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"Veteran project manager and University of California professor Zachary Wong identifies the eight most common people problems in managing projects and offers a flexible, customizable approach to solving them, based on a lifetime of research. Being a team leader is a demanding job that is expected to get even more demanding in the coming years. You're expected to be part parent, part referee, part coach, part manager and part frustrated. And today's workforce is more diverse, more knowledgeable, more complex and more dynamic than ever before. So where are the new tools for this ever-more complex job? Drawing on decades of experience as a senior manager at Chevron, a management consultant, and an "Honored Instructor" at U.C. Berkeley, Zachary Wong identifies the top eight people skills that project team leaders need. To master these skills he doesn't prescribe specific habits or behaviors. Instead, he gives team leaders a tool or model to help them see and diagnose people problems more clearly and then offers different options and ideas to help them decide which actions best fit their situation and who they are--he empowers team leaders rather than constrains them. This book takes a uniquely flexible approach to the always-vexing problem of getting the best contributions from the people on your team"--

Emergence of human factors -- Human factors and team dynamics in project management -- Key elements of team performance: content -- Key elements of team performance: process -- Key elements of team performance: behavior -- Secrets of managing the three key elements -- Key stages of team development -- Moving the team forward: facilitation techniques -- Personal space -- Team conflicts -- How conflicts affect personal space -- Expanding your space -- Managing good and bad behaviors -- Raising your game -- Those who break through will never go back -- Hearts and minds of human factors -- Personal leadership: putting it all together

After the illegal overthrow of Queen Liliʻuokalani in 1893, ʻŌlelo Hawaiʻi, the language of the Kanaka Maoli, was considered a political and cultural threat to the new Republic of Hawaiʻi. In 1896, Sanford B. Dole signed Act 57 into law, mandating that the "English language shall be the medium and basis of instruction at all public and private schools" (Benham and Heck, 1998). Without the legal right to teach ʻŌlelo Hawaiʻi in schools or use it in government, new generations no longer learned the language as their grandparents once did, and therefore the number of native speakers dramatically decreased. In 1978, ʻŌlelo Hawaiʻi began to make its way back to the people when the State of Hawaiʻi added ʻŌlelo Hawaiʻi as an official language of the state. My research follows the journey of the language, from the ban to the eventual reincarnation, while providing a case study and program evaluation of one of the most successful programs in Hawaiʻi, in terms of language and cultural revitalization. The two goals for this study are: (1) to contribute to the improvement and understanding of the history and future of ʻŌlelo Hawaiʻi; and (2) to provide an example of a successful program which can be used by other Indigenous cultures as a model for the possible development of an immersion institution. Faculty Mentor: Dr. Samuel Henry