Excellence And Renewal

The crucial need to substitute true leadership for bad management practices such as Management By Objectives (MBO) and the use of fear is now well known and was often championed by Dr. W. Edwards Deming. While significant progress has been made, many organizations (especially outside of manufacturing) are either just getting started with their improvement efforts or they are faking their way forward (going through the motions), trying to imitate what they have read in books or have seen at conferences. The executives of these organizations might give permission for the tools of Lean and Six Sigma to be taught but many of them still refuse to look in a mirror and change their own leadership style. They have built a "façade of excellence" that crumbles quickly whenever a bit of chaos is introduced. Not being able to sustain improvements over the long term is one of the top complaints from improvement professionals. What ingredient is missing that prohibits changes to occur throughout the leadership ranks that might create a culture that embraces teamwork, collaboration and improvement? To start, what exactly do we mean by leadership? The common mistake is to try and put all effective leaders into the same box. Leadership actually has many dimensions and several definitions. This book explores four different styles of leadership that includes "The Crisis Leader," "The Idea Gathering Leader," "The Team Forming Leader," and "The Empowerment Leader." Each of the four styles is appropriate when given a certain set of circumstances (an organization in trouble needs a "Crisis Leader" for example). The goal is to shift the organization, including the leaders and all of the employees at every level, toward collaboration and empowerment. Why go through the pains to rebuild an organization’s culture and leaders? In the annual "IndustryWeek Magazine - Best Plants" competition, the companies that have made the transition to high performance, fully empowered teams ("The Empowerment Leader"), in general, demonstrate far better results than all other applicants (and they tend to win "Best Place to Work" awards as well). So, what is keeping organizational leaders, especially those in the middle of the organization chart, from adopting the "The Empowerment" leadership style? This book defines and helps the reader understand what this new normal of leadership consists of and: Explains the four different styles of leaders and how these are different than a typical "old style" manager. Indicates which style is appropriate given a certain set of circumstances and how a leader knows when it is time to migrate from one style to another. Illustrates what it means for an organization to shift from a "dictator" culture to one of collaboration and what steps can be taken to help this transformation. Explores the current definition of a "promotable manager" and how this differs from a new normal definition of an outstanding, effective "Empowerment" leader. Defines Mission, Vision, Strategy, and Values and how these four cultural principles fit into the leadership progression model. Shows how the culture within the organization will be different after the adoption of empowered teams and introduces the concept of "Enthusiastic Productivity."

"Based on extensive interviews with today's . . . corporate leaders, this look at how the best CEOs do their jobs focuses on the mindsets and actions that foster an environment of excellence"--

In 1980, Sholom Groesberg changed his life's course. He resigned as dean of engineering at Widener University in order to pursue a career in the rabbinate. Accepted at the Academy for Jewish Religion, he was ordained in 1984. Ten years later Rabbi Groesberg encountered the Jewish Renewal movement Its approach to creating an authentic identity within the context of living as a Jew resonated strongly within him. He became an ardent adherent of the movement. Jewish Renewed: A Journey is a combination academic study and personal memoir written for the educated lay reader. It traces the movement's history, explicates its ideology and practices, and examines the future challenges facing the movement Among others, this book will interest: History buffs*****Educators*****Spiritual seekers*****Environmentalists Alienated Jews seeking a "home"*****Practitioners in the helping professions This book will also appeal to those of a philosophical bent searching for answers to questions of Ultimate Concern; answers that invest our lives with meaning Why bother to be Jewish? Can secularism and religiosity be bridged? Why do new religious movements survive-or fail? Are the Kabbalah's teachings relevant to contemporary times? How can a modernist Jew conceptualize the significance of God?

“The only stability possible is stability in motion.”—John William Gardner In his classic treatise Self-Renewal, John W. Gardner examines why great societies thrive and die. He argues that it is dynamism, not decay, that is dramatically altering the landscape of American society. The twentieth century has brought about change more rapidly than any previous era, and with that came advancements, challenges, and often destruction. Gardner cautions that “a society must court the kinds of change that will enrich and strengthen it, rather than the kind of change that will fragment and destroy it.” A society’s ability to renew itself hinges upon its individuals. Gardner reasons that it is the waning of the heart and spirit—not a lack of material might—that threatens American society. Young countries, businesses, and humans have several key commonalities: they are flexible, eager, open, curious, unafraid, and willing to take risks. These conditions lead to success. However, as time passes, so too comes complacency, apathy, and rigidity, causing motivation to plummet. It is at this junction that great civilizations fall, businesses go bankrupt, and life stagnates. Gardner asserts that the individual’s role in social renewal requires each person to face and look beyond imminent threats. Ultimately, we need a vision that there is something worth saving. Through this vision, Gardner argues, society will begin to renew itself, not permanently, but past its average lifespan, and it will at once become enriched and rejuvenated.

The hearing, opened by Rep. Ray Thorton of Arkansas, addressed the perceived imbalance between teaching and research among university professors and the concern that the quality of undergraduate science education within the United States has deteriorated. Witnesses were called to examine factors that contribute to establishing an appropriate balance between research and teaching responsibilities for professors and factors that improve the quality of undergraduate science education. Witnesses included Dr. Charles M. Vest, President, Massachusetts Institute of Technology, Cambridge, Massachusetts; Dr. Karl S. Pister, Interim Chancellor, University of California at Santa Cruz, Santa Cruz, California; Dr. E. Fred Carlisle, Senior Vice President and Provost, Virginia Polytechnic Institute and State University, Blacksburg, Virginia; Dr. Pamela A. Ferguson, President Grinnell College, Grinnell, Iowa; Dr. Homer A. Neal, Chairman, Department of Physics, University of Michigan, Ann Arbor, Michigan; Dr. Samuel Ward, Professor and Department Head, Department of Molecular and Cellular Biology, and Professor of Ecology and Evolutionary Biology, University of Arizona, Tucson, Arizona; Dr. Jack R. Lohmann, Associate Dean, College of Engineering, and Professor of Industrial and Systems Engineering, Georgia Institute of Technology, Atlanta, Georgia; and Dr. Denice Denton, Associate Professor, Department of Electrical and Computer Engineering, University of Wisconsin, Madison, Wisconsin. Topics discussed by the witnesses included faculty evaluation and promotion; the interaction of teaching and research; the Virginia Tech plan for undergraduate education and faculty rewards; the need for continued research funding; and faculty incentive systems. A copy of "America's Academic Future: A Report of the Presidential Young Investigator Colloquium on U.S. Engineering, Mathematics, and Science Education for the year 2010 and Beyond" is included. (MDH)