attitude Survey 38 Chapter 2 - Literacy Knowledge 49 Overview 49 2.1: Print Concepts 52 Teaching Strategy 1: Shared Reading 52 Teaching Strategy 2: Language Experience Approach (LEA) 54 Teaching Strategy 3: Learning about Print through Writing 55 Teaching Strategy 4: What Can You Show Us? 56 Ideas and Activities 57 Home-School Connections 59 Selected Resources 60 2.2: Sense of Story 61 Teaching Strategy 1: Simple Story Elements 61 Teaching Strategy 2: Plot Relationships Chart 62 Teaching Strategy 3: Story Star 65 Teaching Strategy 4: Story Faces 67 Ideas and Activities 70 Home-School Connections 71 Selected Resources 72 2.3: Informational Text Structures 73 Teaching Strategy 1: Graphic Organizers 73 Teaching Strategy 2: Expository Frames 77 Teaching Strategy 3: Scrambled Text 78 Teaching Strategy 4: Expository Writing 79 Ideas and Activities 82 Home-School Connections 83 Selected Resources 84 2.4: Assessments of Literacy Knowledge 85 Assessment Strategy 1: Print Concepts 86 Assessment Strategy 2: Retelling a Story 119 Assessment Strategy 3: Informational Text Retelling 121 Chapter 3 - Letters and Sounds 125 Overview 125 3.1: Alphabet Knowledge 128 Teaching Strategy 1: Alphabet Song 128 Teaching Strategy 2: Using Alphabet Books 129 Teaching Strategy 3: Letter Actions 130 Teaching Strategy 4: Identifying Letters 131 Ideas and Activities 132 Home-School Connections 133 Selected Resources 134 3.2: Phonemic Awareness 136 Teaching Strategy 1: I Spy Rhymes 137 Teaching Strategy 2: First Sounds 137 Teaching Strategy 3: Sound Boxes 142 Teaching Strategy 4: Put It Together 143 Teaching Strategy 5: Break and Make 146 Ideas and Activities 147 Home-School Connections 151 Selected Resources 152 3.3: Phonics 154 Teaching Strategy 1: Explicit Phonics 155 Teaching Strategy 2: Making Words 157 Teaching Strategy 3: Whole-Part-Whole Phonics 158 Teaching Strategy 4: Phonics in Context 159 Ideas and Activities 160 Home-School Connections 164 Selected Resources 165 3.4: Assessments of Alphabet Knowledge, Phonemic Awareness, and Phonics 167 Assessment Strategy 1: Alphabet Knowledge 168 Assessment Strategy 2: Rhyme Detection 174 Assessment Strategy 3: Phoneme Segmentation 177 Assessment Strategy 4: Phoneme Deletion and Substitution 180 Assessment Strategy 5: Auditory Discrimination 184 Assessment Strategy 6: Phonics: Consonants 187 Assessment Strategy 7: Decoding 199 Chapter 4 - Fluency and Automaticity 207 Overview 207 4.1: Sight Words 209 Teaching Strategy 1: Explicit Instruction 210 Teaching Strategy 2: Pattern Books 213 Teaching Strategy 3: Associative Learning 214 Teaching Strategy 4: Word Wall 215 Ideas and Activities 216 Home-School Connections 218 Selected Resources 221 4.2: Fluency 222 Teaching Strategy 1: Teacher-Assisted Reading 222 Teaching Strategy 2: Structured Repeated Readings 223 Teaching Strategy 3: Choral Reading 227 Teaching Strategy 4: Radio Reading 228 Teaching Strategy 5: Multipaired Simultaneous Oral Reading 228 Ideas and Activities 230 Home-School Connections 232 Selected Resources 233 4.3: Cross-Checking 234 Teaching Strategy 1: Making Sense 235 Teaching Strategy 2: Predict-Sample-Confirm 236 Teaching Strategy 3: Word Detective 237 Teaching Strategy 4: Cue Questioning 239 Ideas and Activities 241 Home-School Connections 242 Selected Resources 243 4.4: Assessments of Sight Words, Fluency, and Cross-Checking 245 Assessment Strategy 1: Basic Sight Vocabulary 246 Assessment Strategy 2: Common Nouns 252 Assessment Strategy 3: Words Per Minute 258 Assessment Strategy 4: Fluency Scale Checklist 262 Assessment Strategy 5: Oral Reading Miscue Analysis 266 Chapter 5 - Vocabulary and Comprehension 269 Overview 269 5.1: Meaning Vocabulary 271 Teaching Strategy 1: Preview in Context 271 Teaching Strategy 2: Vocabulary Connections 272 Teaching Strategy 3: Word Frames 273 Teaching Strategy 4: Four-Square Vocabulary Grids 274 Ideas and Activities 277 Home-School Connections 278 Selected Resources 279 5.2: Reading Comprehension 280 Teaching Strategy 1: Think Aloud 281 Teaching Strategy 2: Directed ReadingETHThinking Activity (DR-TA) 283 Teaching Strategy 3: Story Frame 284 Teaching Strategy 4: Idea-Mapping 286 Teaching Strategy 5: Making Text Connections 288 Ideas and Activities 291 Home-School Connections 296 Selected Resources 297 5.3: Monitoring Reading 298 Teaching Strategy 1: Critter 298 Teaching Strategy 2: Monitoring Think-Along 300 Teaching Strategy 3: Pause- Think-Retell 301 Teaching Strategy 4: Monitoring Logs 302 Ideas and Activities 304 Home-School Connections 306 Selected Resources 308 5.4: Assessments of Reading Comprehension and Monitoring Reading 309 Assessment Strategy 1: Caption Reading 310 Assessment Strategy 2: Passage Reading 317 Assessment Strategy 3: Retelling 336 Assessment Strategy 4: Monitoring Strategies Checklist 339 Chapter 6 - Writing and Spelling 341 Overview 341 6.1: Responding to Literature 344 Teaching Strategy 1: Language Charts 344 Teaching Strategy 2: Getting the Feeling 345 Teaching Strategy 3: Responding to Plot 348 Teaching Strategy 4: Discovering the Message 350 Ideas and Activities 351 Home-School Connections 352 Selected Resources 353 6.2: Writing 354 Teaching Strategy 1: Shared Writing 354 Teaching Strategy 2: Text Tapping 355 Teaching Strategy 3: Writing from Songs 356 Teaching Strategy 4: Parent-Recommended Topics 357 Teaching Strategy 5: Let Me Tell You About ... 359 Ideas and Activities 361 Home-School Connections 364 Selected Resources 365 6.3: Spelling 366 Teaching Strategy 1: Have-a-Go 366 Teaching Strategy 2: Directed Spelling Thinking Activity (DSTA) 369 Teaching Strategy 3: Spelling Workshop 370 Teaching Strategy 4: That Reminds Me ... 370 Ideas and Activities 372 Home-School Connections 374 Selected Resources 375 6.4: Assessments of Writing and Spelling 377 Assessment Strategy 1: Writing 379 Assessment Strategy 2: Writing Rubrics 381 Assessment Strategy 3: Writing Observational Checklist 387 Assessment Strategy 4: Developmental Spelling 389 Appendices 393 Appendix A: Professional Organizations and Agencies 394 Appendix B: Word Families 395 References 405 Index 411
£69.35
Kendall/Hunt Publishing Co ,U.S. The Complete Ropes Course Manual
Book SynopsisTable of Contents Preface Acknowledgements 1 Overview Introduction to the Ropes Course Ropes Course History Indoor Ropes Courses Karl's Historical Perspective Facilitator Competencies Operational Guidelines 2 Safety and Equipment Spotting Lifting Belaying Practice, Practice, Practice! Equipment 3 Rescues Rescue Equipment Rescue from Dynamic Belay Rescue from Static Belay 4 Maintenance and General Inspection Part I: Environmental Part II: Wood Items and Telephone Poles Part III: Metal Items 5 Knots 6 Taking Participants Through the Course Preparation and Staffing General Staff Preparation Check List High Course Operations Check List Low Course Operations Check List Opening and Closing 7 Facilitation Risk Processing Levels Processing by Way of the Experiential Learning Cycle A Model of Ropes Course Group Development Facilitator Characteristics Commitment Agreement Useful Beliefs about People on the Ropes Course Processing Issues and Related Questions Handling Difficult Situations 8 Including Participants with Disabilities: Concepts and Planning Strategies Philosophy of Inclusion and Universal Design People with Disabilities: Attitudes, Terminology, Types Assessment Activity Analysis and Activity Adaptation/Modification Techniques for Inclusion Considerations with Diversity: Challenging Comfort Levels 9 Including Participants with Disabilities: Technical and Safety Operations Accessibility Design Criteria for Inclusion Specific Design Considerations Technical Operations 10 Elements Karl's Games and Initiatives Reference List Index of Low and High Course Elements Generic High Ropes Course Considerations High Ropes Course Elements Low Ropes Course Elements Appendix I Index of Ropes Course Program Forms Contract Course Notes Information Letter Informed Consent for Challenge Ropes Course Assumption of Risk and Informed Consent Voluntary Release Form Participant Information and Release of Liability (Adventureworks, Inc.) Applicant Information and Release Form Medical Information Form Accident Report Ropes Course Equipment Ropes Course Evaluation Facilitator Hour Log Facilitator Workshops and Training Log Appendix II Ropes Course One-Day Schedule Ropes Course Two-Day Schedule Ropes Course Pre-Meeting Schedule Suggested Reading List Glossary Index
£45.00
Kendall/Hunt Publishing Co ,U.S. Introduction to Ethnic Studies
Table of ContentsIntroduction / Perspectives Dedication Introduction to Ethnic Studies Brian Baker and Julie López Figueroa “We’re Going Out. Are You With Us?” The Origins of Asian American Studies Gregory Yee Mark Why Ethnic Studies Was Meant for Me Rosana Chavez, M.S. (Ethnic Studies Alumna) “Ethnic Studies Embodies Activism” Andrea L. Moore Framing the Value and Purpose of Perspectives Julie López Figueroa History Introduction Wayne Maeda (in memoriam) and Brian Baker “Returning Home Tolowa Dee-ni” Annette L. Reed, Ph.D. The History of Asians in America Timothy Fong Recent African Immigration Boatamo Mosupyoe Native Americans and the United States, 1830–2000 Action and Response Steven J. Crum Iu Mien—We the People Fahm Saelee The Hmong in the United States Bao Lo Race, Class and Gender Introduction Boatamo Mosupyoe The Intersection of Race, Class and Gender Boatamo Mosupyoe What It Means to Be an Asian Indian Woman Y. Lakshmi Malroutu Is the Glass Ceiling Cracked Yet? Women in Rwanda, South Africa and the United States, 1994–2010 183 Boatamo Mosupyoe Tungtong: Share Your Stories Marietess Masulit Fiji and Fijians in Sacramento Mitieli Rokolacadamu Gonemaituba, Neha Chand, Darsha Naidu, Jenisha Lal, Jonathan Singh, Shayal Sharma, and Gregory Yee Mark Identity and Institutions Introduction Brian Baker Kill the Indian, Save the Child: Cultural Genocide and the Boarding School Debra K. S. Barker My Father’s Labor: An Unknown, but Valued History Julie López Figueroa and Macedonio Figueroa “Imaginary Indians” Are Not Real Brian Baker Implicit Bias: Individual and Systemic Racism Rita Cameron Wedding “And it’s time for them to come down”: History, Memory, and Decentering Settler Colonialism Rose Soza War Soldier Response and Responsibility Introduction Eric Vega and Julie López Figueroa Challenging the Dilemma of Brown v. Topeka Board of Education: And the Rush Toward Resegregation Otis L. Scott A Voyage of Discovery: Sacramento and the Politics of Ordinary Black People David Covin Arizona: Ground Zero for the War on Immigrants and Latinos(as) Elvia Ramirez Asian American and Pacific Islanders Harmed by Trump COVID-19 Blame Campaign Timothy P. Fong, PhD “We can’t just stand aside now”: Oakland’s Fortune Cookie Factory Stands with Black Lives Matter Annalise Harlow The 65th Street Corridor Community Collaborative Project: A Lesson in Community Service Gregory Yee Mark, Julie López Figueroa, Christopher Shimizu, Jasmine Duong, and Jazmine Sanchez
£118.15
Peterson's Guides,U.S. Master the ASVAB
Book Synopsis
£17.99
John Wiley & Sons Inc Homegrown Lessons
Book SynopsisOwing to a fall in the numbers of US students proceeding on to further education at degree-level, businesses and schools have begun to offer job preparation and training courses at high school level. This process is charted along with practical insights for educators and employers.Table of Contents1. Introduction: Preparing Students for the Future 2. Planning and Developing School-to-Work Programs 3. Targeting, Recruiting, and Selecting Students 4. How School-to-Work Programs Make a Difference 5. Expanding the Involvement of Local Employers 6. Overcoming Implementation Challenges 7. Conclusion: RecommAndations for Policy and Practice
£38.25
John Wiley & Sons Inc Creating Training Miracles
Book SynopsisCreate your own training miracles! Discover training techniques that produce extraordinary results----training miracles! With the right tools and training, everyone has the ability to learn. And to be a successful trainer, you yourself need to continue learning.Table of ContentsAbout the Authors. Preface. Emerging Trends in Training. Getting Training Results in the Workplace. Self Directed Learning. Stoking the Fire: Warming Up the Learner with Icebreakers andEnergizers. Neurolinguistic Programming. The Power of Accelerative Learning. Successful Role Playing Techniques. Designing and Using Classic Case Studies. Adventures in Paradise: How to Organize an Outdoor LearningProgram. A Pilot's Guide to Facilitation. Reaching for the Stars. Appendix 1: Chapter 5: Examples of Icebreakers andEnergizers. Appendix 2: Chapter 6: Suggested Answers to Exercises. Appendix 3: Chapter 10: Some Outdoor Activities. Appendix 4: Chapter 10: Outdoor Learning Checklist. INDEX.
£40.50
John Wiley & Sons Inc Stranded in the Himalayas Activity
Book SynopsisBuild teams that move mountains! Activity participants enjoy a simulated mountain adventure. In thisimaginary setting, they must arrive at consensus in order tosucceed, and they experience the magic of group power: synergy.Participants face fatigue, dehydration, an avalanche, and more.First, they make decisions on their own. Then, joining the group,they compare answers and attempt to agree on the best course ofaction. Participants will: * Listen closely to coworkers * Recognize the benefits of soliciting opinions * Understand the power of synergy . . . and much more! The leader and participants will have a perfect opportunity toexamine the impact of their interpersonal behaviors on one another,on the group''s effectiveness, and on the outcome of theiradventure. Every step in preparation, facilitation, and follow-upis carefully detailed in the Leader''s Manual. The Activity containsthe engaging simulation--every participant will need a copy. Table of ContentsStranded in the Himalayas 1 The Situtation 1 Your Task 2 Guideliness for Reaching Consensus 7 Group’s Task 8 Answers and Rationale 9
£14.99
John Wiley & Sons Inc Adventure Amazon Activity Guide Activity Guide
Book SynopsisIn this exciting activity, participants face a simulated jungle survival. They must reach agreement in this imaginary setting in order to succeed, and they learn why consensus produces the best decisions. You are a volunteer on an expedition to South America to study the tropical flora. Your base camp is a small village near the river city of Manaus, Brazil. Today is a free day and you and a few other expedition members have decided to visit, unannounced, a mutual friend who is working as a medical assistant in a remote village in the Amazon. Because there is no road, you hire a small plane to fly you over the rain forest jungle to reach your destination and return. Before you left the airport in Manaus, the pilot filed details of your flight plan with local authorities, as required. The plane took off as soon as the rain had stopped early this morning....excerpted from Adventure in the Amazon When the plane makes an emergency landing in the jungle, participants need to decTable of ContentsAdventure in the Amazon. The Situation. Your Task. Guidelines for Reaching Consensus. Group's Task. Answers and Rationale.
£18.99
John Wiley & Sons Inc Distance Training
Book SynopsisWinner of the University Continuing Education Association''s CharlesA. Wedemeyer Award, which recognizes highly meritorious book-lengthpublications that advance research in independent study anddistance education. This manual is the one we have been waiting for! It takes dead aimat all the important issues facing distance learning providers andhits the bull''s eye on every one of them. It is down to earth, realworld, and up to date. Its examples and insights for practitionershelp create the sense of urgency and excitement all of us indistance learning feel today.--Michael P. Lambert, executivedirector, Distance Education and Training Council Today''s advances in communications technology have created excitingnew possibilities for training professionals. But not alltechnologies are created equal. Distance Training examines thesenew tools to show how compressed video, satellite broadcasting, theInternet, and other innovations can each be used to their bestadvantage. In-Trade Review"This manual is the one we have been waiting for! It takes dead aimat all the important issues facing distance learning providers andhits the bull's eye on every one of them. It is down to earth, realworld, and up to date. Its examples and insights for practitionershelp create the sense of urgency and excitement all of us indistance learning feel today." (Michael P. Lambert, executivedirector, Distance Education and Training Council) "This book presents an insightful view of distance training and theuse of technology in organizations. It will be of great value toall educators and trainers interested in this important topic."(Greg Kearsley, program professor, Instructional Technology andDistance Education Program, Nova Southeastern University) "An excellent, comprehensive study of the potential strategicbenefits of distance learning to organizations. Certainly, if thefederal government is to utilize information to improve services,it first must harness these same technologies to improve thetraining of its workforce." (Alan C. Lorish Jr., champion for ITtraining, Government Information Technology Services Board)Table of ContentsIntroduction. Organizational Technology and Its Impact on Distance Training (D.Schreiber). Conceptual Frameworks in Distance Training and Education (Z.Berge). Instructional Design of Distance Training (D. Screiber). DISTRIBUTING INFORMATION AND INCREASING KNOWLEDGE. Building Customer Relations: Web-Based Training for the HomeImprovement Industry. Increasing Employee Knowledge and Understanding of OperationalSystems: Integrating Multiple Technologies at NYNEX (B.Howard). Disseminating Time-Sensitive Information: Using InteractiveDistance Learning to Deliver Training and Education in the AmericanRed Cross Biomedical Services (L. Klueter & E. Kalweit). Disseminating Time- and Regualtion-Sensitive Information: OnlineTraining Seminars at Mortgage Bankers Association of America (T.Monahan). Graduate Programs at a Distance: A Partnership Between theCalifornia Department of Rehabilitation and San Diego StateUniversity (M. Warn, et al.). BUILDING SKILLS (TECHNICAL AND CRITICAL THINKING). Reskilling Employees for Competitve Advantage: Reinventing Learningat Unisys Corporation. Delivering Technical Training to Advance Mechanical Skills:Interactive Video Teletraining in the Federal AviationAdministration (L. Payneand & H. Payne). Delivering Clinical- Based Training in a Public Health Setting (J.Place, et al.). Skills-Based Distance Training for a Global Environment: Malaysia'sVirtual University (M. Ress & P. Sonberg). The Value of Building Skills with Online Technology: OnlineTraining Costs and Evaluation at the Texas Natural ResourceConservation Commission (S. Walker). Building Intranet Courseware Using Multidisciplinary Teams: TheStory of Quantum Solutions, Inc. and Colombia/ HCA Healthcare Corporation (A. Yakimivicz). CHANGING ATTITUDES AND ENHANCING MOTIVATION. Eliciting Community Beliefs and Changing Attitudes ThroughEducation: Innovative Distance Learning at the Colombus Center (R.Bento, et al.). Measuring attitudes to Assess Trainig: The Interactive DistanceLearning Group Looks at Learning and Transfer from SatelliteTraining (J. Dessinger, et al.). Unanticipated Attitudianl Cahnge: The Progression Toward Self-Directed Distance Training at H.B. Zachry (L. Dooley, etal.). Utilizing Telelearning as a Strategic Media Choice to EnhanceExecutive Development and Affect Organizational Perspective: TheU.S. Navy's Bureau of Medicine and Surgery (BUMED) (J. Suchan &A. Crawford). Conclusion. Best Practices of Distance Training (D. Schreiber).
£31.49
John Wiley & Sons Inc 50 Ways to Teach Your Learner
Book SynopsisPractical Exercises + Active Theory = TEAM SUCCESS!Some books showyou how to structure experiential learning. Other books give you ashowcase of experiential initiatives. Few books have effectivelycombined experiential theory and practice. Until now! Ed Roseassembles a framework for learning-by-doing; then he gives youactive, practical exercises you''ll use right away.In the past,you''ve had to struggle to encourage active participation. First,you stumbled through developing your own training design. Then youwaded through game books to find one with suitably dynamic,practical exercises. Now everything you need is in a single source.An active framework complemented by active initiatives -- 50 Waysto Teach Your Learner has everything you need!Rose enables youto: * Evaluate team-development needs * Build an environment of trust and recognition * Encourage adaptability and readiness for change * Use simple and inexpensive props with maximum effect * Conduct successful poTrade Review"Get off your seat and get active! Use these low-risk, low-costactivities to energize, excite, and build your team." --Sivasailam"Thiagi" Thiagarajan, editor, Thiagi GameLetter; president,Workshops by Thiagi "Battling for the attention of the adult learner is a war that[Rose] knows how to win. Between the covers of this book there aremore than fifty things to be learned and experienced. Read, share,and celebrate." --Ray Green, CEO, Paradigm Learning "I was simply blown away by the usefulness of this book inproviding a pathway to building effective teams. 50 Ways To TeachYour Learner is an absolute must-buy for anyone dealing with theissues of teams." --Harvey Robbins, coauthor, Why Teams Don'tWork "Another home run for Ed Rose. This book is a fresh presentation ofgenuinely useful team development activities." --Tim Rumsey,president, Dynamic Learning; author, Not Just Games: UsingExperiential Learning to Drive Business ResultsTable of ContentsForewordPrefaceAcknowledgmentsAbout the Authors Part One: How to Use the Initiatives Chapter One: Introduction to Experiential Learning Chapter Two: Techniques for Facilitating ExperientialLearning Chapter Three: How to Use Initiatives Part Two: The Initiatives Adaptable: Initiatives that highlight communication, planning, andgroup dynamics Trustworthy: Initiatives that highlight trust and mutualrespect Resourceful: Initiatives that highlight creativity, innovation,paradigms, breakthrough thinking, and problem solving Optimistic: Initiatives that highlight moving beyond perceivedlimits, challenging biases, managing conflict, andbenchmarking Considerate: Initiatives that highlight creativity, valuingdiversity, cooperation, and collaboration Debrief and Warm Up: Initiatives that prepare participants forupcoming events AppAndix
£34.19
John Wiley & Sons Inc The 1999 Annual V 2 Consulting Agency
Book SynopsisTable of Contents12 experiential learning activities. 3-4 instruments. 10-12 papers (per volume).
£34.19
John Wiley & Sons Inc Aligning Performance
Book SynopsisAchieve efficient and effective performance! This book will help you to: * Define performance * Develop an improvment plan * Implement the improvment process * Measure and track performance How do you define performance? If you''re not quite sure what thedefinition is, how can you expect it from you employees? And howcan you expect to see improvement? What you need is a complete and concise view of what performanceis, in all of its dimensions. Bridging the gap between developersand users, this book presents a common performance framework thataccurately demonstrates what performance is. Once you understandthe underlying concepts, you''ll be able to find answers to theproblems that prevent your organization from achieving efficientand effective performance at the individual, work group, process,and entire business unit level. This book, a timely, foundational breakthrough on how performancecan be improved, is your long-awaited answer toTable of ContentsFigures. Acknowledgments. Preface. Introduction to Performance Alignment in Business. The Business Sphere: Where to Apply Performance. The Work Behavior of the Business Unit: The What of Business. The Work Behavior of Core Processes: The How of Business. The Work Behavior of Individuals: Work by Whom? The Work Behavior of Work Groups: The Organization of Work. Work Standards: The Excellence of Work. Work Support: The Health of Business. Human Consonance: Reducing the Interference of the HumanElement. Achieving Performance Alignment in Business. References. Index. About the Author.
£40.50
John Wiley & Sons Inc Teamwork Teamplay Games Activities
Book SynopsisTwo training legends offer you a definitive team sourcebook! The world''s two best-known team-building facilitators bring youover thirty-five cutting-edge activities. You''ll turn to thistreasury of hassle-free, sure-fire games, exercises, andsimulations time and time again. In keeping with the tradition of continuous learning aboutteamwork, Thiagi and Parker have hit a home run. Teamwork andTeamplay is a must-have for every training bookshelf. --Harvey A. Robbins, co-author, Why Teams Don''t Work I can think of forty reasons to buy this book: thirty-eight gamesand activities, each a gem--plus two of the best writers in thetraining business. I am truly impressed at how well each activityis designed and how easy the rules are to understand. --Steve Sugar, author, Games That Teach; president, The GameGroup The game formats are varied: some short, some long; someicebreakers, some closers; and much more! A game selection matrixenables you to findTrade Review"In keeping with the tradition of continuous learning aboutteamwork, Thiagi and Parker have hit a home run. Teamwork andTeamplay is a must-have for every training bookshelf." --Harvey A.Robbins, co-author, Why Teams Don't Work "I can think of forty reasons to buy this book: thirty-eight gamesand activities, each a gem -- plus two of the best writers in thetraining business. I am truly impressed at how well each activityis designed and how easy the rules are to understand." --SteveSugar, author, Games That Teach; president, The Game Group "This book performs the real service of helping neophytes andexperts alike to explore the factors that influence teameffectiveness. Practitioners will use these games and activities topropel teams to peak performance." --Danny Langdon, president,Performance International; co-editor, Intervention Resource GuideTable of ContentsIntroduction. About the Authors. Balloonatics: A Not-So-Serious Assessment Activity. Boxed In: An Opening Activity. Building Bridges: Creating Effective StakeholderRelationships. Censorship: Exploring Cooperation and Competition. Controversy: Discussing Sensitive Topics. Defining Moment: An Ethical Decision-Making Activity. Escape from Gilligan's Island: A Conensus-Building Exercise. ET: Exploring Characteristics of Effective Teams. Free Cash: A Cash Game to Explore Trust. Help!: A Quick Simulation Activity. How Do You Like Your Recognition? A Self-Assessment. Metcalfe: A Large Group Team-Building Activity. Our Team: Learning the Stages of Team Development. Quotes from Experts: An Inter-Team Contest. Real Virtual: A Simulation Game. SDLT: A Self-Directed Learning Team Activity. Situation Analysis: A Problem-Solving Activity. Sleepless in Seattle: An Inter-Goup Team Game. Slogans: An Intact Team Icebreaker. Stages: Reviewing the Team-Development Process. Team Bingo: An Educational Activity. Team Contest: An Idea-Generation Challenge. Team Game Show: A Competitive Activity. Team Hats: A Closing Activity. Team Leader: Identifying Desirable Characteristics ofLeaders. Team Norms: Exploring Relationships Among Groud Rules. Team Quotes: An Introductory Activity. Team Rewards: A Consesus Activity. Team Values: Clarifying Application Opportunities. The Values Continuum: A Team-Assessment Tool. Two-Hour Team Building: A Quick and Effective Intervention. What's My Line?: A Role-Clarification Activity. The Wine List: An Introductory Activity. Words to Team By: A Different Kind of Assessment Tool. Your Blank Team: An Assessment Activity. Your Tarot Team: A Quick Team Assessment. Zero Sum?: A Cross-Team Collaboration Game. Topical Index of Games and Activities. Activities and Games: Primary Use. Activities and Games: Time and Participants.
£56.70
John Wiley & Sons Inc Coaching Through Effective Feedback
Book SynopsisHow do you openly work with a poor team player? Positively handle a negative attitude? Objectively deal with a bad judgment? Sensitively criticize your boss (and keep your job)? And, how do you praise others to capitalize on your team''s strengths? The Feedback Planner--a powerful and professional coaching tool shared in this guidebook--shows you how. Now you can offer ideas for improvement and build your working relationships through successful communication!Table of ContentsIntroduction. Needing A Feedback Planner. Stage 1: Describe Current Behaviors. Stage 2: Identify Situations. Stage 3: Describe Impacts and Consequences. Stage 4: Identify Alternative Behaviors. Understanding The Feedback Planner. Using The Feedback Planner. Refining The Feedback Planner With Style. Summary. Appendix A. Feedback Planner Templates. Appendix B. Reproducible Forms.
£21.84
John Wiley and Sons Ltd Job Orientation Training Guide ReLSI A Practical Guide to Enhanced Performance Management Skills
Book SynopsisGet new employees up to speed quickly.
£21.84
John Wiley & Sons Inc Coaching for Peak Employee Performance
Book SynopsisManagers and supervisors need to sharpen their coaching skills if they want their employees to achieve high performance. This guidebook details what those in charge can do to develop their staff and help them meet, and even exceed, organizational expectations.Table of ContentsIntroduction. The Big Picture. Monitor Employee Performance. Diagnose Performance Improvement Requirements. Determine Ways To Improve The Situation. Share Constructive Feedback. Create The Right Environment. Summary. Appendix: Reproducible Forms and Worksheets.
£21.84
John Wiley & Sons Inc ABCs of eLearning
Book SynopsisThe ABCs of e-Learning is your hands-on guide for finding the right e-learning path for you and your organization. Written by Brooke Broadbent-an international expert in the field of e-learning-the book is created to be an easy-to-use and flexible tool. The ABCs of e-Learning offers the background information needed to solve a wide variety of e-learning problems. It compares the four basic types of e-learning: leader-led, self-paced, performance support tools, and informal learning. It also includes answers to common problems and will get you started on your road to e-learning.Trade Review"...the wisdom is presented in an easy style and clearly answers the many FAQs..." (Education for Primary Care, August 2003) "It deserves the praise granted by such notable practitioners as William Horton." (Technical Communication, May 2003) "ABCs of e-Learning is a comprehensive, practical and ultimately usable book." (Training Magazine, January 2003)Table of ContentsTables and Figures. Foreword by: Mel Silberman. Acknowledgments. Introduction: Getting on the e-Learning Highway. PART ONE: THE CHALLENGE TO GET IT RIGHT: E-LEARNING FUNDAMENTALS. 1. Key Concepts and Terms. Four Types of e-Learning. What s in a Name? Choosing Your Route. Making a Determination. The Secret Is in the Blend. It s Not that Simple. Test Drive. 2. Rewards and Risks. Putting Yourself into the Driver s Seat. How to Fail. Meeting the Challenges. Three Parting Tips. Test Drive. 3. Lessons from the Trenches. Military Training. Medicine. Law and B-Schools. Business and Industry. Banking. A Glimpse Forward and Back. Test Drive. PART TWO: TAKING THE CHALLENGE: FRAMEWORKS FOR SUCCESS. 4. The Big Picture: Approaches to Project Management. Two Project Management Approaches. A Seventeen-Step Work Plan. Components of a Convincing Proposal. Elements of a Comprehensive Development Plan. Ten Quick Tips for Project Quality and Success. The Tasks Ahead. Test Drive. 5. Assessment and Analysis: Gauging Your Organization s Readiness. A Five-Question Simplified Assessment. A Quick Force-Field Analysis. The Comprehensive Approach. Lessons Learned. Test Drive. 6. Spotlight on Learning: Frameworks for Design and Development. What Is Learning? Learning Styles and e-Learning. Gagne on Learning. Five Stages of e-Learning. Engaging the Learner to Make Learning Stick. Other Design and Development Issues. Facilitating the Process. A Final Thought. Test Drive. 7. Decision Making Step by Step: Selecting Courses and Vendors. A Question of Priorities. Building Blocks. Making the Decision, Step by Step. Assessment Checklists. Application and Adaptation. Test Drive. 8. Virtual Classrooms: Delivering Courses Online. From Access to Development, Step by Step. A New Role for Instructors. Conclusions About Online Delivery. Test Drive. 9. Champions: Strategies for Leading the Change. Championing e-Learning. Managing Change. Managing Risks. Leading Consultants. Getting the Most from Consultants. Who Is Doing What? Test Drive. 10. Value Added and Proven: Measuring and Improving Programs. Evaluation Speak. Issues with Evaluation. Areas to Evaluate. Validation of the Benchmarks. Four-Level Evaluation Framework. Four Target Groups for Evaluation. Resources for More Information About Evaluation. Test Drive. 11. The View from Where We Are: e-Learning Today and Tomorrow. Examples to Stir Us. Thinking Critically. If You Had a Hammer. Goin to Kansas, Here I Come. Test Drive. Glossary. End Notes. The Author. Index.
£31.34
HSRC Press PostSchool Education and the Labour Market in
Book SynopsisOffers insights about the way in which young people in South Africa navigate their way through a host of post-school training and education options. The topics range from access to, and labour market transitions from, vocational education, adult education, universities, and workplace-based training.Table of Contents Figures Tables Abbreviations Preface 1 The post-school education and training landscape in South Africa: ‘Massification’ amidst inequality - Michael Rogan Part 1: Schooling, Progression And Tertiary Education And Training 2 Young people’s early adult transitions: Five years in the South African Youth Panel Study - Kathryn Isdale, Vijay Reddy and Lolita Winnaar 3 The post matriculation enrolment decision: Do public TVET colleges provide students with a viable alternative? - Nicola Branson and Amy Kahn 4 The adult education and training (AET) island: The missing piece of the post-school puzzle - Peliwe Lolwana 5 From Grade 12 into, and through, university: Higher education access and success for the 2008 national NSC cohort - Hendrik van Broekhuizen, Servaas van der Berg and Heleen Hofmeyr Part 2: Higher Education And The Labour Market 6 Over-qualification and skills-utilisation in the graduate labour market: Evidence from two South African universities - Michael Rogan 7 Aspirations and horizons for action: Student choice of profession in South Africa - Michael Cosser 8 Assessing the usability of the Western Cape Graduate Destination Survey for the analysis of labour market outcomes - Nicola Branson and Murray Leibbrandt Part 3: Tvet Colleges, Workplace Programmes And Skills 9 Tracing the pathways of National Accredited Technical Education Diploma (NATED) programme graduates through Technical and Vocational Education and Training (TVET) colleges and beyond - Joy Papier, Lesley Powell, Timothy McBride and Seamus Needham 10 Continued learning and employment: Destinations of TVET engineering graduates in the North West Province - Thabo Mashongoane 11 Workplace-based learning programmes and the transition to the labour market - Angelique Wildschut and Glenda Kruss 12 Education and skills mismatch in the South African labour market - Erofili Grapsa, Bongiwe Mncwango and Michael Rogan 13 Reflections on post-school education and training: Access and outcomes - Michael Rogan
£22.46
Stanford University Press Dangerous Leaders
Book SynopsisTrade Review"With his signature candor and penetrating analysis, Anthony C. Thompson contemplates a sea change in legal education. Thompson rightly demands that law school must prepare lawyers to lead. And his book goes one step further, offering a clear and compelling roadmap for reimagining the training of lawyers as leaders, and for the development of lawyer leaders who are accountable not only to their clients, but to their communities." -- Sherrilyn Ifill * President and Director-Counsel of the NAACP Legal Defense Fund *"In this very important and original book, Anthony C. Thompson offers specific lessons focusing on what should be done differently so that law schools can effectively teach leadership skills. Beautifully written and comprehensively researched, Dangerous Leaders provides readers with excellent case studies as effective teaching and learning tools. This original book should be required reading for lawyers, law students, and legal educators." -- Erwin Chemerinsky, Dean, University of California * Berkeley School of Law *"The legal profession is a noble one with the ability to positively or adversely impact our society. This important book thoroughly dissects the implications of that power and enlightens us about the importance of training lawyers to be honorable public citizens. Professor Thompson's work is a compelling exploration of the role that training lawyers as civic-minded custodians of the rule of law can play in impacting the public good." * Congressman Hakeem Jeffries *Table of ContentsContents and AbstractsIntroduction: A New Vision of Leadership for Lawyers chapter abstractAn increasingly uncertain and globalized world demands that lawyers be leaders, yet legal education has failed to prepare lawyers for that responsibility. Consequently, lawyers have made decisions that corrupt organizations and structures, ultimately making them "dangerous leaders." The chapter introduces a new framework called intersectional leadership that will allow leaders to navigate the current complex and unpredictable society. This model has five key components: (1) develop and rely on a team that brings dissimilar experiences to the leader; (2) learn from unlikely sources; (3) collaborate for the greater good, not the leader's incentives; (4) be suspicious of consensus; and (5) have moral courage. 1Piloting the Boat by Looking at the Wake: Leadership Challenges for the Legal Profession chapter abstractThe chapter explores how existing theories of leadership overlap and differ from an intersectional leadership model. The intersectional model is distinct in that it does not assume leadership as hierarchical; rather, it recognizes that leaders should be collaborative and situated at nodes of various networks. This chapter details how each of the five dimensions of intersectional leadership enables the lawyer-leader to assume a broader enterprise function and to expand beyond technical skills taught in law school. It posits that in order for a lawyer to advise his or her client effectively, he or she must rely on truly diverse, and at times competing, perspectives not limited to his or her technical expertise. The chapter concludes by examining how the 2008 financial crisis necessitates a more creative and proactive model of leadership to deal with the demands of a volatile, uncertain, complex, and ambiguous global climate. 2Is There an Echo in Here? Diversity, Tension, and Accountability in the Leadership Team chapter abstractThis chapter uses two case studies to illustrate how failure to construct diverse leadership teams creates blind spots in judgment that can lead to corrupt practices. The first details how Governor Chris Christie created a culture of insularity within his administration and enabled his officials to retaliate against a town that refused to support Christie's bid for reelection. The second case explains how Assistant U.S. Attorney Jim Letten turned a blind eye to his top trusted officials' misconduct and compromised his investigation and ultimately the administration of justice. The chapter identifies takeaways regarding the risks of insularity and outlines concrete steps that law schools and educators can take to foster more diverse and critical lawyer-leadership teams. 3"A Fish Rots from the Head Down": Leadership Failures Behind Closed Doors chapter abstractThis chapter argues that lawyer-leaders must develop practices to ensure integrity in conduct carried out behind closed doors, showing the risks through two examples from the criminal justice system. In each example, prosecutors, although mandated to serve as ministers of justice, permitted their own biases to pollute the environment in which they led—and their behavior cast a wide shadow. Others within an organization look to the leader for guidance on behavior and values; if ugly behavior occurs at the top, it will likely spread across the ranks. When the lawyer-leader sinks to base behavior, this not only drags others down to that level but actually threatens the integrity of the legal system at large. The chapter details several cases in which evidence of racial motivations for striking jurors was used to successfully challenge capital punishment, highlighting the importance of continual integrity and transparency. 4Getting the Balance Right: Personal Ambition vs. the Greater Good chapter abstractThis chapter calls for a framework to help lawyer-leaders make decisions when personal interests and greater goals are in tension. It argues that ethics are foundational to a good legal education, particularly given how many lawyers seek elected office. The chapter outlines two instances where public decisions collided with personal ambition. First, Justice French of the Ohio Supreme Court was running for reelection when she ruled in favor of imposing the death sentence without acknowledging her political ambitions of maintaining a conservative court. Second, when then-governor Bill Clinton was running for president and was criticized for being soft on crime, he refused to grant clemency to a man on death row with a severe mental disability. The chapter concludes that lawyer-leaders must not only be transparent when the greater good conflicts with their personal interests but also must subordinate personal goals in service of the public good. 5If You See Something, Say Something: Leadership Responsibility and Systemic Failures chapter abstractThis chapter explores the role of lawyer-leaders who may not have an explicit role to monitor breaches of public trust but witness ethically ambiguous conduct. By way of example, the chapter details how Enron's outside counsel failed to take their concerns to Enron's executives about the shell companies that ultimately concealed Enron's fraud. The chapter also details how the obvious judicial misconduct of Judge Ciavarella in juvenile court went unreported for six years, despite many prosecutors, public defenders, court officers, and police witnessing his tactics to send kids to his private detention center. The chapter concludes by arguing that lawyer-leaders must be morally attuned to the entire ecosystem within which they operate and sustain difficult conversations to ensure the integrity of the enterprise. 6"Keeping Your Head on a Swivel": Maintaining Multiple Vantage Points chapter abstractThis chapter explores the challenges that emerge when conflicts are essentially baked into the lawyer's role, and the dangers that result when lawyer-leaders fail to balance their competing demands. Focusing on the role of general counsel, this chapter examines how lawyers have historically served two principal functions: guiding the business through its strategic priorities and ensuring compliance with the law at all times. As the general counsel role has evolved, the obligations have become increasingly multifaceted and involve greater complexity and tension than previously. The author uses the examples of two specific general counsels, from Hewlett-Packard and Wells Fargo, whose choices to favor one role over competing roles and to ignore the position's broad mandate damaged the interests they were assigned to protect. The chapter concludes by arguing that lawyers must hold multiple perspectives simultaneously or risk threatening the integrity of the system that they safeguard. 7What Got You Here Won't Get You There: Pulling Together the Leadership Lessons for Lawyers chapter abstractThis chapter debunks the view that lawyers need only rely on their technical expertise to lead. Instead, the chapter argues that lawyer-leaders will need to operate as intersectional leaders embracing the five key leadership attributes that are foundational to the intersectional lawyer-leader. This chapter pulls together the leadership lessons gleaned from the examples in the previous chapters to argue that more is required of today's lawyer-leader than business as usual. The author argues that the intersectional leader must be able to connect people and networks in the service of a common good and shared goal. The chapter also explains that effective lawyer-leaders will need to tap into and hone a set of key skills and attributes that enable them to be emotionally intelligent, cognitively competent, culturally competent, and broadly connected. 8Reducing the Danger Ahead: Teaching Lawyers Leadership chapter abstractThis chapter argues that exposing law students to intersectional leadership education is an important first step toward reducing the danger posed by ill-prepared lawyer-leaders. The chapter contends that if law schools seriously intend to prepare the next generation of leaders, they must recognize and embrace the duty to start this process of learning by exposing law students to leadership concepts and lessons through their pedagogy and substantive discussions. Similarly, practicing lawyers who currently function as leaders or have ambitions to such roles will also need to train for this new form of leadership. The chapter urges law schools to provide leadership learning opportunities for students in dedicated courses as well as traditional courses. The chapter suggests that intersectional leadership is a place to start. Conclusion chapter abstractConsidering the 2016 U.S. presidential election and the Brexit movement in the United Kingdom, and the particular populist leaders they have ushered in, this chapter challenges the notion that appeals to nativism, xenophobia, and division are examples of genuine leadership. The author insists that there are three fundamental components to effective leadership. First, the leader must unite people who may have previously disagreed with the leader. Second, a leader must inspire those whom he or she leads, meaning the entire enterprise, its stakeholders, and its clients. Finally, once the leader has united the organization, enterprise, or country, he or she must move it toward a shared vision of a greater good. Given the decentralized nature of governing and complexity of issues the next generation of lawyer-leaders will face, law schools must teach them intersectional leadership to prepare them for the world that is unfolding.
£25.19
