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Leadership from Bad to Worse is about how leadership that is bad, invariably, inexorably, gets worse-unless it is somehow, by someone or something, stopped or slowed. This work draws on four cases of bad leadership-two in political leadership, two in business leadership-to show how it goes from bad to worse. Kellerman finds that bad leadership and bad followership go through four phases of development: 1) Onward and Upward; 2) Followers Join In; 3) Leaders Start In; and 4) Bad to Worse. These findings correctly suggest that the book, in addition to being of theoretical interest, is of practical import. It is intended, deliberately, to serve as an early warning system. By breaking bad leadership and followership into phases-each more ominous and ultimately dangerous than the one preceding-their progression will be easier to predict and detect. And easier, therefore, to slow or, preferably, to stop before they turn toxic. Bad leadership is a social disease. But unlike diseases that are physical or psychological, it remains at the margins of our collective concerns. Leadership from Bad to Worse is, then, a corrective. Knowing that bad leadership can be checked before it corrupts is knowing that bad and then worse can be, if not completely precluded, then sometimes short-circuited.

Frontmatter -- CONTENTS -- FOREWORD MEDITATIONS ON MINUTAGLIO -- ACKNOWLEDGMENTS -- INTRODUCTION -- PART ONE THREE GENERATIONS -- HANGING TREE BLUES -- BLACK PANTHER BLUES -- TEXAS HARLEM BLUES -- PART TWO COMMUNITY -- CONGO STREET BLUES -- FREE MAN BLUES -- SAND BRANCH BLUES -- FIRE IN THE HOLE BLUES -- SOUTH DALLAS BLUES -- PART THREE THE MUSIC -- PHOTOCHEMICAL BLUES -- SEARCHIN' BLUES -- LAST MAN BLUES -- LIGHTNIN' BLUES -- CHICKEN SHACK BLUES -- FOURTH WARD BLUES -- ZYDECO BLUES -- CREDITS

Design systemic equity and diversity into your organization Inclusion, Inc.: How to Design Intersectional Equity into the Workplace moves beyond having tough conversations to deliver an innovative and proven approach to organizational diversity. Eschewing the "mindset-first" approach taken by many diversity, equity, and inclusion (DEI) programs, author and GEN founder Sara Sanford focuses on countering the systemic barriers that abet inequity by adjusting "cultural levers" to facilitate organization-wide change. Inclusion, Inc. offers sustainable and cost-effective solutions that yield real, measurable returns, supported by: - Data from thousands of surveys and interviews with executive-level changemakers. - Case studies from GEN-certified organizations. - Innovations drawn directly from the latest in behavioral economics and design-centered thinking. Perfect for business leaders, human resources and DEI professionals, and scholars and students of business, Inclusion, Inc. will also prove invaluable to underrepresented employees and their allies seeking real, evidence-based solutions to the dilemma they frequently face: assimilate, or leave

As part of an Australian Government funded Office of Learning and Teaching (OLT) project, a Midwifery Program Coordinator and an Academic Language and Learning (ALL) adviser worked together to integrate academic integrity into the discipline content in a first year subject in the Graduate Diploma of Midwifery. The Program Manager and ALL adviser shared responsibility for developing and assessing academic integrity activities. The activities formed a scaffolded approach, beginning with a workshop to explicitly engage students with the concepts, followed by an assignment where students could test out their knowledge of paraphrasing, in-text referencing and synthesising from refereed journals in their discipline. Both summative and substantial formative feedback was provided, designed to assist students in identifying what they did well and any issues that needed to be addressed before they engaged with their literature review assignment. The rubric for the literature review was changed to give greater emphasis to academic integrity. Results showed that students developed a deep understanding of how to achieve academic integrity, and focus group feedback on the activities was positive. We argue that this multi-faceted, scaffolded, integrated approach is the most effective way to engage students in academic literacy skills such as academic integrity.