Interpersonal team leadership skills

To say that a team leader's job is a tough one is certainly not saying enough. It is up to the team leader to manage a group of people to be individuals but yet work as a team. The team leader must keep the peace and yet create a revolution with this group all at the same time. The good leader will require a lot of education, training, and tons of practical application to be a success. The good news, however, is that the team leader's job is a rewarding one, one that they'll always feel good about if they do it right. How many of us get the opportunity to take a group of wonderful, thinking individual minds and pull from them ideas that a whole team can take to success? Yes, the job is indeed tough, but the paybacks are many.     

Incentives and revenue sharing in college football: Spreading the wealth or giving away the game?

The incentive mechanism literature is mostly theoretical since data limitations typically prohibit the testing of predictions. This paper offers an empirical study of the relationship between incentives and economic performance as applied to conference revenue sharing in college football. Revenue sharing acts as a disincentive to build a stronger team since the pecuniary rewards of team success are diminished if a team must share these rewards with conference opponents. This proposition is tested using data on team performance and revenue sharing rules in Division I-A college football. The results confirm the main theoretical proposition – conferences which share more, tend to be weaker.     

Don't force change--facilitate it

Many projects are planned well but seem to fail in the implementation stage. We've all been in that situation to one degree or another, so we know that planning, in and of itself, does not dictate success. What is the link between planning and success that is missed so often? While a project with no plan is doomed to failure, a well-planned project can fail just as easily if you can't execute the plan. The ability to keep your team motivated and the project moving forward is critical, and most project leaders don't recognize some fundamentals that are prerequisites for success.     

A performance‐based,minimalist human resource management approach in business schools

This article examines the professorial human resource base in academic institutions. More specifically, we focus on professors in business schools. All academic institutions, business schools included, must have top‐quality faculty. Their drive for enhancing academic value creation, generating cutting‐edge research, leading teaching, and building strong interrelationships with students and executive participants fuels the success of the academic institution. Obviously, the other employees also are important.The administration must be outstanding, along with the research associates, finance staff, marketing team, and the like. Still, in order to contribute to the overall success of the academic institution, these other functions all depend on an outstanding professorial staff—they cannot create success alone. © 2006 Wiley Periodicals, Inc.     

Pervasive myths in leadership development: Unpacking constraints on leadership learning

Forty years ago, the questions most discussed among those who cared about leadership were “is leadership possible among those who don't have titles and positions?”; “what are the characteristics possessed by effective leaders?”; and “how do we find the people who are the best leaders and help them prepare for positions that will allow them to have an impact?” After many conversations, conferences, research studies, and books, the terrain has shifted among scholars. Now the conversations focus on questions such as “If leadership is a shared responsibility among members of groups, how can the full leadership potential of all be cultivated?”; “What role do collaborators play in empowering positive leadership and defending against those who misuse it?”; and “How can organizations cultivate cultures that support and encourage visionary leadership dedicated to benefitting all?” The shift in the questions that leadership educators now explore, coupled with the breadth and variety of the initiatives dedicated to nurturing it, demonstrate that leadership can be taught. More importantly, the practice of leadership demonstrates that many can pursue leadership and that they must if the opportunities of the 21st century are to be fulfilled. The conversations and the needs for leadership have both shifted and it is now incumbent on those who value leadership most to agree to unifying perspectives that can draw us together in common purpose. From your vantage point, what are the crucial conversations, next steps, and/or thoughts for consideration as we enter the second decade of the 21st century?     

Leadership learning: Crucial conversations,next steps,and thoughts for consideration

Forty years ago, the questions most discussed among those who cared about leadership were “is leadership possible among those who don't have titles and positions?”; “what are the characteristics possessed by effective leaders?”; and “how do we find the people who are the best leaders and help them prepare for positions that will allow them to have an impact?” After many conversations, conferences, research studies, and books, the terrain has shifted among scholars. Now the conversations focus on questions such as “If leadership is a shared responsibility among members of groups, how can the full leadership potential of all be cultivated?”; “What role do collaborators play in empowering positive leadership and defending against those who misuse it?”; and “How can organizations cultivate cultures that support and encourage visionary leadership dedicated to benefitting all?” The shift in the questions that leadership educators now explore, coupled with the breadth and variety of the initiatives dedicated to nurturing it, demonstrate that leadership can be taught. More importantly, the practice of leadership demonstrates that many can pursue leadership and that they must if the opportunities of the 21st century are to be fulfilled. The conversations and the needs for leadership have both shifted and it is now incumbent on those who value leadership most to agree to unifying perspectives that can draw us together in common purpose. From your vantage point, what are the crucial conversations, next steps, and/or thoughts for consideration as we enter the second decade of the 21st century?     

Leadership: A journey of sustained performance

Forty years ago, the questions most discussed among those who cared about leadership were “is leadership possible among those who don't have titles and positions?”; “what are the characteristics possessed by effective leaders?”; and “how do we find the people who are the best leaders and help them prepare for positions that will allow them to have an impact?” After many conversations, conferences, research studies, and books, the terrain has shifted among scholars. Now the conversations focus on questions such as “If leadership is a shared responsibility among members of groups, how can the full leadership potential of all be cultivated?”; “What role do collaborators play in empowering positive leadership and defending against those who misuse it?”; and “How can organizations cultivate cultures that support and encourage visionary leadership dedicated to benefitting all?” The shift in the questions that leadership educators now explore, coupled with the breadth and variety of the initiatives dedicated to nurturing it, demonstrate that leadership can be taught. More importantly, the practice of leadership demonstrates that many can pursue leadership and that they must if the opportunities of the 21st century are to be fulfilled. The conversations and the needs for leadership have both shifted and it is now incumbent on those who value leadership most to agree to unifying perspectives that can draw us together in common purpose. From your vantage point, what are the crucial conversations, next steps, and/or thoughts for consideration as we enter the second decade of the 21st century?     

Entrepreneurship education as a new model for leadership education

Forty years ago, the questions most discussed among those who cared about leadership were “is leadership possible among those who don't have titles and positions?”; “what are the characteristics possessed by effective leaders?”; and “how do we find the people who are the best leaders and help them prepare for positions that will allow them to have an impact?” After many conversations, conferences, research studies, and books, the terrain has shifted among scholars. Now the conversations focus on questions such as “If leadership is a shared responsibility among members of groups, how can the full leadership potential of all be cultivated?”; “What role do collaborators play in empowering positive leadership and defending against those who misuse it?”; and “How can organizations cultivate cultures that support and encourage visionary leadership dedicated to benefitting all?” The shift in the questions that leadership educators now explore, coupled with the breadth and variety of the initiatives dedicated to nurturing it, demonstrate that leadership can be taught. More importantly, the practice of leadership demonstrates that many can pursue leadership and that they must if the opportunities of the 21st century are to be fulfilled. The conversations and the needs for leadership have both shifted and it is now incumbent on those who value leadership most to agree to unifying perspectives that can draw us together in common purpose. From your vantage point, what are the crucial conversations, next steps, and/or thoughts for consideration as we enter the second decade of the 21st century?     

The leadership labyrinth

Forty years ago, the questions most discussed among those who cared about leadership were “is leadership possible among those who don't have titles and positions?”; “what are the characteristics possessed by effective leaders?”; and “how do we find the people who are the best leaders and help them prepare for positions that will allow them to have an impact?” After many conversations, conferences, research studies, and books, the terrain has shifted among scholars. Now the conversations focus on questions such as “If leadership is a shared responsibility among members of groups, how can the full leadership potential of all be cultivated?”; “What role do collaborators play in empowering positive leadership and defending against those who misuse it?”; and “How can organizations cultivate cultures that support and encourage visionary leadership dedicated to benefitting all?” The shift in the questions that leadership educators now explore, coupled with the breadth and variety of the initiatives dedicated to nurturing it, demonstrate that leadership can be taught. More importantly, the practice of leadership demonstrates that many can pursue leadership and that they must if the opportunities of the 21st century are to be fulfilled. The conversations and the needs for leadership have both shifted and it is now incumbent on those who value leadership most to agree to unifying perspectives that can draw us together in common purpose. From your vantage point, what are the crucial conversations, next steps, and/or thoughts for consideration as we enter the second decade of the 21st century?     

人类形成合作关系的条件

大群体中的合作关系必须以利己主导型经济人为出发点来加以说明。大群体中出现合作的首要条件是净交往惠利大于零;第二个条件是信息和知识完全,即各方要有共同知识;第三个条件是存在着抑制人们背离合作的机会主义行为倾向的各种机制。     

The right to the city

The right to the city is not merely a right of access to what already exists, but a right to change it. We need to be sure we can live with our own creations. But the right to remake ourselves by creating a qualitatively different kind of urban sociality is one of the most precious of all human rights. We have been made and re‐made without knowing exactly why, how, and to what end. How then, can we better exercise this right to the city? But whose rights and whose city? Could we not construct a socially just city? But what is social justice? Is justice simply whatever the ruling class wants it to be? We live in a society in which the inalienable rights to private property and the profit rate trump any other conception of inalienable rights. Our society is dominated by the accumulation of capital through market exchange. To live under capitalism is to accept or submit to that bundle of rights necessary for endless capital accumulation. Free markets are not necessarily fair. Worse still, markets require scarcity to function. The inalienable rights of private property and the profit rate lead to worlds of inequality, alienation and injustice. The endless accumulation of capital and the conception of rights embedded threin must be opposed and a different right to the city must be asserted politically. Derivative rights (like the right to be treated with dignity) should become fundamental and fundamental rights (of private property and the profit rate) should become derivative. But new rights can also be defined: like the right to the city which is not merely a right of access to what the property speculators and state planners define, but an active right to make the city different, to shape it more in accord with our heart's desire, and to re‐make ourselves thereby in a different image.     

A pricing‐error rule on share distribution in equity joint ventures: The Bayesian approach

Equity joint ventures (EJVs) are a popular governance mode of inter‐firm cooperation that has attracted substantial research attention. The literature, however, still lacks a precise rule for the parents to follow in splitting the equity shares of an EJV, although share distribution is critical to almost all aspects of the co‐ownership relationship. In this study, we fill this literature gap by taking the Bayesian approach to draw a pricing‐error rule on share distribution in EJVs. More specifically, we contend that equity participation by two firms in an EJV allows profit sharing to correct for the errors that they might commit in pricing their inputs to the EJV. For profit sharing to fully nullify such pricing errors, the shares of an EJV must be split between the parent firms in a percentage combination that matches the relative sizes of their pricing errors. Because pricing errors are observable only afterward, share distribution in EJVs resembles a Bayesian process, in which the partners keep updating their estimates on pricing errors to adjust share distribution to a percentage combination that could best nullify their pricing errors. Thus, the eventual outcome of share adjustment is EJV buyout, in that the partner whose pricing errors remain substantial buys out the shares of the other whose pricing errors have become tolerable.     

细节决定成败——谈施工现场管理

在施工过程中,许多设计中考察欠缺,或是同实际情况有出入的问题都会一一凸现出来,甚至同以后使用维护相关的问题也会有所暴露,值得重视。因此,对于项目的现场施工管理,必须百分之百的重视、投入,项目的成败将是细节的成败,项目的施工管理只有注意细节,在每一个细节上做足功夫,建立细节优势,才能保证基业长青。     

An empirical study on the correlation between knowledge management capability and competitiveness in Taiwan’s industries

There have been dramatic changes in business enterprise management since Internet technology has been widely applied. Worldwide network users can share all kinds of knowledge through the Internet. Knowledge has currently become a main part of manufacturing resources and a prerequisite for success in the production environment. Competitiveness and the resulting rewards can be obtained by taking advantage of knowledge management (KM) and intensive learning. This empirical study validates the relationship between knowledge management capability and competitiveness in Taiwan’s industries. This research shows the impact of knowledge management capability on competitiveness. A hypothesis test and theoretical model are proposed in this study.     

Slashing cycle time in all we do: techniques for success

Cycle time improvement programs must start with the establishment of standard definitions, agreed-on methods of calculation, and publicized goals. To reduce cycle time, all processes must evolve from batch to flow by using "pull' systems. Effort must concentrate on improving efficiency at the bottleneck operations. Cycle time projects must be carefully chosen to produce visible success, thus ensuring continued funding.     

企业信息化低成功率探析

企业信息化成功率低是困扰其进行信息化投入的最大的问题。本文从分析企业信息化成败的原因入手分析,得出信息平衡是影响项目成功的关键因素;由此提出甲乙双方尽量达到信息平衡从而提高信息化成功率的观点,为即将实施信息化的企业提供借鉴。     

SAVINGS IN TIMES OF DEMOGRAPHIC CHANGE: LESSONS FROM THE GERMAN EXPERIENCE

Pension reforms in many developed countries make individuals shoulder a bigger share of longevity and income risks. The desired response is that individuals accumulate private assets for retirement. Whether this actually takes place, is of paramount relevance for scientists and policy makers. We take Germany as an example: Twenty years of pension reform have transformed the monolithic German pension system into a multipillar system. Formerly generous public pension benefits are gradually being reduced, whereas substantial incentives are granted to occupational and private saving schemes. Has this transition worked out? We survey the reform steps and households’ reactions: How did individuals adjust their labor market behavior? How did private and occupational pension plans take off? How do behavioral adjustments vary in the population? Most Germans adapted to the new situation. Both actual and expected retirement decisions changed and the share of households without supplementary pensions decreased from 73% to 39% in little more than a decade. This is a remarkable success. Nonetheless, households with low education, low income and less financial education did neither adjust their retirement behavior nor pick up supplementary pension plans and are thus likely to face difficulties in bridging the gap arising in future pension income.     

Taking stock of expatriates’ career success after international assignments: A review and future research agenda

This systematic literature review explores studies addressing the objective career success and subjective career success of company-assigned and self-initiated expatriates after their long-term international assignments. Expatriate work is defined as high-density work that affects employee learning and career trajectories. We develop a holistic expatriate career success framework exploring the following questions: 1) What individual career impact results from international assignments? 2) What are the antecedents of such career success? and 3) What are the outcomes of assignees’ career success? A previously neglected range of theoretical perspectives, antecedents, and outcomes of expatriate career success is identified. Subsequently, a threefold contribution is made. First, we extend the conceptualization of international work density to unveil the differences between general and global career concepts. Second, we identify promising theories that have not been utilized in expatriation research, emphasizing context-related and learning theories that chime with the specific nature of global careers. Lastly, we suggest an extensive future research agenda.     

Measuring public opinion via digital footprints

Do digital traces accurately reflect individual preferences? Can signals from social media be used to measure public opinion? This paper provides evidence in favour of these hypotheses. We test a regression and post-stratification strategy that combines samples of digital traces with a stratification frame containing individual-level socio-economic data, in order to generate area forecasts of the outcome social phenomena of interest. In our example, we forecast the two-party vote of Democrats and Republicans in the 2018 Texas congressional district and Senate election. Our implementation assumes we can observe, and sample, individuals signaling their preference by favoring one virtual location over another; in our case, visiting Democrat versus Republican Facebook pages during the election campaign. Over the course of seven weeks preceding the mid-term elections we generate vote share forecasts which do not use any traditional survey data as input. Our results indicate that individuals leave digital traces that reflect their preferences.     

How and when do purchasers successfully contribute to the implementation of circular purchasing: A comparative case-study

The transition towards a circular economy puts pressure on organizations to purchase in a circular manner. The aim of this research is to investigate the role, behaviors, and characteristics of purchasers in the circular purchasing process, and the contextual factors that influence circular purchasing. To address this aim, we interviewed purchasers, supervisors and policy makers of seven Dutch organizations. The results of the comparative case-study show that the main roles of the purchaser are those of coordinator, facilitator and advisor, and that the successful circular purchaser can best be described as intrapreneurial, sustainability-minded and knowledgeable about the circular economy. Purchasers are successful in implementing circular purchasing when they share responsibility with budget holders and when they are part of organizations that have processes in place to ensure the inclusion of circularity in their purchasing projects. The drivers that influence the success of circular purchasing can be described as creating a sense of direction and grasping the complexity of the circular economy. Furthermore, the market, organizational, legal, conceptual and cultural constraints that limit the success of circular purchasing were identified.