Fielding graduate Sara Henderson Gibson presents at the 2011 Academy of Management Annual Meeting

2011 Academy of Management Annual Meeting
West Meets East: Enlightening, Balancing, Transcending

Action Learning in Action: A Demonstration and Discussion

Presenter: Michael Marquardt; George Washington University;
Presenter: Pauline Albert; St. Edward's University;
Presenter: Sara Henderson Gibson; Fielding Graduate University

This workshop will demonstrate the use of Action Learning as a powerful problem-solving group process tool that can promote transformational learning in a variety of settings. It includes an interactive demonstration, as well as brief presentations on the technique’s successful application in both classroom and business environments. Action Learning is a group process design that develops teamwork that honors diversity in the context of both the classroom and competitive business environments. Workshop presenters will ask six volunteers from the audience to use the Action Learning process to address a real problem brought forth by one of the volunteers. One of the presenters will act as the Action Learning coach to the group and guide their interactions. The short demonstration will illustrate the key elements and accessibility of Action Learning for use by classroom or business workshop instructors as well as consultants. The workshop concludes with a question-and-answer discussion to enable participants to interact further with workshop presenters. This workshop is synchronous with the AOM East Meets West theme because one of the consistent findings from studies of Action Learning groups is that participants learn a new appreciation of the importance of honoring the diversity of skills and perspectives among group members. Diversity and inclusion principles rest on the recognition of the value each person brings to the table.

Janet S. de Merode completes dissertation in the School of Psychology

Two Halves Make A Whole: Evidence of Integration in Bicultural Adults' Chosen Visual Symbols of Self-identity -- Janet de Merode, PhD

Janet came to Fielding after a 25-year career as an economist, working in low income countries to address problems of poverty. She wanted to explore how new media technologies could help provide access to health and education services for disenfranchised populations. Now she uses her training as a media psychologist to consult with international organizations and non-profits on this. She also teaches in the Chicago School for Professional Psychology's new PhD program in International Psychology, and in Fielding's master's program in Media and Social Change. Janet can be reached by email at jdemerode@fielding.edu.

Abstract:
The lived experience and identity architecture of bicultural individuals is largely absent from research. Unlike biracial individuals whose physical appearance may expose a blended heritage, many bicultural individuals live their dual heritage within, positioning themselves at their own discretion – an experience that is intrapsychic and more difficult to assess. Consequently, this study employed a methodology enabling 10 bicultural females (mean age = 36) to illustrate their sense of self through narration about personal objects representing their identity, filmed using a self-operated video camera without a researcher present. The bicultural consciousness expressed by these respondents was thus explicit and authentic. Bicultural identity appears as an agentic choice rather than reactive shifts in response to contextual change. Further, the findings in this qualitative and phenomenological study suggest bicultural heritage need not, by definition, exert a negative or confounding impact on the sense of self. On the contrary, even when bicultural individuals grow up in a lifestyle of constant change – change of home, school, community, and social circle, either during childhood or adolescence – they nevertheless can experience bicultural identity as a rich and dynamic self, not only because of superior linguistic ability (mean = 3.3) but also because of a strong attachment to family, a resilience to external change, and a deep respect for social diversity. In addition to the videos created by participants, an online background survey and post-video telephone interview provided supplementary information. Common themes and a case study for each of the bicultural women were corroborated with a separate coding analysis of the chosen objects (N=104). Bicultural identity is mediated by close family relationships and emerges as dynamic, evolutionary, and malleable, rather than as an end-state to be achieved. Seeking identity coherence may entail denying some aspects of self, at least temporarily, making the management process as complex as the choices. Yet high geographic mobility and language proficiency may indicate that identity clarification is obtained through travel and multilingualism. In sum, this study concludes that biculturalism imparts benefits and a worldview well beyond the two halves of birth.

Fielding graduate Andre Avramchuk presents at the 2011 Academy of Management Annual Meeting

2011 Academy of Management Annual Meeting
West Meets East: Enlightening, Balancing, Transcending

Developing Organizations Based on Academic Knowledge: Insights from Multiple Perspectives Developing Organizations

Organizer: Sonja A. Sackmann; University of Bundeswehr, Munich;
Presenter: Margaret E Phillips; Pepperdine University.;
Presenter: Terri Egan; Pepperdine University.;
Presenter: Andre S. Avramchuk; Fielding Graduate University;

This PDW offers four different perspectives on developing organizations based on academic knowledge. These include: 1) bringing practice into the traditional classroom setting and vice versa to improve organizational diagnosis and design; 2) fusing professional experience and academic knowledge to develop compassionate solution designers capable of leading rapidly changing organizations; 3) bridging theory with community program development in an international context; and, 4) creating a learning organization and developing theory through mutually beneficial action research activities. A multinational team with broad international and consultative experience, the four PDW contributors will provide their insights from these various perspectives, then engage workshop participants in stimulating discussions sharing their own experience around these themes.

Jennifer Crapse completes dissertation in the School of Educational Leadership and Change

A Comparative Study of Two Economically Diverse Public Elementary Schools -- Jennifer J. Crapse is currently a fifth grade math teacher at Guyton Elementary in Guyton, Georgia, jenniferjoy9436@hotmail.com.

Abstract:
In many schools an inequality of wealth exists. The purpose of this study was to examine the differences between two economically diverse public elementary schools and identify the factors that may have impacted student academic achievement. The theoretical framework includes Lareau’s dual theory of “concerted cultivation” and “accomplishment of natural growth,” Bandura’s model of triadic reciprocal causation and the theory of self-efficacy, Miskel’s model of organizational effectiveness, and the theory of persistent income inequality. This study was a descriptive mixed methods case study. The students’ academic achievement (CRCT scores), students’ socioeconomic status, amount of money spent per student, Parent-Teacher Organization funds, technology resources, teacher qualifications, and teacher-pupil ratio in the schools were compared. Collective efficacy and parent involvement were analyzed after collecting surveys, and principal interviews were conducted. The school with higher SES had significantly higher collective efficacy than the school with lower SES (t (71) = 7.36, p < .001). No significant differences were found in parental involvement between the two schools. The lower achieving school had more students with disabilities, more economically disadvantaged students, less external funding, fewer technology resources, and lower collective efficacy. A key to equalizing the achievement gaps and compensating for the socioeconomic differences appears to be teacher efficacy.

Fielding faculty members Placida Gallegos and Anita Perez-Ferguson participate in the 2011 Academy of Management Annual Meeting

2011 Academy of Management Annual Meeting
West Meets East: Enlightening, Balancing, Transcending

Experiencing Artful Collaboration: Integral Cultural Learning: Integral Cultural Learning

Coordinator: Ilene Carol Wasserman; ICW Consulting Group;
Participant: Placida V Gallegos; Fielding Graduate University;
Participant: Anita Perez-Ferguson; Fielding Graduate University; 

Abstract:
Addressing the strategic initiatives of the Academy of Management in relation to global enlightenment and balance through broad and integrative methods, this professional development session explores methods for experiencing artful ways of knowing that address cultural perceptions and, at the same time, celebrate global affinities. Participants enter an on site contemporary art gallery, explore themes in the work of local artists, exchange interpretations with one another and develop a collaborative expression of their visions and its relation to an integrative approach to making meaning of global management challenges and opportunities. The structure of this interactive session challenges the participant in broad and integrative ways of finding meaning and expressing difference; of appreciating difference and approaching understanding across multiple cultures and sensibilities. The session reaches beyond the Academy membership to engage local community artists and entrepreneurs. It provides a model for a real world teaching application that is actionable in any venue. The session is designed to directly correlate to participant learning and professional career enhancement by expanding the participant’s social capital through an experiential session that also includes an opportunity to discover related research. The design incorporates the Jones & McEwen model; A Conceptual Model of Multiple Dimensions of Identity (2000). It provides a framework for balancing Core attributes, identity and characteristics and Context, including family background, socio cultural conditions, current experiences and career decisions and life planning.

Key Words: Multicultural/Global, Careers, Integral

Fielding faculty member Four Arrows (aka Don Trent Jacobs) will take part in a "cooperative argumentation" with Endowed Libertarian Pofessor, Dr. Walter Block of Loyola

Here's advanced notice on a "cooperative argumentation" presentation between Endowed Libertarian professor, Dr. Walter Block of Loyola and Four Arrows, a Native Indian progressive liberal activist from Fielding Graduate University. It will be held in St. Louis, MO on Tuesday, 10/4/11, at 7pm at the Emmett J. and Mary Martha Doerr Center for Social Justice Education and Research, School of Social Work, St. Louis University. Dr. Block and Four Arrows are co-authors of "Differing Worldviews in Higher Education: Two Scholars Cooperatively Argue about Justice Education." Contact: Anna Sandidge, sappinja@slu.edu.

Four Arrows (aka Don Trent Jacobs) and Walter E. Block. 2010. Differing Worldviews in Higher Education: Two Scholars Argue Cooperatively about Justice Education; Rotterdam, The Netherlands: Sense Publishers.

Fielding graduate Susan Wyatt presents at the Symbols of Transformation Conference, Jungian Association for Scholarly Studies

Wyatt, S. (July, 2011). "Shark Dialogues" and Hawaiian dreams. Presented at the Symbols of Transformation Conference, Cornell University, Ithaca, NY: Jungian Association for Scholarly Studies

Presentation to the Jungian Society for Scholarly Studies on Kiana Davenport's novel "Shark Dialogues" and the shark as a symbol of transformation.  Addresses the impact of colonization in Hawaii and the possibility of cultural healing through multi-cultural diversity, as well as the recovery of positive images of the masculine and restoration of the connection with nature.

Fielding graduate Gloria Cordova presents at the 2011 Genealogical Society of Hispanic America

New Mexico Historic Women Marker Initiative, publication of the New Mexico Women's Forum -- Gloria Cordova

The 64 historic women on New Mexico's new roadside markers exemplify the great spirit of New Mexico and their stories affirm the historic contributions of women. Their legacies serve as historical reminders for future generations and stand in testimony that women's history is an affirmation that women have a history.

My presentation, which featured the Latinas included among these 64 historic women, particularly highlighted the legacies of New Mexico Latinas whose histories are assertions that Latinas have a history and that it is deserving and worthy.

The hegemony that has characterized the history of New Mexican Latinas has most often obscured the significant but unsung contributions of these women. Presenting this session at the 2011 GSHA (Genealogical Society of Hispanic America) conference raised the awareness and pride of the participants in their women's histories.

Wendy Tilton completes dissertation in the School of Educational Leadership and Change

Adult Professional Development: Can brain-based teaching strategies increase learning effectiveness? -- Wendy Tilton is a licensed real estate broker and instructor in New Jersey, and an approved instructor in New York. Licensed since 1986, Wendy has extensive experience with residential and office professional properties which includes a strong working knowledge in the areas of sales, leasing, market analysis, and residential development. She has represented both large and small firms. Wendy has served as the principal and Broker of Record for Key Properties Consulting in Mercer County, New Jersey. Recently, Wendy was elected as the chairperson of the New Jersey Real Estate Commission Volunteer Advisory Committee for Continuing Education.

Wendy completed a Master of Science in Real Estate Investment & Development, with a minor in International Real Estate Markets in August of 1995 from New York University Real Estate Institute. She earned a Doctor of Philosophy (PhD) in Education in 2004 from Kennedy Western University, concentrating on effective real estate education. Wendy has served as an adjunct associate professor at New York University’s Schack Institute for Real Estate since 1995, where she earned the Award for Teaching Excellence.

Today, Wendy owns and operates Key Properties Consulting, a real estate education firm. Her engagements include teaching, course development, real estate and professional education analysis, coaching, real estate legal analysis, and expert witness testimony.

WendyTilton@Comcast.net

Abstract:
Brain-based teaching strategies, compared to facilitative student-centered teaching strategies, were employed with 62 real estate professionals in a quasi-mixed-methods study. Participants attended a 2-day proprietary real estate continuing education course. Both the experimental and control groups received the same facilitative instruction, as required by the course provider. The experimental group received additional brain-based teaching interventions. Quantitative analysis using independent samples t tests revealed no differences between scores for the groups; however, a repeated-measures t test revealed improved scores from the pretest to the posttest for both groups. Results of analyses of covariance (ANCOVA) indicated no differences between the groups. Demographic and lifestyle characteristics of participants showed no statistically significant differences between the groups. Pearson correlations revealed no relationship between test scores and lifestyle characteristics. Post-course ratings and course and instructor evaluations revealed no differences between the groups. Post-course interviews with participants revealed the instructor’s influence on the learning experience and that the participants reported employing the new knowledge in their practice. It was concluded that the brain-based teaching interventions had no significant effect on participant outcomes. Recommendations for practice and further research are presented.

Fielding graduate Mackenzie Glander publishes article in Ubiquitous Learning: An International Journal

Premiere Universite Regionale du Mali - Education Distance (Prem-U): Challenges and Insights for Ubiquitous Education, Ubiquitous Learning: An International Journal, Volume 3, Issue 2, pp.9-20.

S. Mackenzi Glander-Dolo -- Doctoral Student, School of Human and Organizational Development, Fielding Graduate University, Mahtomedi, MN, USA

Mackenzie Glander grew up in West Africa in an expatriate family and worked overseas as an educator, starting programs in Asia, the Middle East, and Africa, as well as the U.S. and Switzerland. She is the director of Global PlanIt and is currently working on a Ph.D. in Human and Organizational Development at Fielding Graduate University.

Premiere Universite Regionale du Mali - Education Distance (Prem-U) is a community college model deployed by Global PlanIt endeavoring to assist Mali in raising a middle class that can contribute to its own growth and productivity. Community colleges create a stronger support system for students, share resources between disciplines (to reduce duplication and multiply access), allow flexible schedules and program options. Though benefits may be obvious, good planning strategies that include community need and focus are necessary for each step of the way. This requires rethinking human resources, tuition, classroom space and access, language, and textbooks. Utilizing local resources to sustainably serve local need, Prem-U will to use ubiquitous learning tools to provide Malian people viable tools and skills to successfully negotiate this ever-evolving world, and to give power, skills, and knowledge management tools to Malians in order for them to run their own businesses and grow their country. In developing countries such as Mali, West Africa, information and communication technologies provide educational solutions for developing teacher training and skilled workers. Presented here are some of initial concepts and rationale being utilized for the Prem-U deployment.

Keywords: International Development, Ubiquitous Education, Mali, West Africa, Community College, Technological Innovative Tools, Distance Education

Fielding graduate Lynn Harris publishes book

Unwritten Rules: What Women Need To Know About Leading In Today's Organizations. Published January 2011. See http://unwrittenrulesthebook.com/ for more details.

Introduction from the Book:
Although extensive research has concluded that women have the desire and competence to lead in business, government, education, law, and the social sector, there are still relatively few women at the top of organizations. Theories abound about why this is so. Some think it's because women lack the relevant qualifications and experience to succeed senior male leaders. Others claim that women do not have the inborn psychological traits necessary for good leadership. And more recently, as a few high-profile women have resigned their top jobs, the media questions whether men are more ambitious for power and whether women, despite their claims to the contrary, don't really want it.

There is certainly no shortage of advice, much of it contradictory, for those women who do want to succeed to the top of organizations: women need to be more assertive, but not so assertive that they are disliked; women need to be collaborative, but not so friendly that they lack credibility; women need to be more competent than their male colleagues, but in a way that does not threaten them; and women leaders need to be role models for other women, but need to behave more like men to succeed. Women obviously also need a good sense of humor.

It's hard for women to know how to respond given the advice they are receiving. If they model their behavior on successful male leaders, they are criticized and rejected for being too tough and unfeminine. If they behave authentically as women, they are often considered unsuitable leadership material. Reacting and responding to such well-meaning advice usually has little positive impact and, so far, has not resulted in anything near equal representation in the boardroom or the corner office. If more women are to succeed at the top, we need to understand the unwritten rules behind the popular theories that explain the often-inhospitable organizational environment in which women strive to become leaders.

What are the dynamic forces in play that explain why there are so few women leaders at the top of organizations and what, if anything, can women do about them? If you are a woman who aspires to lead, no matter what sector or type of organization, it is essential to know the answer to this question. This is not optional if you are serious about leading within the current leadership framework. A lack of understanding of the organizational environment and its unwritten rules is an ignorance that you simply can't afford. It's like having a snake in the room with the lights turned off, you never know when you might trip over it or get bitten, sometimes fatally. This book turns on the lights, revealing where the organizational snakes are hiding, when and why they are likely to strike, and how to manage or avoid them altogether. Arming yourself with a clearer understanding of the obstacles that female leaders must navigate will position you more strategically in your career and enable you to make better-informed choices about your leadership style and professional development.

This book is in three sections: Section One answers the question of why there are so few women at the top of organizations and reveals the unwritten rules and critical information that women need to know about today's organizational environments. Section Two uses this understanding to provide pragmatic solutions about how women need to develop themselves to progress within this context and how to succeed within the unwritten rules that show little sign of changing. And for those who question their desire to stay in the world of large organizations, Section Three provides a stimulating exploration into the worlds of women who have become corporate refugees, leaving their traditional organizational jobs behind to successfully express their leadership capabilities in different arenas.

La-Kicia Walker-Floyd completes dissertation in the School of Educational Leadership and Change

A Narrative Study of How an Online Practitioner Used a Personal Action Research Journal as a Form of Professional Development—La-Kicia K. Walker-Floyd is Faculty at University of Phoenix (Online Programs).

Abstract:
This narrative study will allow my reader a glimpse into real situations I have faced as an asynchronous online instructor in hopes to help me and my audience better understand how I, as a self-directed online practitioner, utilized action research recorded in a journal as a method to build capacity for continuous professional development to implement effective practice. Bolton (1999), Cochran-Smith and Lytle (1990), and Moon (1999) have advocated the use and benefits of incorporating journal writing and reflection in professional practice. In response to asynchronous online classroom challenges, I created a personal action research journal (PARJ) in 2006 and used it to (a) record experiences and/or classroom challenges, (b) explore ideas and/or methods to address the challenges, (c) try the new practice, (d) monitor students, and (e) reflect upon the experience and new practice.

The narrative sought to examine the advantage of using action research documented in a journal for improving practice, whether the journal texts were full action research cycle; partial cycle, or informal, as well as ways the PARJ (used as a tool in professional development) assisted me in becoming a better online practitioner. By using narrative as a form of interpretive phenomenology, I studied the journal text by looking for action research patterns (the process of analysis and interpretation of the journal text data are explained in the methodology chapter) and described the contributions of action research as a lens to examine a journal as a continuous form of professional development during the course of isolated, autonomous, asynchronous online course administration and instructional practice. This study also highlighted examples of full action research cycle, partial cycle, and informal journal texts and revealed the contributions of each style of journal text, as well as ways the personal action research journal assisted me in becoming a better online practitioner. Further, the dissertation revealed the significance of the personal action research journal. Journal text reflections from me, as a scholar practitioner, are detailed in Chapter 6. One of the limitations of this narrative study is myself as the sole participant, and therefore the recommendation is made to include small groups or small pairs of autonomous, asynchronous online instructors who use journals.

Fielding graduate Marion Bilich publishes chapter on body image

Rabinor, J and Bilich, M (2011) Experiential Approaches to Body Image Change. In Body Image :A Handbook of Science, Practice, and Prevention (Second Edition). Edited by Thomas F. Cash and Linda Smolak. Guilford Press

Reviewed a wide variety of experiential approaches to body image change such as imagery, music therapy, body awareness exercises and sensorimotor training.

Fielding graduate Pamela Meyer presents paper at the 9th International Transformative Learning Conference

Interdisciplinary Perspectives on Transformative Learning: From Crisis to Opportunity and Innovative Practice, with Elizabeth J. Tisdell, conference paper, 9th International Transformative Learning Conference, Athens, Greece 2011

Fielding graduate Katherine Bellon publishes article in the Journal of Clinical Psychology in Medical Settings

Brenner, L.A., Breshears, R.E., Betthauser, L.M., Bellon, K.K., Holman, E., Harwood, J.E.F., Silverman, M.M., Huggins, J., & Nagamoto, H.T. (2011). Implementation of a Suicide Nomenclature within Two VA Healthcare Settings. Journal of Clinical Psychology in Medical Settings, 18, 116-128.

Lori Fabritius completes dissertation in the School of Educational Leadership and Change

An Evaluation of a Welfare-to-work Program at a Rural Community College: An Action Oriented Approach -- Lori Fabritius is the Project Manager for Continuing Education at Jamestown Community College, Jamestown, NY.

Abstract:
In 1996, the United States Congress passed the Personal Responsibility and Work Opportunity Reconciliation Act, placing emphasis on welfare recipients to take responsibility for becoming economically self-sufficient and free from governmental dependency. Since that enactment, changes in this legislation have made it difficult for some welfare clients to meet employment requirements. Using an action-oriented approach, this research focused on a Welfare-to-Work (W-t-W) program for welfare participants attending a community college. The purpose of this dissertation was to determine the challenges and strengths of the program, as perceived by the W-t-W students, and get their recommendations for improving its quality. Data were collected from 21 program participants through focus group interview sessions, and the finding revealed numerous strengths: exceptional qualities of program staff, additional financial assistance for college, excellent job search assistance; convenience of having the program on campus, and networking with other community resources. Challenges included: threat of losing program funding, problems associated with Department of Social Service case workers and TANF regulations, lack of evening hours, and the need for a bilingual case manager. Recommendations were also made for improving the program, yet in the course of this study, the program closed due to changes in funding priorities.

Fielding graduate Anne Litwin publishes article in the Center for Gender in Organizations, Simmons School of Management, CGO Insights

Women Working Together: Understanding Women's Relationships at Work. Center for Gender in Organizations (CGO), Simmons School of Management. March, 2011. CGO Insights.


http://www.simmons.edu/som/docs/insights_33_FINAL.pdf

Myth-busting research on women's relationships at work, with solutions for greater productivity, retention and morale. Available in workshop, keynote and training formats.

For the most part, women work together well. For starters, many women have similar experiences of gender role expectations, preferences for how to communicate and get things done, and a history of operating in "a man's world."  Yet the latest research clearly shows that many women struggle in their workplace relationships with other women. These struggles impact everything from communication and trust-building to efficiency and morale. It can be frustrating for women, and a bottom-line concern for employers.

Anne Litwin knows the reality of women at work. Her research into women's relationships and communication at work has revealed startling paradoxes that contribute to many women's negative experiences with each other in the workplace. Beyond the usual discussion of male norms at work, Litwin exposes key sources of confusion and misunderstanding between women colleagues, and offers powerful solutions and tools for preventing and resolving conflict that result in better relationships, and most importantly, in increased productivity and retention.

Fielding graduate Melanie Booth co-authors book chapter on social media and mentoring

Booth, M. & Esposito, A.J. (2011). Mentoring 2.0 - High tech/high touch approaches to foster student support and development in higher education. In C. Wenkel (Ed.), Higher education with social media: Applications in student affairs, enrollment management, alumni, careers, and other functions. Bingley, UK: Emerald Publishing.

In this chapter, the authors - heralding from two very different kinds of higher educational institutions (one small, private, liberal arts university on the west coast and one large public university on the easy coast) - discuss how social media tools such as Facebook, blogs, LinkedIn, and YouTube have allowed them new ways to mentor and advise their traditional and non-traditional student populations.

Kerul Kassel completes dissertation in the School of Human and Organizational Development

Social Value Orientation And Its Relation To Sustainability Practices In Corporate America -- Kerul Kassel

For the last decade-plus, Kerul has been owner of New Leaf Systems, an executive self-leadership coaching business (www.NewLeafSystems.com or www.Procrastivity.com). She is segueing into adjunct teaching at the intersection of business and sustainability (teaching a course in the fall for Fielding's new Leadership for Sustainability Certificate Program). She is also a LEED Green Associate.

Abstract:
The focus of this research study is the relationship between the value orientations of U.S.- based Fortune 1000 CEOs and their organizational sustainability practices (OSP) using data collected in surveys. Data on environmental concerns, awareness of consequences, social value orientations, CEO perspectives on sustainability initiatives, and OSP were used to explore the salience of such factors in the diffusion of sustainability practices in industry. The theoretical frameworks of Stern and Dietz’s value-belief-norm theory and Schwartz’s social value orientation were employed, and an instrument created by Hansla, Gamble, Juliusson and Gärling, which assesses self-oriented, other-human-oriented, and biospherically-oriented preferences was utilized. The data from this instrument were compared with CEO participants' open-ended answers to questions, including personal views of corporate sustainability initiatives, reasons for pursuing such efforts, alignment of personal values with organizational identity and sustainability performance, and comparison to other popular corporate programs to generate qualitative and contextual information. Finally, these data sets were then analyzed against each CEO's OSP, as measured against the Global Reporting Initiative’s G3 performance indicators. Although value orientations as measured by the instrument did not bear a significant relationship to OSP, the qualitative data on CEO perspectives do offer notable patterns. Those CEOs in firms with strong OSP incorporated more environmental, moral, and positive economic reasoning to their answers, whereas CEOs in firms with weaker OSP more often cited negative economic reasoning and social pressure as motivation for OSP.

Key Words:
Corporate Sustainability Practices, Corporate Social Responsibility, Social Value Orientation, Fortune 1000

Fielding graduate Joyce Woodford presents at the 2011 Association of Family and Conciliation Courts International Conference

Conference theme: Research, Policy and Practice in Family Courts: What's Gender Got to do with it?

Current Issues Impacting Transgender Clients in Mental Health and Legal Fields -- Joyce A. Woodford

Transgender policies are a rapidly emerging legal issue and states are responding at varying paces. Further, transgender issues frequently are confused with sexual orientation questions. Transgender people are those whose gender identities, expressions, or behaviors are not traditionally associated with their assigned birth sex. The American Psychological Association estimates about one in 10,000 biological males and one in 30,000 biological females are transgender. This workshop addresses the major issues raised in the mental health and legal arenas.

Fielding graduate Ray Keith publishes article in the International Journal of Training and Development

Ray, K. W., & Goppelt, J. (2011). Understanding the effects of leadership development on the creation of organizational culture change: a research approach. International Journal of Training and Development, 15(1), 58-75.

Many leadership development programs are intended to improve individual leaders’ skills and abilities to perform. Methods for measuring the affect of such programs range from simple meta-cognitive self-report surveys to 360-degree feedback, to instrumentation of psychological phenomena. However, the outcomes of some leadership development programs are aimed at affecting larger systemic issues facing the organization. Methods for a researcher to measure and understand the linkage between a developing leader and the resulting affect on an organization are difficult due to the social complexity of that organization. Organization development (OD) practitioners can find it equally challenging to help people in the organization learn what is happening and facilitate new ways of organizing.

The authors propose that in order to understand the relationship between leadership development and organizational culture change, methods that take a social constructionist perspective combined with social complexity theories of change is useful. Such methods might conceive the organization as a network of conversations where systemic change emerges from the network interacting with other networks of conversation. Both researchers and practitioners can benefit from capturing emerging narratives and enlisting organizational actors in collaborative sensemaking.