The Early Identification of Business Leaders: the Development and Validation of a Leadership Potential Instrument.

Business organizations spend a great of resources identifying and developing high potential leaders to ensure the continuity of their enterprises. Much of the time and money spent identifying potential leaders is applied inappropriately to employees who are not potential leaders. Many of these valuable employees enter the leadership stream seeking recognition only to find frustration and disappointment. The purpose of this study was to develop a cost effective tool that accurately identifies potential leaders from new professional employees entering a midsize specialty chemical company. By identifying potential leaders early in their employment career, time and energy could be devoted to developing the employees with true leadership potential. The development of the instrument involved extensive interviews with organizational leaders to determine what behaviors constituted desirable leadership behaviors. The resulting sixty statement instrument was completed by supervisors of the 330 participants in a concurrent validity designed study. A factor analysis reduced the items to four factors, three of which emerged as important for predicting potential leadership: courageous decision making, networking, and perceived motivation. Logistic regression was used to test the instrument\u27s ability to differentiate between groups. In the first test, the instrument was able to correctly predict membership in the high potential group (83.1% accuracy) with courageous problem solving as the most significant factor (N = 264). In the second test, perceived motivation was significant in predicting high performance (90.8% accuracy) within the group of high potential leaders (N = 95). Finally, networking was significant (76.5% accuracy) for predicting potential leaders from the group of new professional employees (N = 66). These findings are promising. The instrument was able to identify new employees with leadership potential, but more work needs to be done. A number of potential leaders (28%) were incorrectly identified by the instrument. Future research is needed to determine if the instrument or the leadership selection process within the organization can be refined. This was the first step in a process of developing a cost effective leadership potential instrument. Additional longitudinal research is needed to verify the applicability of this instrument

Affordability and sustainability outcomes: a triple bottom line assessment of traditional development and master planned communities - Volume 1

John Blair, Deo Prasad, Bruce Judd, Robert Zehner, Veronica Soebarto and Richard Hyd

Affordability and sustainability outcomes of 'greenfield' suburban development and master planned communities - a case study approach using triple bottom line assessment

John Blair, Mr. Matthew Fisher, Deo Prasad, Bruce Judd, Veronica Soebarto, Richard Hyde and Robert Zehne

Copernicus Climate Change Service (C3S) Global Satellite Observations of Atmospheric Carbon Dioxide and Methane

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Moving beyond dosage and adherence: A protocol for capturing dimensions of active child engagement as a measure of fidelity for social-emotional learning interventions

Social-emotional competencies are important for school-readiness and can be supported through social-emotional learning (SEL) interventions in the preschool years. However, past research has demonstrated mixed efficacy of early SEL interventions across varied samples, highlighting a need to unpack the black box of which early interventions work, under what conditions, and for whom. In the present article we discuss the critical implementation component of active child engagement in an intervention as a potential point of disconnect between the intervention as designed and as implemented. Children who are physically present but unengaged during an intervention may lead to decreased average impacts of an intervention. Furthermore, measuring young children’s active engagement with an intervention may help to guide iterative intervention development. We propose a four-step protocol for capturing the multi-dimensional and varied construct of active child engagement in a SEL intervention. To illustrate the utility of the protocol, we apply it to data from a pilot study of a researcher-implemented, semi-structured block play intervention focused on supporting the development of SEL and math skills in preschoolers. We then present future directions for the integration of active participant engagement into the measurement of implementation of SEL interventions for young children

Satisfaction With Neighborhoods: The Effects Of Social Compatibility, Residential Density, And Site Planning.

PhDArea planning & developmentUrban planningUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/186560/2/7115352.pd

Creativity, Innovation and Change: A faculty-wide first-year Course still Waiting for Lift Off

All undergraduate degree programs in the Faculty of the Built Environment (FBE) at UNSW (Architecture, Building and Construction Management (now Construction Management and Property), Industrial Design, Interior Architecture, Landscape Architecture, and Planning and Urban Development) were reviewed in 2004-2005 with the twin objectives of finding ways to strengthen the separate programs, and also to identify opportunities for greater cross-disciplinary learning and teaching. One response to increase the Facultys cross-disciplinary experiences was to form a First Year Common Course (FYCC) Group. The eight-member group met on a regular basis during 2004 and 2005 to develop a course proposal (Creativity, Innovation and Change) that made it through each of the necessary committee levels of approval within the faculty. At the final hurdle when the degree programs had to agree to adopt the new course (or not) a majority of the Heads of Program decided not to incorporate the new course in their degrees. This paper outlines the rationale for having a FYCC, the process involved and the proposal that emerged from the work of the FYCC Group; and reviews reasons the proposal was not adopted faculty-wide even after receiving formal approval as a new course from the appropriate Faculty committees

Accomplishing results through teachers and students partnership

Current Australian tertiary education intake is formed by students with diverse experiences, skills, ethnicity, language proficiency and economic background. Accordingly, it is a challenge for design education to achieve intended learning outcomes while confronted with constraints of retension. Industrial Design Studio 4 (IDS4) is a third year unit led by Lecturer Mauricio Novoa at University of Western Sydney (UWS). The unit undertook an overhaul in 2005 in preparation for its current international phase. Students were given the choice to democratically participate in the reshaping of the unit. A design agency/studio and production environment structure was set in place to give students a real feel of professional life. Expectations for the subject were raised although accommodating to course objectives and intended students' learning outcomes. Unit outline was changed to cover previous year content in 4 weeks with a structure concentrated in developing research, conceptualisation and pitch proposal to client by week 5. The remaining weeks were focussed in developing industrial design solutions at similar level as in professional life. Students were given the role of clients, suppliers, markers and judges of each other with the creation of a healthy competition, ownership and critical judgement. Students rose to the challenge and showed high levels of professionalism and satisfaction with the subject. Many went through a change of heart about just wanting to pass to measure their success based on their learning outcomes. The success of the unit was best represented by students who either were offered jobs and/or commercialization of their designs. They evaluated themselves and some even decided to fail the unit and come back the following year. They believe they did not meet their own expectations and judged passing as unfair to the rest of the class. Such outcome had not happened before in the School of Engineering and Industrial Design