Organizations Books

This volume is the first on a new series on Adolescence and Education, edited by two renown professors, Frank Pajares of Emory University and Tim Urdan of Santa Clara University. This first book covers general issues and begins with a first-rate chapter from Barbara Finkelstein that provides an overview of the history of adolesncence from an American perspective. The Woolfolk, Midgley, and Kaufman chapters are superb. The book should be of interest to anyone interested in how modern scholars are conceptualizing adolescence in American society today.

This is the first volume of a a new book series on adolescence and education. Clearly, the series has excellent promise. This volume includes chapters by some of the nation's top scholars. The first chapter by Barbara Finkelstein on the history of adolescence/education is first-rate. Should be of great interest to all readers, particularly undergraduate and graduate students in psychology, education, and social science.

I bought this book 4 weeks ago and I am still waiting. I just keep receiving emails saying that they are having some delay so in 1-2 week they will dispatche the book.
If you really need this book go and buy it someplace else.

No doubt, one of the best for those interested in graduate level of industrial organization. Readers can learn about major business strategies in industrial markets and its welfare implications. Leading theories, major empirical analyses, and added author's view against too influential Chicago ideas will give@excellent perspective of the progress in the field. The appendix of game theory is written to make the book self-satisfactory.

This worthy handbook explores ways in which language teachers can best be advised and supported in their teaching situations. The authors provide a comprehensive review of literature to support their contention that the goal of training should be to develop independent, autonomous and professionally-minded teachers. Additionally, they demonstrate the central role feedback plays in helping teachers to become self-critical reflectors on their teaching experiences. Throughout, advisors are prompted to think about how they can move teachers on to higher level concerns and there are many good points to emerge especially in the area of talking to teachers (Chapters 6-9). Based on this excellent discussion, I also see a need for advisors themselves to reflect on their own practices especially in contexts where collaborative relationships with teachers and colleagues are not high on 'personal' agendas.

Advising and supporting teachers by Mick Randall and Barbara Thornton (CUP) is a fine addition to the literature on teacher support. It guides teacher educators on how they can give support to teachers in training especially during their teaching practice. This book challenges teacher supervisors to examine their own philosophy of teaching and supervision by having them reflect on various tasks (part 2 of the book) that consist of case studies, observation tasks, role plays, feedback techniques and various other activities. The book begins by setting the scene for teacher supervision and offers a humanistic approach to helping trainee teachers through their teaching practice.
This book is really a must read for any teacher trainer/educator that is involved with teachers on the practicum. It offers many provocative tasks and approaches to teacher supervision and can be utilized pretty much in any context (although it is very much British influenced). Regardless of how much a teacher educator can implement from this book, just one reading of it will remind teacher supervisors just how much they may take for granted when supervising trainee teachers on teaching practice. However, given the workload that many supervisors are burdened with, I wonder how, and when they will get enough time to reflect on the tasks! So the book would be most suitable for trainee supervisors that have more time to discuss these tasks. That said, I recommend this book to all supervisors of teachers as well, so that they can reflect on the complexities of supporting new teachers. This book offers support for these teacher supervisor

Leaders of successful organizations in the next century will need to understand and implement the priciples contained in this outstanding book.

The author sets forth concepts that challenge current thinking about how to lead successful and competitive organizations. But he does much more. What makes this a significant work is clear-cut demonstration of value. Implementation of these concepts will become increasingly important as baby boomers retire in the next few years; organizations that learn how to build workforce affiliation will attract and retain human assets and will be more successful.

Dr. Ron Elsdon has already been awarded the Human Resource Planning Society's Walker Prize for advancing state-of-the-art thinking in human resources. This book clearly advances thinking about how to be successful in leading organizations in the next century.

A friend saw this book, Affiliation in the Workplace, on my desk, and commented to me, "That's not the kind of book I would expect you to be reading." That's true. The title conjures up a variety of visions. However, the book is not an irrelevant academic treatise, it isn't about dating people at work, and it isn't advocating a blind faith proposition that treating employees well will result in wonderful benefits for an organization. The secondary title, Value Creation in the New Organization, comes closer to expressing the focus of the book for me: Thoughtful approaches for strategizing and then maximizing the impact of people. In short, Elsdon makes a business case for the value of developing and retaining people.

The book is targeted to leaders and senior HR strategists. You don't need to go to Chapter Six which is chock full of calculus and models to realize this is something different. Also, there are no overly simplistic answers provided, no silver bullets that any organization can employ. Elsdon clearly points out that many variables determine what solution is best, such as the type of business (people or capital intensive), the life stage of the organization (Early Growth or Maturity), etc. He tells you which approaches may be most appropriate, given the characteristics of your organization and workforce.

Basically, the book suggests that organizations choose wisely when defining the relationship that they want to have with their employees. He points out that in many cases we are paying a large price for the "free agent" mentality that has been fueled by many recent organization practices, such as downsizing. However, we cannot in most cases go back to traditional, paternalistic relationships either. He argues for an energetic, inspiring work environment coupled with employee participation and strong support for focused employee development. This will in turn result in the broad-based creative and intellectual contributions that are required from employees today together with organization commitment and increased employee retention. It will help create what he describes as a "highly efficient internal job market."

This really is an interesting book, and you can "get through it" relatively quickly. I recommend it to anyone charged with making the most of an organization's human resources.

Again, as he did in "White Like Me", Wise forces America to look itself in the face and examine the reflection with honesty and integrity. In this book, Wise appeals to common sense, and "scientific minds" for those who need proof for the otherwise obvious, and makes one of the most compelling arguments for affirmative action while rebutting, with countless research, the dubious arguments of those who claim that affirmative action, particulary in college admissions policies, is reverse discrimination and a system of "handouts" to unqualified blacks, who in essence steal the seats from qualified whites. He demonstrates how subscribers to such arguments base their claims almost entirely on the "racial gap" in SAT, ACT, and GRE scores that supposedly "prove" how whites are being discriminated against when blacks with lower test scores take whites' "rightly earned" seats. However, through use of countless research, Wise demonstrates not only how research after research shows that these standardized test neither reflect ability nor determine grades in college. He further shows through research how the tests fail to predict graduation rates for students of any race.

As a deafening blow to the "reverse discrimination" claim, Wise points to the overwhelming evidence pointing not only to blacks' competence once admitted to college (that is often superior to their white counterparts with higher test scores) but to the fact that whites with lower test scores, admitted because of parent alumnus status, take far more seats from "more qualified whites" than all affirmative action admits put together. Yet, those who decry affirmative action on grounds of racial discrimination effectively ignore this fact. Even more bizarre is that it never enters the radar screen for their arguments. For if the argument against affirmative action is that unqualified blacks are admitted over their more qualified white counterparts (based on test scores), by definition, decriers of affirmative action must be infuriated by the overwhelming number of "unqualified" white admits (sons and daugthers of parent alumni) who take the seats of more "qualified" white students. After all, the alum status admits have exceedingly more priority than affirmative action admits, so much so that beneficiaries of affirmative action wouldn't even make the chart for a statistical comparison to the admission rate of children of alums. Yet, opposers of affirmative action condone this "unjust" admission policy, as if saying, as long as the "unqualified" admit is white, he/she belongs there; if he/she is black, certainly a white student should be there in his/her place. This crippling discrepancy alone shows the inherent racism, and dubious foundation, in the reverse discrimination argument itself.

As if these arguments were not compelling enough, Wise goes on to demonstrate how the recent white "reverse discrimination" plaintiffs, based on the schools' admission policies, would not have been admitted to the college of their choice, even if affirmative action were not in place. Furthermore, none of their lawyers even attempted to argue that the black student admits were not fully qualifed to be admitted...because they were, demonstrated both by admission policies that put little weight on test scores in the first place and black student graduation rates after admission.

The underlying premise of all of Wise's arguments is that there has always been a system of "affirmative action" for whites in virtually all areas of life: housing, schooling, and employment; and until this "affirmative action" ceases to be in place, the affirmative action in response to the racism plaguing this society must remain in place, not only for the benefit of blacks, but for the benefit of a just, right-thinking society at large.

Finally, Wise appeals to proponents of affirmative action by advising them to reclaim affirmative action, not through watered-down arguments calling for "campus diversity" (an argument that in itself works to keep white privilege and power structure in place) but through the need for affirmative action in the face of the continuing prevalence of white "affirmative action" that defines this nation's past and present. After all, it was in response to this racist system that affirmative action was put in practice in the first place. Thus it is on this premise, that is backed by scores of research and common sense, that this system of justice must be reclaimed in the face of white privilege.

Even as a person who cares about race issues and followed the Michigan cases with great interest, I found this book to be tremendously eye-opening. Mr. Wise examines many of the myths surrounding affirmative action programs and race, and methodically and persuasively "de-bunks" them, in many cases merely by unpacking the statistics that were cited in the Michigan cases themselves. I've already given this book to several friends to read, all of whom found it as absorbing and fascinating as I did. And I've cited it to many other friends, including a number of black friends, to point out the many myths that have heretofore gone unchallenged, even in the black community. I wish I could give a copy of this book to everyone in the United States. I'd love to witness and take part in the dialogue that came out of that reading project. I can't recommend this book highly enough. And do be sure to read White Like Me, Mr. Wise's other recently published book.

A credit to Peter Temes's efforts to bring back the dignity and respect that school reform has taken away from great teaching. Against School Reform (And in Praise of Great Teaching) describes and outlines some of the great philosophies that have shaped Americas schools. His genuine admiration for teachers and great teaching is apparent, in his accurate description of our failing educational systems. The connection he makes with what does and does not work in schools is evident of his knowledge of the educational structure. The issues and views of school reform come second to the power of great teaching.

Temes' central thesis is that nothing succeeds with any kind of student, from the most brilliant to the slowest, like devoted and intelligent teachers.

It isn't the curriculum, it isn't how many hours of sex ed they get, it isn't the standardized tests. It's the amount of time and effort the teacher spends working to inspire young minds.

Not surprisingly, a top-down approach "designed by geniuses to be implemented by idiots" is bound to fail. Teachers are idiosyncratic human beings. Each one will have his or her own approach to teaching, and if they are any good they will never teach the same class twice. The subject matter evolves, the teacher keeps learning, and the personalities in each class are different.

Temes' plea is for administrators to see their role as protecting the teachers from bureaucratic intrusion and hiring the best possible teachers. The role of education schools ought to be, as much as anything else, getting smarter people into education. Education majors today are at the bottom of the heap intellectually, about 100 points below the median on SAT scores. It is perverse that teaching is a job from which it is hard to get fired, and from which the only promotion paths lead out of the classroom. Temes quotes many administrators on the reality of the situation: 20% of classroom teachers are total losses, another 60% are capable of being inspired but often aren't, and maybe 20%, in a good system, are truly dedicated.

A short anecdote. I listen to the lunchroom conversation in my stints as a substitute teacher. In private school the conversation is usually about kids and curriculum. In public school it is about benefits and retirement.

this was an excellent read, much better than the film, although the film is still something that should be watched. Coming from an english inner city originally i am aware of the gang culture and the trouble schools in these areas have to put up with having attended an inner city primary school, never mind a secondary. This helps me to admire what marie stubbs done even more than the average person because i know the sort of children she was dealing with at the school. She seems to have a genuine interest in the welfare of the children, a rare thing to see in an English school nowadays. read this, its inspirational to see how 1 woman can make such a difference!

As a teacher you fall into many dark areas of working with troublesome students. This is an inspiring and motivating memoir of a Principal's uphill battle with the media, her staff and the community to make a school with a bad reputation a great school. We need more principals and more teachers that can see the light on a dark day. Every child can achieve at school, but it takes the right person to make them feel important.

This is an easy review - the book is simply great! If parents are willing to sit down with their children and read, especially starting before they are two years old, this book will help to spark the imagination of practically any child. The song couldn't make a better subject for a book. The story should help form the foundation for a strong moral and religious background. The illustrations are beautifully done and our twenty-two month old picks out things that we hadn't even noticed. I recommend the book to all parents and encourage them to read it nightly, taking the time to discuss what they see in the pictures. I sincerely hope the author has more projects in the works!

All creatures great and small, all things wise and wonderful, the Lord God made them all... This is a great hymn, one of my favorites (especially the arrangement by John Rutter). Reading (singing!) this book to my children has given them an appreciation for the beauty in God's world. The illustrations are the kind that a child is drawn into - the kind they can gaze at and imagine themselves in the scene.
A carefree country girl goes on a ramble as the hymn unfolds. My children (me too!) want to kick off their shoes and share in the child's absorption of the beauty around her.
Great way to children-ize a hymn.

This is the most insightful book I have ever seen on the subject of Japanese business. The author clearly knows his subject

There has been the deluge of books and articles on Japanese keiretsu. But this book published a decade ago (1992) is still one of the best. There are so many good enough accounts on the vertical keiretsu appeared in the Toyota¡¯s value chain. But not so, when it comes to the horizontal keiretzu. There is no shortage of materials but most of them are no more than anecdotal case studies or, at best, cursory impressions. I can¡¯t capture why they form such a long-term ties based on what interest at all, for example. The advantage of vertical keiretsu is obvious and well described. But what is the economic foundation of horizontal keiretsu? Is it mere social club of economic elites? Nobody could think so. The network structure (or network form) of horizontal keiretsu is well documented, such as main bank, cross shareholding, sacho-kai, and the preferential trading. But those are merely links forming the network. The network is more than the sum of links. It¡¯s the linkage of links and it has contents. Links reproduce itself for something flows between nodes. This book plugs the gap systematic explanation of horizontal keiretsu with network analysis. In doing so, the author mobilizes not only qualitative data from interviews and business history but also extensive quantitative data to generalize his remarks to level of the population of the Japanese businesses. The author begins with describing the network structure of keiretsu from chapter 3 to 4. Then the remaining chapters deal with how the network formed and how it operates in real business environment. Namely, those chapters deal with the contents of network. Now you might retort ¡®what¡¯s the difference from other materials? This book would supply better and well-organized illustration of keiretsu. But aren¡¯t those features common in other works?¡¯
Maybe. But the most inspiring piece lies in the use of image. Keiretsu is the interfirm network and it¡¯s not unique on Japan but the ubiquitous phenomenon all over the world. Usually, they use the image of coalition, as it has developed in the game theory. The interfirm network, however more stable it is than arm¡¯s length trading, is usually depicted with the image of coalition. The coalition, particularly in the form of game theory, is relatively fluid relationship. The coalition comes and goes according to the logic of strategic self-interest. This is the reality of business such as strategic alliance. Yesterday¡¯s foe could be today¡¯s friend. For example, Apple shook hands with IBM to make PowerPC. But such an image doesn¡¯t fit into the long-term relationship of horizontal keiretsu over more than a generation. Affiliation in a keiretsu group is considered as permanent one. Instead, Gerlach uses the metaphor of alliance to illustrate the features of Japanese keiretsu. The image of alliance comes from anthropological fieldworks. It suggests long-term social relationship that links kinship groups over generations. The self-interest is also the driving-force in the kinship alliance. Kinship groups establish the long-term ties with other kinship groups through swapping women. Through this tie, they exchange resources like calling on in times of need or for protection of one¡¯s own group. Those are valuable resources in primitive societies, with no doubt, and this relationship is long-term by nature. But in such a relationship, self-interest is tempered by the central role played by group history.
Horizontal keiretsu emerged from the self-interest of member firms to stabilize the flow of resources. So at the center of group have lain the bank and sogo shosha. During the early postwar period, the capital and raw materials were scarce and most needed resources to be secured, and that, affiliation in the group opens doors to trade with other group members, and with the trading partners those firms have. But once the network is put into action, it takes the life of its own: It was instutionalized in the routine of business. Just as firms seek to position themselves advantageously in their industry and in the broader business community, so too do groups as a whole. Keiretsu network, for instance, expands itself with new memberships. Most of expansion has involved the firms that compete against firms in other keiretsu. Keiretsu compete against keiretsu for positioning in the business community. By expanding to include group-level representation in a broad variety of fields, the group simultaneously preempts market opportunities, enhances its prestige in the larger business community, and diversifies risk across a spectrum of industries. The power and prestige of the group make the individual member firm more appealing to prospective business partners and improves its status in the larger business community. The fortunes of group and companies are in this way intertwined. In other words, affiliation in group translates into marrying with the group. The individual firms act as if they are the members of the clan. This kind of interfirm network could be facilitated for the unique Japanese business history. 3 out of outstanding 6 (now 4) groups are ex-zaibatsu (industrial group). And some influences in early postwar period are crucial in forming the keiretsu.
But this is the problem of this book: no convincing explanation about why such alliance is found only in Japan? This book offers good enough description of the phenomenon. I can¡¯t help asking ¡®Is this enough explanation?¡¯ Unfortunately I don¡¯t think so. If you have this kind of question, I recommend, Ulrike Schaede¡¯s ¡®Cooperative Capitalism¡¯. This book has a very long-term standpoint from Tokugawa period to the present. This book is not about keiretsu. But you could understand the institutional background of Japanese business.

Peter Robertson worked with us in the office of the CEO for the HP/Compaq integration. Though we had a high performing team with piqued strengths in leading large scale horizontal change, he helped us understand how the makeup of the team needed to change as the charter changed. Against typical instincts (why change what's working) we consciously supported some departures and refashioned the team for the second phase of organization effectiveness, after initial integration was largely complete. We also used Peter's approach to advise our own internal clients on how their teams needed to change to accomodate expectations that became apparent in the press 6 months later. His thinking and tools were a major quiver in our value to HP at an unprecedented period of change.

A fresh, new approach to how people respond to change, individually and within organizational settings. Ethology, taking in Freud and Bolby's work, shows how it is not consequences, but security and "attachment" which will predict and help in the management of personnel.

The catchy title takes in one application of this method and tool, that the composition of any team, whether athletic or organizational, is dependent on where the organization is on the "S"-curve or business cycle. For instance, if you are trying to innovate new ideas or products, you need exploratory people versus those attached to stability. On the other hand, once new products have been identified and created, you want more stability-oriented people who will stick to the plans and schedules to get the product out the door.

Very good examples from actual application at HP and other major organizations.