2 comments about Managing the Unexpected: Resilient Performance in an Age of Uncertainty.

1. This second edition - an update of the 2001 book that introduced us to the 'mindful' organization - is a timely and well-done re-write that furthers the authors' contention that mindfulness is at the core of a learning organization. By substituting a failed preemptive burn incident, (the 2000 Cerro Grande wildland fire that caused $1 billion of damage to Los Alamos), for the 1st edition's Union Pacific/Southern Pacific merger debacle as the central example of their 5 principles of mindfulness, the reader is able to feel the flames of the unexpected leap beyond the control lines of the HRO (High Reliability Organizations) environment. This wind-fed fire metaphor gives life to the uncontrollable nature of today's business environment and every business's need for a mindful response to the unexpected. Managing only for the expected will not provide containment when the winds of change blow into your marketplace. From the authors' perspective, the appropriate response is the creation of an infrastructure to provide the 5 principles of mindfulness.
   
   1. Preoccupation with failure - treating any failure (often small ones) as a symptom that something is wrong with the system, a mindful organization is continually updating its understanding.
   2. Reluctance to simplify interpretations - ensuring a more complete and nuanced picture, simplifying less and seeing more.
   3. Sensitivity to operations - paying attention to relationships at the front line, where the work gets done.
   4. Commitment to resilience - maintaining a deep knowledge of the technology, the system, one's coworkers, and one's self as avenues for improvising and keeping the system functioning.
   5. Deference to expertise - cultivating diversity to do more with complexities, mindful organizations push decisions down to the people with the most expertise, not the most rank or even seniority. This deference moves issues around/across the system, migrating problems to someone with the knowledge and capabilities to address them.
   
   I found the book interesting and instructive the first time around, and I was even more impressed with this 2nd edition. Professor's Weick and Sutcliffe make good use of examples to demonstrate their conclusions and to bring the principles to life. The book is thought provoking and instructive; providing yet another perspective on how to manage performance in the face of today's rapidly flattening landscape.
   
   Dennis DeWilde, author of
   "The Performance Connection"



2. In publication since 2001, this book continues to be used as a training tool for people that respond to disasters such as hurricanes and terriorist attacks as well as wildfire and the principles apply to organizational changes, in particular, responding to situations in a safe manner with a clear idea of what you want to accomplish. Resilient Performance in an Age of Uncertainty says it all.

1 comments about The Course Syllabus: A Learning-Centered Approach (JB - Anker Series).

1. This is a concise guide to creating syllabi that encourage students to engage in course content and take advantage of resources available to them. I have used suggestions from this book for several courses over the past six years. My students find that a syllabus based on suggestions in the book helps them organize their approach to the course and establish goals for learning. Administrative critiques of my syllabi routinely note clarity of purpose and thoroughness--important aspects for the age of learner-centered paradigms. Examples in the book cover a range of disciplines and course formats.

5 comments about The Ascent of a Leader: How Ordinary Relationships Develop Extraordinary Character and Influence.

1. I have rarely been forced to look at myself as carfully as I did when reading this book. It examines fundamental issues regarding why people follow leaders, and what can happen to those leaders in the process. Above all, it differentiates between leaders who rely on their natural abilities versus those who take time to examine issues of character development. This book is on target in demonstating why some leaders end up so badly as opposed to those who grasp the character issues and deal with them. It gives hope to anyone who has stumbled on the path of good leadership as it points the way to dealing with key character issues. I believe this book is "must" reading for aspiring and experienced leaders alike, and especially recommend it to anyone struggling with their failures in leadership.



2. In this book, Bill, Bruce, and Ken remind us one more time of the high value we need to place on character in the personhood of our leaders. The 21st century will depend on people of genuine and authentic vision, values, and significance. The 21st century will depend on the ability of people to develop capacities and to soar with their strengths.

   In the 21st century, leadership cannot be effective with people who are unbalanced either in character or capacity. In spite of our capcities, however, it is character that builds a lasting positive influence or an enduring legacy.

   This book is clearly based on spiritual principles, and has many applications to congregations. Congregational leaders must have capabilites and capacities. It is just that capacities without character will be empty and dishonest. Character without capacities boost morale, but may not help congregations fulfill their mission.

   Read this book because these guys have something to say and are going to be around for a long while!




3. This is a significant book, mainly on account of one inspiring concept - creating an environment of grace.

   The main problems I had with the book stemmed from the concept of the leadership ladder or ascent, with sequential steps. The problem with that metaphor lies in traditional views of leadership. Ascent up a leadership ladder reflects the mental images we have - "rising to the top", "leading from above". It would be radical to envisage leadership from the margins - that is from a place of vulnerability, or from the center - a "lowly" position among the people.

   To be a leader does not necessarily mean to be "at the top", the best, the most gifted, the most intelligent, the strongest or the fastest (see e.g. the foot of page 79 "[people] watched his rapid climb to the top with awe"). This image is inherent in the ladder metaphor.

   A cyclical or circular model would be more helpful. A leader must cycle through the character and capacity dimensions of leadership development. The issues are to be re-visited continually, rather than sequentially. The cycle involves a consistent relationship with God, and awareness of and dependence on a community of grace (chapter 3, also see page 71).

   The "community of grace" concept is excellent, but we have to be careful what we mean by it. It is not merely an being gracious towards each other. Currently, grace is tending to be confused with "graciousness". Of course "graciousness" should be a derivative of grace. But the context of grace must be one in which all participants live by applying the Gospel of grace in their lives, in their attitudes, actions and words.

   The weakness of Chapter 7 is that "truth" is only dealt with in terms of "truth" learned from others. Where is the role of God, His Word and the Holy Spirit? See, for example, the Johari diagram on page 99 which lacks an interaction between God (and His Word), others and self.

   This may be addressed by making the right hand and bottom axes refer to "Known to God" (diametrically opposite "Known to others"), with the vertical axis finishing at "Revealed to Self" (beside "Unknown to Self), and the horizontal axis pointing to "Revealed to Others" (beside "Unknown to Others).

   When the authors deal with the fourth rung (ch 8), the essentiality of a submissive spirit in all areas of life is emphasized - humility, submission and obedience include paying the cost - submission to sacrifice. This must be a continuous process of character development, not merely a sequence of steps.

   According to the authors, there are two starting points for regaining that perspective. They picture a "fork in the road" where one embraces and learns from failures, and thus chooses recovery, or else by default takes the path to failure. If they took the cyclical model, this would be entail re-entering the circle at the specific point of character or capacity weakness.

   Theladder metaphor struck me as too static and mechanical rather than organic and dynamic, especially when dealing with the fifth rung, "destiny". This conveys an air of inevitability. The idea is of increasing "convergence" - the sharpening and focussing of best skills to an ultimate destiny in leadership. The writers did not pay enough attention to the dynamics of personal development through a growing relationship with God, in a frequently changing context under diverse influences and adverse pressures. None of us knows how long we have to live, or with what quality of life, or in what contexts, or with what unforeseen opportunities.

   I accept the basic concepts for capacity and character development, but clarify grace and truth, and put them into a cyclical model, and you would have a better, more Biblically accurate book on leadership development.




4. I usually don't read really "junky" books and give 3 stars for "bland" books. Most of the books I like rate 4 stars . . . BUT . . . a handful of truly life changing books deserve 5 stars. My whole criteria for 5 stars is simple, "Will you come back from reading this book a changed person? And if you do, will the lessons learned last?"
   
   Glance quickly through the reviews on this book. Many accolades have been given, but notice the many writers who relate how the book impacted their lives. If you want to grow as a leader, do not neglect this book.



5. The subtitle of this excellent book is a bit misleading. While it does describe how our ordinary relationships impact our growth as leaders (of families, of companies, of communities, etc.), mainly it provides guidelines for leaders stalled on the "ladders to success" to help themselves redefine success in ways that "help others while nourishing [their] heart[s] and soul[s]". I recommend this book to everyone who leads any person or group of persons--whether at home, at school, at work, or elsewhere. All leaders can benefit by reading this book.
   
   Another review by:
   Michael Patrick King, author of Confessions of a Rock 'n' Roll Wannabe: The Verse and Prose of Michael Patrick King: Volume One

5 comments about Working on the Work: An Action Plan for Teachers, Principals, and Superintendents (Jossey Bass Education Series).

1. Anyone with educational experience knows that good teachers try to make lessons engaging and meaningful. All this program does (if your district uses it) is create more work for educators with no real support or help, just a lot of demands in time and paper work. If you don't or didn't share and get help from your colleges before this program shame on you! How did you get through your Collage of Education? Anyone with business experience knows this is just a great example of marketing; it plays on the notion of helping and lets administrators look like they have a plan to the public. If your district administrators needed this program they should have resigned their positions. After a few years of experience you should not have to invest the kind of money and resources this program requires. Who is making the money? Who gets the kick backs? Not the classroom teacher who works longer hours than paid for already. Don't fall for the hype; this is just the latest educational reform gimmick. Making someone rich? Mark Twain had it figured out when it came to school boards. Look it up.



2. This is the sort of book school administrators love and teachers hate. It's long on vague, lofty sounding goals and absolutely no specifics to help teachers get there. What teacher wouldn't want to be more engaging? Who wouldn't want to inspire their students? Simply stating "be more engaging" doesn't get a teacher there any more than the teacher telling their student to "be smarter". But admin types love Schlechty's program. It puts the burden on the teacher to "work smarter, not harder...", "work the work" and "be more engaging and entertaining", and absolves students, parents and administrators from any responsibility for student improvement.
   
   I'd like to see specifics. And I'd like to see specific approaches backed up by hard research that will tell me the approach works. I haven't seen that yet, not in this book or any of the other 1,000 wunderkinds that run around the educational establishment spouting the latest miracle makeover.
   
   But I'm an optimist. I'm still looking for any information that will help me become a better teacher, information that's backed by experience and hard, objective research showing measurable results. I didn't see it here....



3. The thesis of the author, offer students work that is meaningful and engaging, is a paradigm shift. The usual way of improving students' experience in the classroom is to offer professional development seminars to teachers so that they might become better educators. However, Schlechty shifts the focus away from improving instruction to working on the work that we require students to do.
   
   I thought the book was convincing of its proposal and an approach that educators need to work on. My only disappointment with the book is that the author did not offer any examples of what "engaging" work might look like. Educators often are bombarded with "theory" and little "practical" examples - which would have been great to have in an Appendix. It is in the "practical" that the book is lacking. Yet, it is a great read and a revolutionary approach.



4. After reading the reviews given to this book, it is obvious to me who are the ones who were told to read the book and who are the ones who were asked to read it as well as offered support with the content. It is just like our students. If we just say "read the book", how engaging is that? If we are given the support to utilize the theory, the book makes much more sense. So, I can understand both ways of seeing the book. I, fortunately, am in a district where we were asked to look into this program (which is really what Working on the Work is) and decide if we would like to use it, as a district. We first, though, were given the opportunity to attend a conference where the presenter was from the Schlechty school. This was where the "practicality" came from. The reviewers are correct in that the book does not give those practical, concrete examples and studies we, as teachers, crave for our own learning. But, that is exactly the point of the program. How can we make our tasks as engaging as we are? The standards at the back of the book are going to be the most useful for teachers. Those are how you structure a lesson to be most engaging. So, I highly recommend that if you get this book that you pair it with some kind of support or research, so that the practical part can be understood along with the theory.



5. Schlechty's Shaking Up the Schoolhouse is the parent to Working on the Work. Both books make the effort to provide information and put forth a different perspective. It's disheartening to read the reactionary comments from educators who are familiar with Schlechty and the WOW book. When is the blame shifting going to stop? How long will teachers focus on all the things they cannot control instead of on the things they can? Nothing gives a teacher more freedom by administrators than success. By shifting our focus to what we give our students to work on, we do work smarter, which brings more joy to the passion for kids that led us to teaching. Teaching the same way we always have is why we continue to have a 30% drop out rate at the high school level(and rising). The book does not say that no teachers want to be more engaging. It simply gives a framework for improving the tasks that we assign our students. If you don't like your job, get out! Education has to continue to make the paradigm shifts needed if we are to expect a responsible, informed citizenry. Here are the facts:
   
   -Research tells us that the engagement precedes learning. Without authentic attention and investment, true and deep learning does not occur.
   -Research tells us that a variety of tasks and instructional delivery is required to meet the needs of the variety of learners in any given classroom.
   -Research tells us that the most effective teachers are those who are risk-takers in the classroom and make great effort to connect personally with their students.
   -Research tells us that last year's lessons won't necessarily work with this year's students.
   
   Any job you take will be evaluated, be it education or not. If we, as teachers, do not continue to reflect on the kinds of work we give our students, then we are simply a warm body in the classroom. What's the great harm in looking more closely at our lesson design and thinking outside the box? I say this book is an interesting read that can encourage any educator to take stock of what is happening in their classroom. Open your lessons up for some reflection and criticism. That's the only way we can grow as educators.

5 comments about The Wisdom Way of Knowing: Reclaiming An Ancient Tradition to Awaken the Heart.

1. I have read Cynthia Bourgeault's THE WISDOM WAY OF KNOWING five times now. From start to finish, I find what I always find in her writing - the rich, inner tradition of Christianity which is so universally appealing. I have probably read her chapter on Freedom and Surrender ten times, and I quote my favorite lines, "Spirituality at its no-frills simplest is learning not to do anything in a state of internal brace. It is never worth the cost."



2. Cynthia Bourgeault has a wonderful writing style that explains complicated ideas in a very easy-to-understand manner. This book is a must read for people interested in deepening their personal spirituality. A gifted writer who obviously is deeply spiritual helps those of us seeking find the path.



3. An Episcopal priest myself, time and again while reading "The Wisdom Way of Knowing" I wanted to jump up, rejoice and exclaim, "Yes, this is what I've come to about Christianity after all these years!" It was like drinking draughts of crystal clear water. With a graceful touch, the author peels back layer after layer of accretions to the faith to leave one close to the pulsing heart of the tradition. She obviously lives this path and warrants the name "teacher." Do read this book. And practice the prayer and path to which it points. (Couldn't resist a little sermon.)



4. This is a wonderful book for anyone interested in meditation and contemplation.
   
   The author is an Episcopal priest and retreat leader, but her message and her sources stretch well beyond the Christian world.
   
   The book begins with a challenging forward by Thomas Moore. Who asks us to challenge some of the assumptions built powerfully into he roots of the modern world: that the best - perhaps only - way to understand something is to dissect it; that standardized education is the best way to educate the young and that prisons are an effective way to deal with crime. Each is questionable.
   
   Cynthia takes these questions and many others in this beautifully written and satisfying book.
   
   As an example, she takes the words:
   Individual
   Freedom
   Happiness
   Surrender
   
   Each is deeply charged with meaning in our Western culture. The same words also have deep meanings in our spiritual heritage. The interesting thing is that in the two realms the words have diametrically opposite meanings.
   
   It is very valuable to see and understand this: many people want to embark upon their spiritual journey without knowing what it entails. I once saw a man who came to an introductory presentation by a well-known teacher. He got very upset when it was suggested that the work would need some sacrifice, discipline and effort. He was not being asked to give a lot of money to the teacher, in fact quite the opposite. But he thought that the spiritual path was a shortcut for getting more "stuff." Cynthia demonstrates the fallacy of this belief.
   
   She also shows that the genuine spiritual path is available to anyone who is prepared to dedicate a little time to it. And "little" is the operative word, and one of the reasons that I so like this book She points out quite correctly that meditation or contemplation should start with a few minutes wherever you are. I was also thrilled to see someone else advocate the value of practicing surrender wherever you find yourself: standing in line or sitting in traffic is a good place to start.
   
   This is a short but deep and inspiring book that I recommend very highly.



5. This is a wonderful book filled with information on establishing contact with God in his/her special dimension. An easy read although review page by page is often necessary. I have recommended this book to all of my friends on a spiritual journey.

5 comments about Software Architecture in Practice (2nd Edition) (SEI Series in Software Engineering).

1. Some would have trouble describing the discipline of Software Architecture in a concise sentence... Writing a book about it is a bigger challenge.
   
   What I like about this book is that it spells out succinctly some of the principles that software architects should adhere to... and then identifies why they sometimes should not. The tradeoffs, while not discussed in the light of a common problem, but mostly as a comparison between two or more 'reference architectures', become clear once the reader can frame the problem in a way that applies to her own architectural dilemmas.
   
   On the other hand, the book now shows its age. While CORBA makes for a good case study, most software architects would benefit from a Web-Services study, and the patterns that are being used there.
   
   Overall, a good book but I would recommend you flipping through it to figure out if it would help you in your day-to-day activities - or whether another Software Architecture book is more suitable.



2. What is arguably the best analogy to the creation of the large, modern software product is the construction of the great pyramids of Egypt: any error made in laying down the lower layers was magnified many times over when the additional layers were added. The placement of even a single component required the coordinate actions of many workers. Large detailed plans were necessary before the first block could be laid and while no precise deadline existed, there was a general one. Finally, despite their impressive size, the pyramids were built by applying simple components while following a well-understood pattern for integration.
   Therefore, as so many people are now pointing out, software engineers can learn much from the masters of construction.
   Architecture (architorture to students of the craft) is a very difficult area to master. The human mind processes information based on patterns, but much of that efficiency is based on experienced patterns, and abstractions rarely come easy even to the prepared mind. In this book, the authors do a great deal to assist "open minds" in preparing to understand and use architectural patterns.
   To present their ideas, the authors coined the phrase, "Architecture Business Cycle" (ABC). This phrase is designed to describe the entire process, from the initial itch on the back of the brain, to the influence of the architecture of one product in succeeding generations of products. Only when the consequences to future generations of software are included can we truly say we are describing the complete software life cycle.
   The approach used is a combination of explanation and case studies. Seven of the nineteen chapters are case studies that generally are well-done examples of the material. The core of the book, however, is the development of the steps in the construction of the ABC. The first step is the creation and analysis of a specific architecture. To perform the analysis, the authors put forward the Software Architecture Analysis Method (SAAM), a scenario-based method of evaluation. This technique is also one of the components of an architecture-review process.
   After the architecture is developed, it is time to create an equivalent system based on the design. To do that, a symbolic notation is needed. While there is some time spent on Architecture Description Languages (ADLs), this is one topic that should have been expanded. Without a common language that has a high degree of precision, there is a great deal of room for potential error. The analogy or metaphor that clarifies a concept for one person makes it less comprehensible for others. An example of an ADL is presented, but seven pages containing diagrams is not enough to do more than spark interest or confusion.
   The final area concerns the reuse of components and architecture. Two chapters are devoted to this topic, one on reuse within an organization and the other on reuse within the community. Within an organization, the emphasis is on the other software product line-a series of products in both parallel and sequential development. Creating a "reasonable" match to a consumer's requirements in the software development equivalent of real time is achievable only if there is an extensive stock of well-designed components that work and play well with each other. The only way to achieve this is to make such behavior part of the fundamental design. In the modern era of global competition, exposing your architectural designs to the world might seem to be a poor business practice. However in many areas this is not the case.
   Software developers can learn a great deal from the construction engineers of the ancient world. When planning a complex structure, the medieval architect commonly attacked the problem from a multigenerational perspective. Knowing the project would not be completed for decades, the initial architectural plans included the passing of the necessary legacy knowledge down to the later generations of planners and builders. Only then could there be a guarantee of completion and long-term viability. The ABC as put forward in this book is one way the computer industry can approach problems from the same perspective.
   
   Published in Journal of Object-Oriented Programming, posted with permission.



3. This book is great to gain theoritical knowledge about software architecture, but it lacks practical insights. May be it's my specific problem, because I was trying to find a good book on architecture of web applications, which this book does not provide.



4. This text is chock full of "Case Studies" in Architectural design & development methods, but surpringinly sparse in specifics. The authors' take an approach that is almost entirely qualitative; I was hoping to see a more analytical set of methods for analysing architectures, but found little.



5. This is a solid work on SEI's ADD methodology. The authors fully document the ADD methodology in terms of incorporating this into your practice. Clear text, diagrams, and illustrations depict how you bridge the gap between theory and practice.
   
   If you're looking to use, or enhance, how to leverage your use architecture, I recommend this book. ADD is a method that values the business intent of the software, and constructs a method that delivers value to the customer.
   
   There are some weak chapters, which prevent me from giving a 5-star rating. For example, Chapter 10 addresses reverse engineering an architecture. The focus was on a point exercise that is not useful in either theory or practice. Other case studies in the book (there are a few) were not helpful as they did not have the keys to turn the theory into practice. For example Chapter 16 addressed a J2EE/EJB study; however it was very high-level and omitted important details to be used in practice. However, the case study of an avionics system (Chapter 3) was good; it provided insight in how to apply theoretical concepts.
   
   I recommend this book for those organizations looking for a solid value-add approach to improving your architectures both technically, and in customer value.

5 comments about Social Skills Activities for Special Children.

1. I have used this book to help teach foster children in both a group and individual setting. It works well for children of all levels of functioning, not solely special needs. The examples in the book are well writen and cover all aspects of a childs socialization in school, at home, and with peers. I did have to omit a couple of worksheets that gave examples of how not to behave as it presented ideas that would be copied by low functioning or defiant kids. The systematic review of social skills utilizing worksheets and discussions has made this book a great addition to my work library.



2. I am using this book in my special education class. The kids understand it and it is very easy to use. They enjoy working and I enjoy that.



3. Have already started using in my class. Seller was very true to description and shipping.



4. This book is helpful for the social skills group that I run, however the book has worksheets, not activities to do with the kids. It is mostly focused on behavior in school. It is a good supplemental tool for me.



5. I am a special education teacher who used this book while teaching middle school students, (high functioning autism, emotional disability, non-verbal learning disability, Asperger's Syndrome) who have social intelligences that range from 1st-3rd grade. The book was used as a guide throughout the year with other activities that I created to foster growth in social-emotional areas of learning. The students found the worksheet scenarios relatable and easy to understand. I would have to agree with another commenter that the children depicted and names of children in the book fulfill stereotypes of races and nationalities. Being an educator, I took the opportunity to teach my children about cultural awareness and breaking down stereotypes depicted in the book. The students were able to identify and discuss the illustrator's point of view about his perceptions and stereotypes of people. We created are own social story worksheets with better representations of people. The book is best used as a guide.

5 comments about Peak: How Great Companies Get Their Mojo from Maslow.

1. Loved it. I can't wait to read it again. I bought a second copy and gave it to my CEO.
   
   What is so wonderful about this book is that its lessons can be applied to anyone with passion for making things better. While I may or may not be an executive one day myself, the concepts of self actualization resonate in sales and pretty much all areas in business.
   A must read for anyone serious about business and how the human element is motivated for success.



2. Chip needs to talk to my boss and your boss ... our company culture is soo lacking and if we followed Chips methods I know the culture could be great. That would make our customers, employees and investers happy too.
   
   Instead of "the beatings will continue until morale improves" why not take the team to the beach and throw around some ideas!
   
   Great read for executives, managers and people in startups. Buy this book help spread the happiness ;)
   
   Bill



3. 
   As Chip Conley explains in the Preface, "This book is about the miracle of human potential: employees living up to their full potential in the workplace, customers feeling the potential bliss associated with having their unrecognized needs met, and investors feeling fulfilled by seeing the potential of their capital leveraged." I agree with him that all great leaders know how to tap into this "potential" and actualize it into reality." Moreover, I also agree with Conley that great leadership can - and should - be found at all levels and in all areas of an organization. So, what motivations do people need to achieve peak performance, especially in collaboration with others? In this volume, Conley responds to that question, suggesting that there are many valuable lessons to be learned from Maslow's "Hierarchy of Needs." For present purposes, it can be abbreviated as follows:
   
   Survival
   Security
   Self-Actualization
   
   With regard to the first two, I am reminded of a time when Ralph Waldo Emerson delivered a lecture on transcendentalism in Concord (MA) and then agreed to answer questions. A farmer stood up: "Mr. Emerson, how do you transcend an empty stomach?"
   
   Maslow believed that the hierarchy of human needs is best understood when viewed as a triangle, with basic needs (food, shelter, clothing, etc.) at the base. As those needs are at least partially fulfilled, we ascend the pyramid to higher needs (e.g. security, stability, social connections, affiliations), fulfilling them along the way. As Conley explains, "At the top of the pyramid is self-actualization, a place where people have transient moments called `peak experiences'...A peak experience -- comparable to being `in the zone' or in the `flow' - is when ought to be just is." Or as Maslow himself suggests, "They are moments of ecstasy which cannot be bought, cannot be guaranteed, cannot even be sought...but one can set up the conditions so that peak experiences are more likely, or one can perversely set up the conditions so that they are less likely." However, as the Concord farmer reminds us, basic needs must first be filled. That is as true of individuals (who fear being terminated) as it is of a company's owners (who may have no choice but to file for Chapter 7).
   
   In this volume, Conley offers a step-by-step process by which to build a great company. After acknowledging Maslow's influence on his thinking (and in process explaining Mallow's core concepts) in Part One (Chapters 1-3), he examines three "relationship truths." In Chapters 4-6, he explains how to create base motivation, loyalty, and trust for employees. In Chapters 7-9, he explains how to create satisfaction, commitment, and "evangelistic" fervor for customers. And then in Chapters 10-12, he explains how to create trust, confidence, and pride of ownership for investors. In Part Five (Chapters 13 and 14), Conley explains how to coordinate the three separate but interrelated "relationship truths" to create a "self-actualized life" for each of those involved. Although that may prove to be an unrealistic goal, it is worthy of pursuit nonetheless. Whereas a mountain has a finite height, Maslow's pyramid does not. No individual and no organization can ever become fully actualized. There will always be room for improvement because achieving one goal creates opportunities to achieve others. Revealingly, Conley describes himself as a Himalayan Sherpa who guides his reader to up to the summits of Nepal or Tibet. What he implies is that his role has another, in my view more important function: To guide his readers to insights that will enable her or him to chart a proper course when embarked on a never-ending journey from one peak performance to the next.
   
   This is also true of a company whose culture that must constantly adjust to both internal changes (e.g. its workforce) and external changes (e.g. in its competitive marketplace) while in pursuit of greatness. Consider these comments John Kotter and James Heskett share in Corporate Culture and Performance that suggest a causal relationship between a strong culture and peak performance: "Corporate culture can have a significant impact on a firm's long-term economic performance. We found that firms with cultures that emphasized all the key managerial constituencies (customers, stockholders, and employees) and leadership from managers at all levels outperformed firms that did not have those cultural traits by a huge margin. Over an eleven-year period, the former increased revenues by an average of 682 percent versus 166 percent for the latter, expanded their work forces by 282 percent versus 36 percent, grew their stock prices by 901 percent versus 74 percent, and improved their net incomes by 756 percent versus 1 percent." My guess (only a guess) is that in all of the peak performance companies, the words "culture" and "character" are synonymous.
   
   It is no coincidence that, year after year, many of the same companies on Fortune magazine's list of those that are "Most Highly Admired" are also among those most profitable. However, as we all soon learn once embarked on a business career, there is a "bottom line" to an individual's personal character as well as to an organization's financial performance. Maslow suggests that when reaching the summit of self-actualization, there is a recognition that "this is the real me." Bill George calls this one's "True North," "the internal compass that guides you as a human being at your deepest level. It is your orienting point - your fixed point in a spinning world - that helps you stay on track as a leader. Your True North is based on what is most important to you, your most cherished values, your passions and motivations, the sources of satisfaction in your life. Just as a compass points toward a magnetic field, your True North pulls you toward the purpose of your leadership."
   
   Self-actualization awaits each person who reads this book. Let the journey begin. Bon voyage!



4. Chip Conley's philosophy of business is also a practical guide to success. He shows you how to find self-actualization through helping others - in this case, by providing your employees, customers and investors with what he calls peak experiences. He uses an unusual framework for his recommendations about workplace culture: psychologist Abraham Maslow's well-known "hierarchy of needs," with self-actualization at the highest level. The book is nicely organized, with "peak prescriptions" and reading lists at the end of each chapter. getAbstract recommends it to managers and workers who need a boost.



5. I loved how easy this book was to read. Conely is great at setting examples and painting pictures with his words. I would recommend the book if you are interested in Maslow's theories or if you don't even know who Maslow is, because he makes a great point in how to create a successful business enviroment.

3 comments about The Skilled Facilitator Fieldbook: Tips, Tools, and Tested Methods for Consultants, Facilitators, Managers, Trainers, and Coaches (Jossey Bass Business and Management Series).

1. Central to this work is the Skilled Facilitator approach (TSF), a systematic, values-based approach to group facilitation; at its core is the idea that the way we act and the consequences we create begin with the way we think. Chapter one delineates the 10 key features of TSF approach. It is used to help groups and entire organizations address issues and make significant change, as well as in coaching, training, and conducting HRD/OD initiatives of all types.
   
   This ambitious resource is bursting with 62 contributions clustered into seven parts:
   1) Understanding the Skilled Facilitator Approach-main focus: summarizes the approach and describes its major principles and features (8 chapters)
   2) Starting Out-main focus: using TSF in a variety of basic ways (12 chapters)
   3) Deepening Your Practice-main focus: refining intervention and diagnosis skills, and increasing personal awareness (7 chapters)
   4) Facing Challenges-main focus: dealing with the most difficult situations (5 chapters)
   5) Seeking Your Path-main focus: integrating the TSF approach in practice and life (5 chapters)
   6) Leading and Changing Organizations-main focus: creating major change in leadership and organizational functioning (15 chapters)
   and
   7) Integrating the Skilled Facilitator Approach in Your Worklife (and Non-Worklife)-main focus: shows how to integrate TSF with other approaches and roles (coach, trainer, consultant, leader, parent) (10 chapters)
   
   The book is further enriched with: definitions; key points; examples; tools and techniques and samples of the outcomes they produce; reflections; model conversations; and resources.
   
   As a consultant in organizational analysis, design and change, as well as a reviewer, I was particularly drawn to Chapter 51, "Do Surveys Provide Valid Information for Organizational Change?" by Peg Carlson. She concludes what we have found to be true of surveys-they are useful for spotlighting likely issues but they do not deliver the depth of analysis and meaning required in organizational consulting, nor the motivation for learning and deep change. This chapter is emblematic of the books' quality of content. In a nutshell, this book is outstanding! I highly recommend it.



2. I've read this book almost cover to cover and I've gained a lot of insight in using Skilled Facilitator approaches as a teacher and a minister. Mostly, it's given me insight into how to develop myself as a creative listener, and how to control my inner thought processes, and turn that back around into positive leadership for the good of the group. I find it particularly helpful to keep the RULES foremost in my mind as I interact with students and parishioners. And it's true that the more I model these rules, the more my students and the others around me absorb them and begin to use them in their own interactions.



3. For anyone serious about facilitation, this is THE book to read, read again and use often as a reference. Each chapter is a gem; core values and groundrules are invaluable when working with groups. And the chapter on difficult conversations will change your experience when the issue is divisive. This isn't a "read it and put it away" book; this is a "put it where you can get your hands on it" critical tool for facilitators.

2 comments about Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do.

1. The book is very informative in and outside of school. I think it has excellent information for those teachers or want to be teachers to gain insight from.



2. This book is useful for many different people involved in education: teachers, future teachers, administrators who support teachers, teacher educators, etc. It includes chapters from preeminent researchers in the field and covers many different areas in education. Each chapter reviews research in the area, and the language is not techno-speak meant to be accessible only to people who spend their lives doing research (my biggest pet peeve with many research articles and chapters). I am a teacher and graduate student. I checked this out from the library and found myself returning it so many times that I decided to go ahead and buy a copy for myself.