Self-Defeating Leader Behavior: Why Leaders Misuse Their Power And Influence

Few concepts in the social sciences are invoked with the same ease or employed so readily to explain so many social and institutional outcomes as power. The concept of power has been used to explain, for example, how organizational resources are allocated (Pfeffer, 1992), how decisions are made (Neustadt, 1990), the control of attention (Fiske, 1993), behavioral disinhibition (Galinsky, Gruenfeld & Magee, 2003; Keltner, Gruenfeld & Anderson, 2003), and the resolution of conflict (Boulding, 1966, 1989), to name just a few important processes and outcomes. The concept of power is routinely used, moreover, not only to explain why such outcomes do happen, but also why they don’t. Russell’s (1938) observation that power is a “fundamental concept” in the social sciences remains as true today as it was when he first uttered it

A Multi-Dimensional Approach for Framing Crowdsourcing Archetypes

All different kinds of organizations – business, public, and non-governmental alike – are becoming aware of a soaring complexity in problem solving, decision making and idea development. In a multitude of circumstances, multidisciplinary teams, high-caliber skilled resources and world-class computer suites do not suffice to cope with such a complexity: in fact, a further need concerns the sharing and ‘externalization’ of tacit knowledge already existing in the society. In this direction, participatory tendencies flourishing in the interconnected society in which we live today lead ‘collective intelligence’ to emerge as key ingredient of distributed problem solving systems going well beyond the traditional boundaries of organizations. Resulting outputs can remarkably enrich decision processes and creative processes carried out by indoor experts, allowing organizations to reap benefits in terms of opportunity, time and cost. Taking stock of the mare magnum of promising opportunities to be tapped, of the inherent diversity lying among them, and of the enormous success of some initiative launched hitherto, the thesis aspires to provide a sound basis for the clear comprehension and systematic exploitation of crowdsourcing. After a thorough literature review, the thesis explores new ways for formalizing crowdsourcing models with the aim of distilling a brand-new multi-dimensional framework to categorize various crowdsourcing archetypes. To say it in a nutshell, the proposed framework combines two dimensions (i.e., motivations to participate and organization of external solvers) in order to portray six archetypes. Among the numerous significant elements of novelty brought by this framework, the prominent one is the ‘holistic’ approach that combines both profit and non-profit, trying to put private and public sectors under a common roof in order to examine in a whole corpus the multi-faceted mechanisms for mobilizing and harnessing competence and expertise which are distributed among the crowd. Looking at how the crowd may be turned into value to be internalized by organizations, the thesis examines crowdsourcing practices in the public as well in the private sector. Regarding the former, the investigation leverages the experience into the PADGETS project through action research – drawing on theoretical studies as well as on intensive fieldwork activities – to systematize how crowdsourcing can be fruitfully incorporated into the policy lifecycle. Concerning the private realm, a cohort of real cases in the limelight is examined – having recourse to case study methodology – to formalize different ways through which crowdsourcing becomes a business model game-changer. Finally, the two perspectives (i.e., public and private) are coalesced into an integrated view acting as a backdrop for proposing next-generation governance model massively hinged on crowdsourcing. In fact, drawing on archetypes schematized, the thesis depicts a potential paradigm that government may embrace in the coming future to tap the potential of collective intelligence, thus maximizing the utilization of a resource that today seems certainly underexploited

A PNEUMATOLOGICAL THEOLOGY AND CHRISTOLOGICAL PHILOSOPHY OF CHURCH CONFLICT FOR THE POST-PANDEMIC WESTERN CHURCH TO OUTLIVE, OUTLAST, AND OUTLOVE

Church conflict is increasingly at the forefront of denominations as they suffer internal and external conflict. The need to develop a better perspective and manage relationships in church conflict may depend on the church’s theology. The research of this project seeks to establish a pneumatological theology in dialogue with family systems theory and Christological philosophy of church conflict. The theology of church conflict is divided into four sections: reason, experience, history, and scripture. The Christological philosophy centers on Jesus’ conflicts as every passage in the book of Luke is examined through the lens of conflict. A contextually transferrable Spirit-empowered theology and Christological philosophy of church conflict may benefit those in the pastorate who often deal with congregational conflict and the perspective they carry while managing conflict. Pastors who had attended a seminar in which the theology and philosophy were taught were surveyed. An evaluation was made to assess if the theology and philosophy of church conflict help change the perspectives of church conflict in pastors as they experience conflict in their local congregations and ministries. The theology and philosophy of church conflict may help pastors outlive, outlast, and outlove in church conflict

Name, Shame, and Then Build Consensus? Bringing Conflic Resolution Skills to Human Rights

This Article examines the reasons behind the tensions that continue to make integration of human rights theory and dispute resolution so difficult. It seeks to interrogate the status quo, with a focus on law school clinics. We believe that many complex human rights problems that would traditionally be addressed separately by human rights and dispute resolution practitioners would benefit from a more integrated approach. As a consequence, the training of practitioners would also benefit from a pedagogy that incorporates elements of both disciplines. By taking a step back from the existing structure of clinics and turning to the goals that they seek to achieve, we argue for a new model that brings together skills and approaches from traditional human rights and conflict resolution approaches to develop a hybridized model of practice.12 This Article recognizes the inroads that human rights discourse and practice have already made in conflict resolution. It thus focuses primarily on the contributions that conflict resolution can make to human rights approaches. This year, at Stanford Law School, the authors of this Article have begun the process of launching just such a human rights and conflict resolution clinic. This Article seeks to explain the background, objectives, and future prospects for this and similar clinics. The Article considers three representative case studies. These cases come from the authors‘ personal experience working in Non- Governmental Organizations (NGOs) or clinics devoted to either human rights or conflict resolution. We chose the examples not only to illustrate typical scenarios in which a hybridized practice of human rights and conflict resolution proved to be either absent or effective, but also to highlight three prominent tensions that we believe any human rights project incorporating conflict resolution skills will face: (1) the tension between skepticism vs. optimism; (2) the tension between signaling strength vs. inviting collaboration; and (3) the tension between maintaining relationships vs. demanding critical selfanalysis. Our analysis of the three case studies provides a description of how we managed these tensions in our projects and proposes several benefits from the perspective of a human rights practitioner on an integrated approach. The Article concludes by outlining the structure and pedagogy of our clinic, the type of projects we select, and the ways we hope to document our success (and shortcomings) as the years progress

Betting on Climate Policy: Using Prediction Markets to Address Global Warming

Global warming, sea level rise, and extreme weather events have made climate change a top priority for policymakers across the globe. But which policies are best suited to tackle the enormous challenges presented by our changing climate? This Article proposes that policymakers turn to prediction markets to answer that crucial question. Prediction markets have a strong track record of outperforming other forecasting mechanisms across a wide range of contexts — from predicting election outcomes and economic trends to guessing Oscar winners. In the context of climate change, market participants could, for example, bet on important climate outcomes conditioned on the adoption of particular policies. These prediction markets would aggregate policy-relevant information from a variety of sources to improve upon existing decision-making methods, including expert deliberation, peer review, and cost-benefit analysis. Prediction markets also have the potential to overcome resistance to climate change mitigation efforts, particularly among market-oriented conservatives. We explain how both the federal and state governments could use prediction markets to help resolve high-profile controversies, such as how best to allocate subsidies to promote clean technology innovation and which policy strategy promises the greatest reduction in carbon emissions

The future of intangible asset valuation for football clubs and analysis of current practices

This master thesis looks into the player valuation methods currently in place in the world of football. Players are the intangible assets of the clubs, and as such they should be correclty valued in order to predict future cashflows for investors. This is not the case, mainly due to the current regulation based on historical cost and registration transfer fees. The thesis does a revision of the literature on the topic and discusses several already studied alternatives to player valuation. Afterwards, it proposes a new method of player valuation relying on player performance and a single unit of account. In the research phase, it looks at whether valuations for certain Premier League clubs and their players are consistent with Transfermarkt values and if they are relevant for profit projections. Moreover, it also has a qualitative approach that tackles the current financial and governance problems of F.C.Barcelona, in order to understand the fans' implication and knowledge of finances in football.Outgoin

A Grounded-Theory Study of the Teaching Methods of Jesus : An Emergent Instructional Mode

Problem. While models of teaching and teaching methods have manifested themselves in the wake of most major world philosophies and thus are accessible to present-day educators, a defined model of teaching based on the Christian worldview is harder to find. This is strange, given the fact that the person who, by definition, stands as close to the Christian worldview as one can possibly get, Jesus Christ has the reputation of being one of the greatest teachers ever. Institutions that offer an education aligned with the Christian worldview should be the ones showing greatest interest in a model of teaching derived from the works of Jesus. However, every educator with a desire to facilitate effective learning would, regardless of ideological background, benefit from refreshing their perspectives by a teacher who reportedly was a master in the art of teaching. This study has aspired to pinpoint some of the central teaching methods Jesus applied and synthesize them into a Jesus Model of Teaching. Method. The main source of methodical inspiration and structure for this research is the classical grounded theory, as developed by Glaser and Strauss in the 1960s. Grounded theory, which mainly is a theory-generating method, offers the inductive tools essential in discovering properties and underlying patterns in the material under study. Properties and patterns yield indicators of centrality, which again give the basis for the theory. In this study grounded theory is a Jesus Model of teaching. The study has six phases, alternating between being sequential and simultaneous: 1. Selection of material: Seventy accounts from the four Gospels describing Jesus in a teaching situation were selected based on their characteristics as teaching stories. 2. Open coding: The analysis of content and coding of Gospel Accounts. A group of five teaching professionals performed this as a cooperative project. They coded (established categories) by analyzing and comparing teaching stories until all 70 were categorized. The group of five attached essential attributes to each category, and gave each category a working name. 3. Recategorization: The 70 Gospel accounts were given to a second panel of four professionals for recategorization. This next group of professionals was given the established categories and their attributes, but they were not given any information about which teaching stories the first group had included in each category. This group recategorized the 70 teaching stories into the categories established by the first group. They worked independent of each other, to check to what degree the categories/teaching methods were recognizable by their attributes. 4. Comparison of results: Comparison between the results from the first and second groups of professionals was done shortly after the data were received from all the members of the groups. From the comparison of the work of the two groups, three teaching methods of Jesus were much more prominent than the others. These became the subject of more comprehensive analysis. At the end of phase four, a discussion of the main teaching methods of Jesus in light of current learning theory, research, and practice was conducted. 5. Axial coding: The relationships between the categories were investigated, and emergent, repeating patterns within and among the categories were identified. Underlying central themes and their synthesis because of the axial coding process emerged. 6. Grounded theory: The central themes identified as underlying principles or concepts of the categories were established as the integrative agents of the Jesus Model, generated from this study. The model was constantly compared for validation to the data from which it had emerged. Results. The first line of results was the combined work of open coding and recategorization: Three main and six minor teaching methods were established. The category given the working name Metamorphosis in the open coding was the teaching method in which Jesus frequently applied stories, parables, metaphors, and other figurative speech. The category Straight Talk was the teaching method in which Jesus gave talks, sermons, and speeches. The category Demonstration of Authority was the teaching method where Jesus gave practical advice, and performed healings and miracles. The three main categories Metamorphosis, Straight Talk, and Demonstration of Authority underwent further analysis with regard to why, how, and when Jesus used these methods, and how current learning theory and practice can explain or corroborate their effectiveness. During the in-depth analysis of the three main teaching methods, the following patterns emerged from the material as underlying concepts and principles: flexibility, accommodation to needs, and authentic authority. In this study authentic authority is defined as a relationship between teacher and students marked by a high level of social power on the part of the teacher. The two main components of authentic authority are expert power and referent power. The three concepts— flexibility, accommodation of needs, and authentic authority—form the Jesus Model of Teaching, which is the main result of this study. While authentic authority is the backbone in Jesus‘ teaching, flexibility and accommodation to needs are the conditions under which teaching is delivered. The three main teaching methods and the remaining six minor methods are merely practical expressions of the Model. Conclusions. The Jesus Model of Teaching presented in this thesis was developed as a grounded theory based on empirical data. Authentic Authority and flexibility practiced in need-based instruction is well corroborated in scholarly literature and can be implemented in general education at all levels. Teacher quality would possibly be improved if this model were taken as the basis for teacher training programs. However, further research is recommended that could measure the association between learning success and application of the operationalized propositions. A more definite knowledge support could subsequently be generated by experimental research

The Role of Leadership in Transitional States: The Cases of Lebanon, Israel-Palestine

View the Executive SummaryLeadership is dynamic; it is a continuous process and ever-changing relationship between numerous different factors. The research focuses on political leadership in transitional situations and the efforts of leadership in the transformation process from weak and fragmented states or communities to peaceful and viable states. These concepts are tested vis-à-vis U.S. foreign policy toward the Middle East, which will have to be adaptive and flexible on the one hand in order to show ability and will; but will also have to be consistent on the other, so that it can show commitment and impartiality.https://press.armywarcollege.edu/monographs/1475/thumbnail.jp

Collective intelligence: creating a prosperous world at peace

XXXII, 612 p. ; 24 cmLibro ElectrónicoEn este documento se plantea un tema de interes general mas como lo es especificamente el tema de la evolucion de la sociedad en materia de industria y crecimiento de las actividades humanas en el aspecto de desarrollo de la creatividad enfocada a los mercadosedited by Mark Tovey ; foreword by Yochai Benkler (re-mixed by Hassan Masum) ; prefaces by Thomas Malone, Tom Atlee & Pierre Levy ; afterword by Paul Martin & Thomas Homer-Dixon.The era of collective intelligence has begun in earnest. While others have written about the wisdom of crowds, an army of Davids, and smart mobs, this collection of essays for the first time brings together fifty-five pioneers in the emerging discipline of collective intelligence. They provide a base of tools for connecting people, producing high-functioning teams, collaborating at multiple scales, and encouraging effective peer-production. Emerging models are explored for digital deliberative democracy, self-governance, legislative transparency, true-cost accounting, and the ethical use of open sources and methods. Collective Intelligence is the first of a series of six books, which will also include volumes on Peace Intelligence, Commercial Intelligence, Gift Intelligence, Cultural Intelligence, and Global Intelligence.Table of Contents Dedication i Publisher’s Preface iii Foreword by Yochai Benkler Remix Hassan Masum xi The Wealth of Networks: Highlights remixed Editor’s Preface xxi Table of Contents xxv A What is collective intelligence and what will we do 1 about it? (Thomas W. Malone, MIT Center for Collective Intelligence) B Co-Intelligence, collective intelligence, and conscious 5 evolution (Tom Atlee, Co-Intelligence Institute) C A metalanguage for computer augmented collective 15 intelligence (Prof. Pierre Lévy, Canada Research Chair in Collective Intelligence, FRSC) I INDIVIDUALS & GROUPS I-01 Foresight I-01-01 Safety Glass (Karl Schroeder, science fiction author 23 and foresight consultant) I-01-02 2007 State of the Future (Jerome C. Glenn & 29 Theodore J. Gordon, United Nations Millennium Project) I-02 Dialogue & Deliberation I-02-01 Thinking together without ego: Collective intelligence 39 as an evolutionary catalyst (Craig Hamilton and Claire Zammit, Collective-Intelligence.US) I-02-02 The World Café: Awakening collective intelligence 47 and committed action (Juanita Brown, David Isaacs and the World Café Community) I-02-03 Collective intelligence and the emergence of 55 wholeness (Peggy Holman, Nexus for Change, The Change Handbook) I-02-04 Knowledge creation in collective intelligence (Bruce 65 LaDuke, Fortune 500, HyperAdvance.com) I-02-05 The Circle Organization: Structuring for collective 75 wisdom (Jim Rough, Dynamic Facilitation & The Center for Wise Democracy) I-03 Civic Intelligence I-03-01 Civic intelligence and the public sphere (Douglas 83 Schuler, Evergreen State College, Public Sphere Project) I-03-02 Civic intelligence and the security of the homeland 95 (John Kesler with Carole and David Schwinn, IngeniusOnline) I-03-03 Creating a Smart Nation (Robert Steele, OSS.Net) 107 I-03-04 University 2.0: Informing our collective intelligence 131 (Nancy Glock-Grueneich, HIGHEREdge.org) I-03-05 Producing communities of communications and 145 foreknowledge (Jason “JZ” Liszkiewicz, Reconfigure.org) I-03-06 Global Vitality Report 2025: Learning to transform I-04 Electronic Communities & Distributed Cognition I-04-01 Attentional capital and the ecology of online social 163 conflict and think together effectively (Peter+Trudy networks (Derek Lomas, Social Movement Lab, Johnson-Lenz, Johnson-Lenz.com ) UCSD) I-04-02 A slice of life in my virtual community (Howard 173 Rheingold, Whole Earth Review, Author & Educator) I-04-03 Shared imagination (Dr. Douglas C. Engelbart, 197 Bootstrap) I-05 Privacy & Openness I-05-01 We’re all swimming in media: End-users must be able 201 to keep secrets (Mitch Ratcliffe, BuzzLogic & Tetriad) I-05-02 Working openly (Lion Kimbro, Programmer and 205 Activist) I-06 Integral Approaches & Global Contexts I-06-01 Meta-intelligence for analyses, decisions, policy, and 213 action: The Integral Process for working on complex issues (Sara Nora Ross, Ph.D. ARINA & Integral Review) I-06-02 Collective intelligence: From pyramidal to global 225 (Jean-Francois Noubel, The Transitioner) I-06-03 Cultivating collective intelligence: A core leadership 235 competence in a complex world (George Pór, Fellow at Universiteit van Amsterdam) II LARGE-SCALE COLLABORATION II-01 Altruism, Group IQ, and Adaptation II-01-01 Empowering individuals towards collective online 245 production (Keith Hopper, KeithHopper.com) II-01-02 Who’s smarter: chimps, baboons or bacteria? The 251 power of Group IQ (Howard Bloom, author) II-01-03 A collectively generated model of the world (Marko 261 A. Rodriguez, Los Alamos National Laboratory) II-02 Crowd Wisdom and Cognitive Bias II-02-01 Science of CI: Resources for change (Norman L 265 Johnson, Chief Scientist at Referentia Systems, former LANL) II-02-02 Collectively intelligent systems (Jennifer H. Watkins, 275 Los Alamos National Laboratory) II-02-03 A contrarian view (Jaron Lanier, scholar-in-residence, 279 CET, UC Berkeley & Discover Magazine) II-03 Semantic Structures & The Semantic Web II-03-01 Information Economy Meta Language (Interview with 283 Professor Pierre Lévy, by George Pór) II-03-02 Harnessing the collective intelligence of the World- 293 Wide Web (Nova Spivack, RadarNetworks, Web 3.0) II-03-03 The emergence of a global brain (Francis Heylighen, 305 Free University of Brussels) II-04 Information Networks II-04-01 Networking and mobilizing collective intelligence (G. Parker Rossman, Future of Learning Pioneer) II-04-02 Toward high-performance organizations: A strategic 333 role for Groupware (Douglas C. Engelbart, Bootstrap) II-04-03 Search panacea or ploy: Can collective intelligence 375 improve findability? (Stephen E. Arnold, Arnold IT, Inc.) II-05 Global Games, Local Economies, & WISER II-05-01 World Brain as EarthGame (Robert Steele and many 389 others, Earth Intelligence Network) II-05-02 The Interra Project (Jon Ramer and many others) 399 II-05-03 From corporate responsibility to Backstory 409 Management (Alex Steffen, Executive Editor, Worldchanging.com) II-05-04 World Index of Environmental & Social 413 Responsibility (WISER) By the Natural Capital Institute II-06 Peer-Production & Open Source Hardware II-06-01 The Makers’ Bill of Rights (Jalopy, Torrone, and Hill) 421 II-06-02 3D Printing and open source design (James Duncan, 423 VP of Technology at Marketingisland) II-06-03 REBEARTHTM: 425 II-07 Free Wireless, Open Spectrum, and Peer-to-Peer II-07-01 Montréal Community Wi-Fi (Île Sans Fil) (Interview 433 with Michael Lenczner by Mark Tovey) II-07-02 The power of the peer-to-peer future (Jock Gill, 441 Founder, Penfield Gill Inc.) Growing a world 6.6 billion people would want to live in (Marc Stamos, B-Comm, LL.B) II-07-03 Open spectrum (David Weinberger) II-08 Mass Collaboration & Large-Scale Argumentation II-08-01 Mass collaboration, open source, and social 455 entrepreneurship (Mark Tovey, Advanced Cognitive Engineering Lab, Institute of Cognitive Science, Carleton University) II-08-02 Interview with Thomas Homer-Dixon (Hassan 467 Masum, McLaughlin-Rotman Center for Global Health) II-08-03 Achieving collective intelligence via large-scale argumentation (Mark Klein, MIT Center for Collective Intelligence) II-08-04 Scaling up open problem solving (Hassan Masum & 485 Mark Tovey) D Afterword: The Internet and the revitalization of 495 democracy (The Rt. Honourable Paul Martin & Thomas Homer-Dixon) E Epilogue by Tom Atlee 513 F Three Lists 515 1. Strategic Reading Categories 2. Synopsis of the New Progressives 3. Fifty-Two Questions that Matter G Glossary 519 H Index 52