I like the title and the structure a lot, it gives a strong feeling of combining strong factual base with concrete advice/principles. There are several aspects that I feel I need to learn more about after reading the first chapter and that I believe is a good sign! - It clearly shows that you are an authority in the field and that you know this broadly and deeply - The references to Branson, Yunus et al are very good and strong proof points, actually I would buy the book just for learning more about their stories from this leadership/work structure perspective. Ericsson, Billing & Customer Care, Sweden Your approach in the book is very practical. This I believe will be most helpful to the practitioner. You have managed to distil theory into good bite size chunks that will be very helpful to someone out in the field. I enjoyed reading it.

Overall, I loved it. There are some strong linkages with Semler’s 1993 book “Maverick”.


***

Organisational Design: What Your University Forgot to Teach You by Andrew Olivier is an in-depth analysis of Dr. Elliott Jaques's organizational design model. In addition to coining the concept of a "mid-life crisis," Dr. Jaques was both renowned and criticized by his peers in the 1960s and 1970s for organizational models that contradicted the norm and left little room for interpretation.

As a business consultant, Olivier states he has successfully applied Jaques's theories to his client companies throughout his career and provides case studies showcasing the model in action. This is no mean feat, as the model is exceptionally dense and layered. It is comprised of seven "key principles," in which four "domains" and seven "work levels" are housed, as well as complexity-based design theory, event sequencing, and time-focused systems.

Despite the confusing relationship between the theories, systems, domains, principles, sequences, and levels, the individual concepts are logical, if not banal. For example,

Olivier describes the fifth principle on "Empowering Role Relationships" as "agree on authority levels for role relationships and ensure understanding to all stakeholders."

Olivier notes that he wanted to write Organisational Design to provide an "entry point into this body of knowledge" because he believes Jaques's work has been unfairly marginalized due to its incompatibility with other organizational design theories. (One detractor quoted here notes that "any theory not open to inclusion with existing theories is doomed to expulsion from the academic ranks.") Standing on its own, Jaques's seven work levels, providing a map for building an organization's personnel structure, is

Indeed useful. And Olivier's table on page 27 breaking down each level's goals and

Suggested timeframe is worth reviewing.

But while his enthusiasm for both the model and man are apparent, Olivier generally fails to dissect the complicated approach in a manner that will be accessible for those unfamiliar with Jaques's work. His book may be valuable for advanced organizational psychologists but is not recommended for novice and intermediate design specialists.

-Blueink Review

I like the title and the structure a lot, it gives a strong feeling of combining strong factual base with concrete advice/principles. There are several aspects that I feel I need to learn more about after reading the first chapter and that I believe is a good sign! - It clearly shows that you are an authority in the field and that you know this broadly and deeply - The references to Branson, Yunus et al are very good and strong proof points, actually I would buy the book just for learning more about their stories from this leadership/work structure perspective. Ericsson, Billing & Customer Care, Sweden Your approach in the book is very practical. This I believe will be most helpful to the practitioner. You have managed to distil theory into good bite size chunks that will be very helpful to someone out in the field. I enjoyed reading it.

Overall, I loved it. There are some strong linkages with Semler’s 1993 book “Maverick”.


***

Organisational Design: What Your University Forgot to Teach You by Andrew Olivier is an in-depth analysis of Dr. Elliott Jaques's organizational design model. In addition to coining the concept of a "mid-life crisis," Dr. Jaques was both renowned and criticized by his peers in the 1960s and 1970s for organizational models that contradicted the norm and left little room for interpretation.

As a business consultant, Olivier states he has successfully applied Jaques's theories to his client companies throughout his career and provides case studies showcasing the model in action. This is no mean feat, as the model is exceptionally dense and layered. It is comprised of seven "key principles," in which four "domains" and seven "work levels" are housed, as well as complexity-based design theory, event sequencing, and time-focused systems.

Despite the confusing relationship between the theories, systems, domains, principles, sequences, and levels, the individual concepts are logical, if not banal. For example,

Olivier describes the fifth principle on "Empowering Role Relationships" as "agree on authority levels for role relationships and ensure understanding to all stakeholders."

Olivier notes that he wanted to write Organisational Design to provide an "entry point into this body of knowledge" because he believes Jaques's work has been unfairly marginalized due to its incompatibility with other organizational design theories. (One detractor quoted here notes that "any theory not open to inclusion with existing theories is doomed to expulsion from the academic ranks.") Standing on its own, Jaques's seven work levels, providing a map for building an organization's personnel structure, is

Indeed useful. And Olivier's table on page 27 breaking down each level's goals and

Suggested timeframe is worth reviewing.

But while his enthusiasm for both the model and man are apparent, Olivier generally fails to dissect the complicated approach in a manner that will be accessible for those unfamiliar with Jaques's work. His book may be valuable for advanced organizational psychologists but is not recommended for novice and intermediate design specialists.

-Blueink Review

Teachers are at times overwhelmed by the cultural disparities between themselves and their students, the environmental deterrents to learning, and the degree of learning deficiencies they are asked to help students to overcome. How can educators communicate state and national objectives to a streetwise, inner-city youth in a way that he feels inspired to buy into them? How do they establish a pleasing interchange that draws a troubled child toward learning goals that are not within his frame of reference? No Tomorrow addresses these problems. It replaces shoptalk and generic theories with actual scenarios, tested strategies and learning activities. These are tools that Dr. Delaney and his colleagues developed and implemented during his three decades as a classroom teacher, administrator, and staff developer. Hence, this book is a collection of ideas and inspiration that can help the teacher create an academic atmosphere where no student needs to feel left behind. It also provides an �attitude self-check� that helps teachers determine if their personal views are promoting or impeding learning or, even worse, precipitating a crisis. His holistic, student-centered approach has proven effective in the most hostile classrooms in the state of Georgia. Teachers will recognize problems and remediations that affirm their own challenges and triumphs. The methods discussed are not prescriptive and not meant to be a touchstone for accomplished teaching. They are, however, a fountain of ideas from which fellow educators are invited to draw inspiration.

Teachers are at times overwhelmed by the cultural disparities between themselves and their students, the environmental deterrents to learning, and the degree of learning deficiencies they are asked to help students to overcome. How can educators communicate state and national objectives to a streetwise, inner-city youth in a way that he feels inspired to buy into them? How do they establish a pleasing interchange that draws a troubled child toward learning goals that are not within his frame of reference? No Tomorrow addresses these problems. It replaces shoptalk and generic theories with actual scenarios, tested strategies and learning activities. These are tools that Dr. Delaney and his colleagues developed and implemented during his three decades as a classroom teacher, administrator, and staff developer. Hence, this book is a collection of ideas and inspiration that can help the teacher create an academic atmosphere where no student needs to feel left behind. It also provides an �attitude self-check� that helps teachers determine if their personal views are promoting or impeding learning or, even worse, precipitating a crisis. His holistic, student-centered approach has proven effective in the most hostile classrooms in the state of Georgia. Teachers will recognize problems and remediations that affirm their own challenges and triumphs. The methods discussed are not prescriptive and not meant to be a touchstone for accomplished teaching. They are, however, a fountain of ideas from which fellow educators are invited to draw inspiration.

Teachers are at times overwhelmed by the cultural disparities between themselves and their students, the environmental deterrents to learning, and the degree of learning deficiencies they are asked to help students to overcome. How can educators communicate state and national objectives to a streetwise, inner-city youth in a way that he feels inspired to buy into them? How do they establish a pleasing interchange that draws a troubled child toward learning goals that are not within his frame of reference? No Tomorrow addresses these problems. It replaces shoptalk and generic theories with actual scenarios, tested strategies and learning activities. These are tools that Dr. Delaney and his colleagues developed and implemented during his three decades as a classroom teacher, administrator, and staff developer. Hence, this book is a collection of ideas and inspiration that can help the teacher create an academic atmosphere where no student needs to feel left behind. It also provides an �attitude self-check� that helps teachers determine if their personal views are promoting or impeding learning or, even worse, precipitating a crisis. His holistic, student-centered approach has proven effective in the most hostile classrooms in the state of Georgia. Teachers will recognize problems and remediations that affirm their own challenges and triumphs. The methods discussed are not prescriptive and not meant to be a touchstone for accomplished teaching. They are, however, a fountain of ideas from which fellow educators are invited to draw inspiration.

WHAT WOULD YOU DO IF . . . Your best friend hits the teacher in the back of the head with a spitball. The teacher whirls around and glares at you . . . You find a wallet containing $5,000 cash. The owner’s name and address are inside. But your parents can’t pay the rent this month . . . You’re an underage driver, alone, behind the wheel. A police officer waves you over. Stop and you’re busted . . . Your decisions are who you are. Who are you?

WHAT WOULD YOU DO IF . . . Your best friend hits the teacher in the back of the head with a spitball. The teacher whirls around and glares at you . . . You find a wallet containing $5,000 cash. The owner’s name and address are inside. But your parents can’t pay the rent this month . . . You’re an underage driver, alone, behind the wheel. A police officer waves you over. Stop and you’re busted . . . Your decisions are who you are. Who are you?

WHAT WOULD YOU DO IF . . . Your best friend hits the teacher in the back of the head with a spitball. The teacher whirls around and glares at you . . . You find a wallet containing $5,000 cash. The owner’s name and address are inside. But your parents can’t pay the rent this month . . . You’re an underage driver, alone, behind the wheel. A police officer waves you over. Stop and you’re busted . . . Your decisions are who you are. Who are you?

CHOOSING WORK-LIFE BALANCE - The Keys To Achieving What Many Think Is Unattainable, by Walter H. Chan, Ph.D. Regrettably, for Many People,a Balanced Life is an Ideal rather than a reality. Whether consciously aware of it or not, there is a common human desire in us to want to live well and feel good. In recent years, much attention has been given to and research done in the area of �work-life balance� and �personal well-being�. While it is of fundamental importance to human beings, it is often forgotten or given low priority until something undesirable happens, such as poor health, absenteeism, strained relationships, workers� compensation claims, and violence in the workplace. These unwelcome situations can be further accentuated by economic downturns. Some people have also been awakened by mid-life crisis, triggering them to ask tough questions about who they are, what they are here, and where they are going, etc. Most people accept work as a matter of course as they grow up. Studying, job searching, working, relationship building, and retiring are expected life stages. How many people can honestly say that they find enjoyment in most of their lifetime? Even though unhappy, people often do nothing about it. Partly because they are not aware of what they are going through and partly because they do not know that a different way of living exists. For some people, life seems to be only a series of recurring events and activities. They go through life but miss the full meaning of it. They may accept approaches and situations because that�s how they grew up and that�s what they know. They may blame others for their problems, feel unable to change, or even not realize the need for change. There is an empowering way to approach life. Coming to life�s detours and dead ends serves as an opportunity for introspection and questioning. Feeling frustrated and dissatisfied with current situation provides an incentive to look into the �what�, the �why� and the �how� of purposeful and satisfying alternative possibilities. The negative energy can be turned into positive actions. By pausing and asking probing questions, you can be in a better position to face life�s undesirable situations head on and find solutions for improvement. Should work-life balance be an issue of concern to you? Your honest answer to the following simple questions will shed some light to it. �����Do you feel exhausted at work even early on in the week? �����Do you often feel overwhelmed, driven and losing focus? �����Do you see that you have little time for your family members, even spending a few vacation days together? �����Do you observe that you have no time to have a leisure meal together with your close friends without feeling guilty? �����Do you find that, other than work, you have no time for yourself to even read a book quietly in the past many years? If you have answered �yes� to a number of the above questions, this book is for you. Using the Umbrella Model (see Chapter 3), this book takes a holistic approach to examining and understanding work-life balance and the steps you can take to achieve it. If you are at a crossroads, your situation is not hopeless or insurmountable. You have to make changes; however, the good news is you can. This book proposes a framework to help you better understand what you have control of in order to keep your life in balance. You need the knowledge and skills to create the right balance between work and other life obligations. Life issues need to be understood and properly handled. Because many of life�s issues are linked, taking time to appreciate their inter-connectedness and responding to them holistically would provide a better chance of success. You need core health, insights into yourself, and also life management tools, supported by positive mindsets and project management techniques, to attain work-life balance. The Umbrella Model (the �U� (YOU) Model) puts these aspects in perspective and connects them in a unique way. It is a common sense approach to work-life balance. The key to work-life balance is, essentially, life management, managing life issues, through a thoughtful approach to understanding yourself and your priorities, and acquiring the skills you need to get there. In the chapters to follow, we explore a number of key concepts on healthy lifestyle, personality traits, mindsets, and management approaches to improve your ability to attain and maintain work-life balance. Together they can equip you to manage common life situations and lead a quality life. Nowadays, people aspire to learn but often have little time. That�s why this book is short and to the point. It can be read in a few hours and its ideas applied quickly. The book is not a �know-how� treatise on life management; a lot of specialized resources on this topic already exist in the market. Instead, the book describes the big picture; interconnecting issues relevant to work-life balance. There are no rigid rules. Instead the book is a guidebook, translating a large amount of information into useful insights and practical suggestions. Work-life balance is attainable; it can be understood and planned. It is sincerely hoped that this book will serve as a catalyst for you to rediscover your path. Enjoy a new life journey. _____________________________________________ This book can be purchased on-line from amazon.ca, amazon.com, barnesandnoble.com, borders.com, and other online retailer sites in a number of countries, in addition to xlibris.com. Feel free to check out the book�s website created by the author (http://worklifebalance.webstarts.com/). Should you wish to contact the author, please feel free to send me an email (walterchan@rogers.com). ______________________________________________

CHOOSING WORK-LIFE BALANCE - The Keys To Achieving What Many Think Is Unattainable, by Walter H. Chan, Ph.D. Regrettably, for Many People,a Balanced Life is an Ideal rather than a reality. Whether consciously aware of it or not, there is a common human desire in us to want to live well and feel good. In recent years, much attention has been given to and research done in the area of �work-life balance� and �personal well-being�. While it is of fundamental importance to human beings, it is often forgotten or given low priority until something undesirable happens, such as poor health, absenteeism, strained relationships, workers� compensation claims, and violence in the workplace. These unwelcome situations can be further accentuated by economic downturns. Some people have also been awakened by mid-life crisis, triggering them to ask tough questions about who they are, what they are here, and where they are going, etc. Most people accept work as a matter of course as they grow up. Studying, job searching, working, relationship building, and retiring are expected life stages. How many people can honestly say that they find enjoyment in most of their lifetime? Even though unhappy, people often do nothing about it. Partly because they are not aware of what they are going through and partly because they do not know that a different way of living exists. For some people, life seems to be only a series of recurring events and activities. They go through life but miss the full meaning of it. They may accept approaches and situations because that�s how they grew up and that�s what they know. They may blame others for their problems, feel unable to change, or even not realize the need for change. There is an empowering way to approach life. Coming to life�s detours and dead ends serves as an opportunity for introspection and questioning. Feeling frustrated and dissatisfied with current situation provides an incentive to look into the �what�, the �why� and the �how� of purposeful and satisfying alternative possibilities. The negative energy can be turned into positive actions. By pausing and asking probing questions, you can be in a better position to face life�s undesirable situations head on and find solutions for improvement. Should work-life balance be an issue of concern to you? Your honest answer to the following simple questions will shed some light to it. �����Do you feel exhausted at work even early on in the week? �����Do you often feel overwhelmed, driven and losing focus? �����Do you see that you have little time for your family members, even spending a few vacation days together? �����Do you observe that you have no time to have a leisure meal together with your close friends without feeling guilty? �����Do you find that, other than work, you have no time for yourself to even read a book quietly in the past many years? If you have answered �yes� to a number of the above questions, this book is for you. Using the Umbrella Model (see Chapter 3), this book takes a holistic approach to examining and understanding work-life balance and the steps you can take to achieve it. If you are at a crossroads, your situation is not hopeless or insurmountable. You have to make changes; however, the good news is you can. This book proposes a framework to help you better understand what you have control of in order to keep your life in balance. You need the knowledge and skills to create the right balance between work and other life obligations. Life issues need to be understood and properly handled. Because many of life�s issues are linked, taking time to appreciate their inter-connectedness and responding to them holistically would provide a better chance of success. You need core health, insights into yourself, and also life management tools, supported by positive mindsets and project management techniques, to attain work-life balance. The Umbrella Model (the �U� (YOU) Model) puts these aspects in perspective and connects them in a unique way. It is a common sense approach to work-life balance. The key to work-life balance is, essentially, life management, managing life issues, through a thoughtful approach to understanding yourself and your priorities, and acquiring the skills you need to get there. In the chapters to follow, we explore a number of key concepts on healthy lifestyle, personality traits, mindsets, and management approaches to improve your ability to attain and maintain work-life balance. Together they can equip you to manage common life situations and lead a quality life. Nowadays, people aspire to learn but often have little time. That�s why this book is short and to the point. It can be read in a few hours and its ideas applied quickly. The book is not a �know-how� treatise on life management; a lot of specialized resources on this topic already exist in the market. Instead, the book describes the big picture; interconnecting issues relevant to work-life balance. There are no rigid rules. Instead the book is a guidebook, translating a large amount of information into useful insights and practical suggestions. Work-life balance is attainable; it can be understood and planned. It is sincerely hoped that this book will serve as a catalyst for you to rediscover your path. Enjoy a new life journey. _____________________________________________ This book can be purchased on-line from amazon.ca, amazon.com, barnesandnoble.com, borders.com, and other online retailer sites in a number of countries, in addition to xlibris.com. Feel free to check out the book�s website created by the author (http://worklifebalance.webstarts.com/). Should you wish to contact the author, please feel free to send me an email (walterchan@rogers.com). ______________________________________________

This is a book for interesting kids and others to learn from. These are also some of my stories of growing up in a big city. I hope when kids read these stories they will be able to learn something about trying to make good decisions when growing up. This is also a good learning tool for classrooms in school, 2nd, 3rd and 4th grade.

This is a book for interesting kids and others to learn from. These are also some of my stories of growing up in a big city. I hope when kids read these stories they will be able to learn something about trying to make good decisions when growing up. This is also a good learning tool for classrooms in school, 2nd, 3rd and 4th grade.

 ïîñëåäíåå äåñ òèëåòèå â äèäàêãèêå çíà÷èòåëíî âîçðîñ èíòåðåñ ê èññëåäîâàíè ïðîáëåì îáó÷àùèõ òåõíîëîãèé. Íåñìîòð íà áîëøîå êîëè÷åñòâî ðàáîò ïî òîé ïðîáëåìàòèêå, äî ñèõ ïîð îñòàåòñ íå äî êîíöà èññëåäîâàííîé ïðîáëåìà ïðîåêòèðîâàíè ðåçóëòàòèâíûõ òåõíîëîãèé îáó÷åíè .  êíèãå ðàñêðûâàåòñ ôåíîìåí äèäàêòè÷åñêîé èíæåíåðèè, ïðèçâàííîé â êàêîé-òî ñòåïåíè ëèêâèäèðîâàò äàííûé ïðîáåë. ×òî òàêîå äèäàêòè÷åñêà èíæåíåðè ? Êàê ïðîåêòèðîâàò îáó÷àùèå òåõíîëîãèè? Êàê ó÷èò ðåçóëòàòèâíî? Íà òè è ìíîãèå äðóãèå âîïðîñû ïðåäïðèí òà ïîïûòêà äàò îòâåòû â ïðåäëàãàåìîé êíèãå, êîòîðà àäðåñîâàíà øêîëíûì ó÷èòåë ì è ñòóäåíòàì ïåäàãîãè÷åñêèõ óíèâåðñèòåòîâ, à òàêæå âñåì, êòî èíòåðåñóåòñ ïðîáëåìàìè ïðîåêòèðîâàíè îáó÷àùèõ òåõíîëîãèé.  ðàáîòå èñïîëçîâàí ïðàêòè÷åñêèé îïûò àâòîðà ïî âíåäðåíè äèäàêòè÷åñêîé èíæåíåðèè â ïðîöåññå ïðåïîäàâàíè êóðñîâ ìåòîäèêè ìàòåìàòèêè â Òåõàññêîì óíèâåðñèòåòå, ÑØÀ. In recent decades, there is an emerging interest among educators and researchers to study a phenomenon of learning technology. Despite of numerous scholarly publications in this field, the problem of designing effective learning technologies remains open. The book attempts to address this problem via didactical engineering approach. The book focuses on the following questions: What is didactical engineering? How to analyze and design learning technologies? How to learn and teach effectively? The target audiences of this book are pre-and-in-service teachers, educators, and scholars. The author shares his experience of using the didactical engineering approach in teaching mathematics method classes at the University of Texas at El Paso.

 ïîñëåäíåå äåñ òèëåòèå â äèäàêãèêå çíà÷èòåëíî âîçðîñ èíòåðåñ ê èññëåäîâàíè ïðîáëåì îáó÷àùèõ òåõíîëîãèé. Íåñìîòð íà áîëøîå êîëè÷åñòâî ðàáîò ïî òîé ïðîáëåìàòèêå, äî ñèõ ïîð îñòàåòñ íå äî êîíöà èññëåäîâàííîé ïðîáëåìà ïðîåêòèðîâàíè ðåçóëòàòèâíûõ òåõíîëîãèé îáó÷åíè .  êíèãå ðàñêðûâàåòñ ôåíîìåí äèäàêòè÷åñêîé èíæåíåðèè, ïðèçâàííîé â êàêîé-òî ñòåïåíè ëèêâèäèðîâàò äàííûé ïðîáåë. ×òî òàêîå äèäàêòè÷åñêà èíæåíåðè ? Êàê ïðîåêòèðîâàò îáó÷àùèå òåõíîëîãèè? Êàê ó÷èò ðåçóëòàòèâíî? Íà òè è ìíîãèå äðóãèå âîïðîñû ïðåäïðèí òà ïîïûòêà äàò îòâåòû â ïðåäëàãàåìîé êíèãå, êîòîðà àäðåñîâàíà øêîëíûì ó÷èòåë ì è ñòóäåíòàì ïåäàãîãè÷åñêèõ óíèâåðñèòåòîâ, à òàêæå âñåì, êòî èíòåðåñóåòñ ïðîáëåìàìè ïðîåêòèðîâàíè îáó÷àùèõ òåõíîëîãèé.  ðàáîòå èñïîëçîâàí ïðàêòè÷åñêèé îïûò àâòîðà ïî âíåäðåíè äèäàêòè÷åñêîé èíæåíåðèè â ïðîöåññå ïðåïîäàâàíè êóðñîâ ìåòîäèêè ìàòåìàòèêè â Òåõàññêîì óíèâåðñèòåòå, ÑØÀ. In recent decades, there is an emerging interest among educators and researchers to study a phenomenon of learning technology. Despite of numerous scholarly publications in this field, the problem of designing effective learning technologies remains open. The book attempts to address this problem via didactical engineering approach. The book focuses on the following questions: What is didactical engineering? How to analyze and design learning technologies? How to learn and teach effectively? The target audiences of this book are pre-and-in-service teachers, educators, and scholars. The author shares his experience of using the didactical engineering approach in teaching mathematics method classes at the University of Texas at El Paso.

America 2009: In the midst of a national recession, restaurants are losing frequency of visit to people driven to stay home by the economy. Worse yet, grocery stores are moving in on their territory. Searching for ways to put more butts in seats, the Engel boys take those with the desire to invite people over to their house thru a fast-read on the good news--the return of invention to the restaurant industry. Along the way speed, convenience, price and quality give way to a place they call Storyville and 59 ways to find differentiation there. Faced with the harsh realities of restaurant saturation, rising commodity costs, and empty seats, restaurants discover that invention is king and ways to tell a story only they can own. Putting More Butts In Your Seats is an unexpected guide meant to jolt you into re-discovering your differentiation and leading the way there.