Industrial or vocational training Books

Book SynopsisAbout our authors Dr. Socorro G. Herrera serves as Professor of Elementary Education at Kansas State University and directs the Center for Intercultural and Multilingual Advocacy (CIMA) in the College of Education. Certified in elementary education, bilingual education, and school counseling, Dr. Herrera's research focuses on literacy opportunities with culturally and linguistically diverse students, reading strategies and teacher preparation for diversity in the classroom. She has authored several books, including: Mastering ESL/EFL Methods: Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students (2005, 2011, 2016), Accelerating Literacy for Diverse Learners: Classroom Strategies That Integrate Social/Emotional Engagement and Academic Achievement, K to 8 (2013, 2017), Crossing the Vocabulary Bridge: Differentiated Strategies for Diverse Secondary Classrooms (2011), Biography-Driven Culturally Responsive Teaching (2010, 2016) andTable of ContentsBrief Contents Classroom Assessment Amidst Cultural and Linguistic Diversity Authentic Assessment Preinstructional Assessment: Re-Envisioning What Is Possible Assessment of Acculturation Assessment of Language Proficiency Assessment of Content-Area Learning Data-Driven Problem-Solving Processes Special Education Issues in the Assessment of CLD Students

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Book SynopsisAbout our authors William R. Gordon II has served as a teacher, instructional leader, and district-level executive leader in Florida. As both and elementary and high school principal, he became known for his deep understanding of curriculum and instruction, thought leadership, and systems approaches in the Orange County Public Schools (OCPS) school system. During his 11-year tenure as the principal of Winter Park High School, the school was named by the State of Florida as a High-Performing School due to the school's rigorous curriculum and outstanding student achievement. Additionally, U.S. News and World Report repeatedly ranked Winter Park High School in the top 1 percent of high schools in the nation. While in OCPS he became an area superintendent, where he was responsible for the curriculum, instruction and student and teacher performance in 29 diverse schools serving approximately 35,000 students. After serving in OCPS, he became the chief operations Table of ContentsBrief Contents PART I: THE CURRICULUM: Theoretical Dimensions Curriculum and Instruction Defined Principles of Curriculum Development PART II: CURRICULUM DEVELOPMENT: Role of Personnel Curriculum Development: A Multilevel, Multisector Process Curriculum Development: The Human Dimension PART III: CURRICULUM DEVELOPMENT: Components of Curriculum System Development Process Models for Curriculum System Development Philosophy and Aims of Education Data and Evidence Informed Decision Making Curriculum Goals and Objectives PART IV: CURRICULUM IMPLEMENTATION Instructional Goals or Essential Questions and Instructional Goals or Learning Targets Evidence-Based Instruction PART V: EVALUATION OF EFFECTIVENESS Evaluation of Instruction Evaluation of the Curriculum PART VI: LOOKING FORWARD IN CURRICULUM DEVELOPMENT Trends in Digital Curriculum and Instruction

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Book SynopsisAbout our authors Deborah Verstegen, PhD is a professor of educational leadership, College of Education, University of Nevada, Reno. She served as Edwin J. O'Leary Endowed Chair of Financial Management, University of Illinois, Urbana-Champaign, and was a professor of finance and policy in the Curry School of Education at the University of Virginia for nearly 2 decades. Prior to joining the university community she was a teacher, administrator and legislative aide in state government. She has had teaching experience at all levels, from pre-school, elementary and secondary to community college and university. Her administrative experience in education is also broad. She has been a central office administrator for a K-12 school system in Alaska's Iditarod Area School District, Director of the Mid-management Program at the University of Texas at Austin, and Department Chair in Educational Leadership at UNR. She is author or co-author of over 300 books, articlesTable of ContentsTable of Contents The Economics of Education Education as Human Capital Creation of Wealth and Education Education: An Important Industry A Public-Sector Responsibility Economics and Social Progress Economic Benefits of Education Noneconomic Benefits of Education Cost-Quality Relationship in Education: Does Money Matter? The Need for Adequate Funds Adequacy and the Factors Impacting It Education Deserves High Priority The Public Wants Good Schools The Increasing Costs of Education Spending on Education and the Size of the Enterprise Impacts on the Cost of Providing an Adequate Education What is the Cost of an Adequate Education? A Failure to Provide Opportunity and Associated Costs Society Suffers the Effects of Poor Education Financing Education Equitably Inequalities in Financing Education Equity: An Objective of School Finance Reform Measures of School District Wealth Income Tax Historical Influences on Equity The Equalization Principal Improving State Equalization Practices Foundation Programs and Variations The Impact of Average Daily Attendance on Equity The Changing Climate and Current School Finance Practices Patterns for School Finance Systems Developing Patterns Determining the Best Finance Plan Full State Funding District Power Equalization Property Reassessment and Local District Revenues Emphasis on Weighting Factors Principal Types of Weights Sources of Revenue Education- Financed by Government The Taxation System Characteristics of a Good Tax System Taxes for Education Income Tax Sales Tax Property Tax Excise Tax Severance Tax Other Funding Sources Potential New Taxes Education: A State Function Early Development of State Responsibility Development of Decentralized Educational Systems Development of School Finance Policies Developmental Stages of School Finance The Varying State Programs State Ability to Support Education Eroding Local Control Changing Rural-Urban Influence on Education Basic School District Administrative Units The Administration of Local School Districts Advantages of Local Control Fiscal Independence of School Districts Trends in Local Taxation Practices Measures of Local Taxpaying Ability Local, State, and Federal Tax Responsibility Federal Interest in Education Federalism Historical Role of the Federal Government U.S. Department of Education Constitutional Role Block Grants, Categorical Aid, and General Aid Federal Expenditures Fiscal Advantages and Disadvantages Increased Government Service The Future of Federal Aid to Education The Influence and Climate of the Courts Three Waves of School Finance Litigation The First Wave of School Finance Litigation The Second Wave of School Finance Litigation The Third Wave of School Finance Litigation: A Shift from Equity to Adequacy? Second-Generation Adequacy Cases Impact of School Finance Litigation over Time Pressure for Reform Finance Reform or Tax Reduction? Court Decision Guidelines Public Funds and Nonpublic Schools History Educational Choice The Law and Church-State Relations Financing School Facilities The Need Early Capital-Outlay Programs Capital-Outlay Court Decisions State Support Equity in Financing Educational Facilities The Federal Government and Capital Outlays Capital-Outlay Finance Plans School Bonding Practices Other Alternatives Impact Fees Sales Taxes Future Policies for School Facilities Administering the District and School Budget Evolution of Budgetary Practices Development of a Systems Approach to Budgeting District and School Budgetary Approaches District-Level Budgetary Practices Administering the District Budget School/District Coordination Budgeting at the School Level Challenge of Leadership Accounting and Auditing The School Accounting System The Changing Accounting Environment Comprehensive Annual Financial Report Characteristics of Governmental (Fund) Accounting Encumbrance Accounting Cost Accounting Accrual Accounting Receiving and Depositing Funds Expending School Funds Auditing Protecting School Funds Business Aspects of the School Community Increased Safety Hazards The Business Office Supplies and Equipment Purchasing Supply Management Risk Management Transportation School Food Services Human Resources and School Finance The Expanded Role of Human Resources Administration Teacher Compensation Certification Pay-for-Performance— Merit Pay Additional Issues Teachers and School Finance The Changing Assignments of Teachers Administrative and Supervisory Salaries Noncertified Personnel Salaries Payroll Policies and Procedures Government Influence The Road Ahead in School Finance The Future of Public School Finance Unresolved Issues Some Characteristics of Educational Structure School Finance Goals The Challenge Some Characteristics of Educational Structure School Finance Goals The Challenge

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Book SynopsisAbout our authors Edward H. Moore is a Professor Emeritus in the College of Communication and Creative Arts at Rowan University in Glassboro, New Jersey. Moore started his career as a school public relations practitioner and went on to serve more than 25 years as a public relations counselor, journalist, and educator working with a variety of corporate and educational organizations throughout North America, Europe, and Asia. Moore was managing editor of Communication Briefings, an international communications newsletter, and he previously served as Associate Director of the National School Public Relations Association. Moore taught public relations for more than 20 years. At Rowan University he was a Professor and Coordinator of the M.A. program in public relations. He holds an M.A. in school information services from Glassboro, New Jersey, State College, and is accredited in public relations by the Universal Accreditation Board. Dr.Table of ContentsBrief Contents PART I: ESSENTIAL CONSIDERATIONS The Importance of Public Relations Public Character of the School Understanding the Community Policies, Goals, and Strategies Administering the Program PART II: RELATIONS WITH SPECIAL PUBLICS The Communication Process Communicating with Internal Publics Communicating with External Publics Crisis Communication Communication about School Services, Activities, and Events PART III: COMMUNICATIONS TOOLS Working with the News Media Creating and Delivering Online and Print Communications Conducting Special Issue Campaigns Communication School Finance Issues PART IV: EVALUATION Communication Assessment and Accountability Appendix A: Organizations that Could Be Helpful

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Book SynopsisThis book prepares and guides individuals who are about to embark (or already have embarked) on a health/medical PhD journey, with a specific focus on Public Health. Based on the author's experience as a recently graduated Doctor of Philosophy (PhD) student, readers benefit from the knowledge imparted and lessons learned, including an analysis of the different aspects of a Public Health doctoral degree, and practical tips and guidance on how to go about this journey from the initial phase of choosing a research niche up until the oral examination (also called defence). All throughout the book, the author shares examples from her own journey to show that in spite of sacrifices and hurdles along the way, hard work, perseverance, and supportive resources can help see you through, eventually, to a hopefully positive outcome at the end.Using an informal style, the author provides a step-wise guide, from chapter to chapter, on the various essential aspects that need to be considered, including: The initial steps towards a PhD Proposal, permissions and funding The fieldwork The art of data analysis The hurdles along the way – a personal experience What comes after the completion of a PhD? Intended to be a compact go-to guide for students throughout their PhD journey, both from an academic and personal perspective, To Do or Not to Do a PhD? engages readers who are about to enroll in or who already have started a PhD, especially in public health, epidemiology, and health/medical fields of study. The brief also would appeal to postgraduate and undergraduate students who are interested in learning about how to write a research proposal, draft a scientific paper for publication in a journal, or prepare a thesis.Table of ContentsChapter one: What Is a PhD? Am I Ready for this Commitment? · This chapter sets the scene for the book. It provides information on what is a PhD and a short history of this academic endeavor. It also touches upon why one would want to do a PhD degree and whether this degree really suits the person’s ambition, work-life balance, job satisfaction during the graduate program, and the different job opportunities one would have once the PhD is over. Would there be research opportunities or faculty positions following completion of the PhD? It also discusses the anticipated life scenarios that a PhD student would face including living costs (such as housing costs, transportation, health insurance, etc.), possibility of a student loan, potential of achieving a fellowship or funding support that are all associated with a PhD, as well as whether a part-time, full-time (on the ground), online, or hybrid program is the most suitable program to pursue. Finally, the author discusses the difference between enrolling in a PhD vs. DrPH program. Chapter two: The initial steps of a PhD · The chapter starts by addressing the application process and how to choose the best doctoral school that meets one’s requirement, taking into consideration both European and US programs. It also touches upon the identification of an accredited doctoral school through the Council on Education for Public Health (CEPH) for the US and the Bologna Process for Europe, as well as discuss the general application requirements needed to apply to a doctoral program in the US and Europe. This chapter then follows a two-fold approach. First, it discusses the steps required to follow an original PhD, where the student needs to come up with the research question and identify the supervisor. It also touches upon the different research designs available and the importance of identifying the most appropriate research design to answer the set research question. The second part discusses briefly the other type of PhD, where the title is already present and the student would have an aim and scope already set up for him/her. Chapter three: Proposal, Permissions, and Funding · This chapter discusses how to construct a winning research proposal, how to budget, and how to create a Gannt chart. It also discusses how to achieve your own funding if no grant / funding has been allocated by the university to conduct this study. A section is dedicated to identifying and achieving the institutional permissions, data protection, and ethics permissions required for the PhD fieldwork. Chapter four: The fieldwork · This chapter focuses on how to set up a validated questionnaire (examples are provided that include links to validated questionnaires) and a health examination survey. It provides an explanation of other modes of fieldwork depending on the research design that was chosen. However, the main focus is on how to conduct a cross-sectional survey, which is the most easily conducted fieldwork for a public health PhD. Chapter five: The art of data analysis · This chapter gives brief explanations of how to identify whether the data obtained from the fieldwork is of normal distribution and if one needs a parametric or non-parametric approach to statistics respectively. It discusses the need of eyeballing the data as well as provides a brief explanation of descriptive and analytic statistics one may need to use. Chapter six: Putting pen to paper to publication · This chapter discusses how to translate the results into a scientific paper and prepare it for publication in a journal. It also touches upon how to choose an appropriate journal. Chapter seven: Writing the thesis · This chapter discusses the format of a typical PhD thesis and what is expected in each and every section, including the different referencing styles. Resources are provided where appropriate. Chapter eight: The hurdles along the way – a personal experience · In this chapter the author shares (many) experiences that she encountered during the course of her PhD. Unfortunately, the author was faced with a number of different issues and given a hard time, mostly because she was a woman, which she hopes no one has to go through. Alas, the author still managed to make it through, along with publishing ten peer-reviewed articles prior to finishing the PhD. The author hopes that sharing such experiences will encourage other students not to give up and also learn from her experiences and potential mistakes she might have made at the time. Therefore, this chapter discusses gender discrimination, intersectionality (especially race), pregnancy, parental leave, and childcare during the graduate program. Chapter nine: Getting ready for the oral defense · This final chapter covers tips and guidance on how to prepare for the oral examination. It also provides a personal experience of how to survive this important event. Chapter ten: What comes after the completion of a PhD?This brief chapter discusses the different career paths (academia, government, private sector) that can be pursued once the PhD is completed, unless the doctoral study was already associated with a position. It also addresses the financial aspect at this stage; i.e., starting salaries of a recent graduate, as well as touches upon tenure track placement and income disparity. The author also shares her personal experience of how her life changed and the opportunities that came with obtaining her PhD. N.B. All chapters include personal experience and examples; any appropriate references and links are provided.

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Book SynopsisCoaching ist zurzeit eine der gefragtesten Beratungsleistungen in Organisationen fÃ"r die Lösung beruflicher Problemstellungen. Was jedoch zunehmend viele Coaches und Berater bewegt, sind Fragen nach dem grundlegenden Sinn ihrer Arbeit, nach der Passung des Berufs mit Ã"bergeordneten Lebenszielen und letztlich nach der eigenen Berufung in einem gröÃeren Zusammenhang. Gerade Menschen in den FÃ"hrungspositionen der Unternehmen haben zunehmend den Wunsch, mit ihrer Tätigkeit einen sinnstiftenden Beitrag zu leisten, gleichzeitig werden die Anforderungen im komplexen Organisationsalltag immer anspruchsvoller. Dort, wo die Sinndimension zu kurz kommt, werden Symptome wie Entfremdung und Burnout wahrscheinlicher, worunter schlieÃlich auch die reale Leistung der Menschen und Organisationen leidet.Die Auseinandersetzung mit dieser existenziellen Suche nach Sinn, persönlicher Weiterentwicklung und einem gröÃeren Eingebundensein ist seit jeher das Anliegen spiritueller Traditionen. Eine zeitgemäÃe Auseinandersetzung mit Spiritualität bietet daher fÃ"r die Profession des Coaching und der Beratung zukÃ"nftig eine wesentliche Ressource. Dazu stellt der Band konzeptuelle, methodische und theoretische Ansätze vor, die die Rolle spiritueller Haltung und Praxis im Setting von Einzel-Coaching, Beratung und Ausbildung beleuchten und Kompetenzen wie Achtsamkeit, Intuition und Inspiration im Kontext einer postmodernen Lebens- und Arbeitswelt fördern helfen.

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Book SynopsisEinleitung.- Die Ausbildungseingangsphase.- Berufliche Aspirationen und ihre Entwicklung im Berufswahlprozess.- Verbleib und Ausstieg als Phänomene bei der beruflichen Aspirationsentwicklung in der Ausbildungseingangsphase.- Forschungslücke, Zielsetzung und Forschungsfragen.- Methodisches Vorgehen.- Empirische Herleitung des LEpA-Modells.- Prozessanalyse mit dem LEpA-Modell.- Diskussion.- Zusammenfassendes Resümee.- Literaturverzeichnis.

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Book SynopsisThe increasing digitization of the world of work is associated with accelerated structural changes. These are connected with changed qualification profiles and thus new challenges for vocational education and training (VET). Companies, vocational schools and other educational institutions must respond appropriately. The volume focuses on the diverse demands placed on teachers, learners and educational institutions in vocational education and training and aims to provide up-to-date results on learning in the digital age.Table of ContentsEditorial and Introduction to the VolumeEditorial: Vocational Education and Training in the Age of Digitization - Challenges and Opportunities (Eveline Wuttke, Jürgen Seifried, and Helmut M. Niegemann)1 Introduction - A Look Back Ahead (Helmut M. Niegemann)Section I: Vocational Education and Training in the Age of Digitization2 The Impact of Learning Factories on Multidisciplinary Digital Competencies (Michael J. J. Roll & Dirk Ifenthaler)3 Competence Development with Digital Learning Stations in VET in the Crafts Sector (Mareike Schmidt, Alina Makhkamova, Jan Spilski, Matthias Berg, MartinPietschmann, Jan-Philipp Exner, Daniel Rugel, & Thomas Lachmann)4 Tablet PCs in Economics Classes—An Empirical Study on Motivational Experiences and Cognitive Load (Christin Siegfried & Rico Hermkes)5 Gamification. A Novel Didactical Approach for 21st Century Learning (Silke Fischer & Antje Barabasch)Section II: Teacher Education and Professional Competence of Teachers in the Age of Digitization6 Development of a Video-based Test Instrument for the Assessment of Professional Competence in the Vocational Teacher Training Course (Andrea Faath-Becker & Felix Walker)7 Assessing Professional Knowledge of Teachers at Vocational Schools—Using the Example of a Professional Development for Automation and Digitized Production (Pia Schäfer, Nico Link & Felix Walker)Section III: Workplace Learning in the Age of Digitization8 Digital Competences in the Workplace: Theory, Terminology, and Training (Henrike Peiffer, Isabelle Schmidt, Thomas Ellwart & Anna-Sophie Ulfert)9 Microlearning via Smartphones in VET for Professional Drivers: The Case of Securing Cargo for International Transport (Andreas Korbach & Helmut M. Niegemann)Section IV: Higher Education in the Age of Digitization10 Openness in MOOCs for Training and Professional Development— An Exploration of Entry and Participation Barriers (Kristina Kögler, Marc Egloffstein, & Brigitte Schönberger)11 The High School Career Academy as a Model for Promoting Technological Preparation: Promising Practices and Challenges in the United States (M. Hernandez-Ganter & Edward C. Fletcher)Conclusions and Outlook12 Developing a Skillful and Adaptable Workforce: Reappraising Curriculum and Pedagogies for Vocational Education (Stephen Billett)Authors

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Book Synopsis1 Introduction: Refugees and asylum seekers in the context of sustainable urban development.- 2 Opportunity Structures and Agency for Refugees: Importance of Resources.- 3 Empowerment of Refugees for Greening Societies and Economies: Approaches for Capacity Building through Green Skills Development.- 4 Findings and Discussion about the Impact of Resources on the Well-being of Refugees.- 5 Findings and Discussion related to the Evaluation of the Workshops, their Effectiveness, and Empowerment through Social Entrepreneurship.- 6.The Way Forward.

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Book SynopsisTable of ContentsForeword by Provost and Executive Vice President Lauren RobelAcknowledgmentsIntroduction1. The Beginning 1842 – 18772. A Rebirth 1889 -19333. Building a Reputation 1933 - 19764. Becoming a Global Law School 1976 - 20175. Jerome Hall Law Library6. International Students and the Rise of Graduate Legal Studies Programs7. Notable Graduates of the Maurer School of LawAppendix 1 TimelineAppendix 2 Law School Leaders 1842 – 2018Appendix 3 Academy of Law Alumni Fellows Recipients 1985 - 2018Appendix 4 Distinguished Service Award Recipients 1997 - 2017SourcesIndex

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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

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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.

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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

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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.

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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

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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

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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

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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

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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

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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

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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.

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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

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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.

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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.

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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.

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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.

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