Social Change in the Modern Workplace: New Research and Scholarly Reflections
Fielding Graduate University is proud to announce the publication of the first in a series of monographs, featuring original research by Fielding faculty and graduate students in a variety of subjects. The first monograph includes six articles on the subject of Social Change in the Modern Workplace: New Research and Scholarly Reflections.
The purpose of the monograph is to address some of the fundamental changes in our modern workplace, not only due to technological innovations, but also with regards to changing attitudes about gender and equality. According to Jean-Pierre Isbouts, DLitt, faculty member at Fielding Graduate University and editor of the monograph, and Dorothy Agger-Gupta, PhD, School of Human and Organizational Development (HOD) program director, “Mobile platforms, social media, and cloud computing have fundamentally transformed traditional concepts of human productivity and efficiency and the manner in which human relationships develop and function within modern organizations.”
Overview of Social Change in the Modern Workplace: New Research and Scholarly Reflections
Whenever the subject of the modern workplace is raised in academic discourse, the focus usually shifts to disruptive technologies. Indeed, our workplace has experienced some fundamental changes as a result of technological innovation. Mobile platforms, social media, and cloud computing have fundamentally transformed traditional concepts in human productivity and efficiency, and the manner in which human relationships develop and function within modern organizations. There are, however, other prominent currents in our society that continue to affect the modern workplace, specifically related to gender equality, to social justice, and to sustainability. The purpose of this monograph, published by Fielding Graduate University, is to address some of these changes in greater detail, based on dissertation research conducted by six women graduates of Fielding’s PhD program in Human and Organizational Development (HOD). Each of these dissertations looks at a unique aspect of social change in the modern workplace. Tiffanie Dillard’s article addresses the changing role of women in organizations, particularly the factor of empowerment (or disempowerment) when women followers report to women leaders. Anne Litwin’s article wonders whether the unique dynamic of relationships among women in the office can lead to conflict with masculine organizational norms. Carol Brown’s article moves the discussion of gender roles to the boardroom level. Her investigation, using 17 Canadian corporate directors, asks whether a post-heroic feminine style of leadership can emerge as a key contributor to effective board engagement. Loni Davis’ study looks at the impact of mobile practices, and how mobile devices have blurred the traditional boundaries of the modern workplace. Catherine Brooker’s article takes us to another important topic of the modern workplace, the issue of sustainability, particularly as it relates to futures expertise in strategy and organization consulting. Lastly, Deborah Burke looks at the dénouement of corporate America as the quintessential “big business” paradigm of the past century. To what extent, she asks, are the management prescriptions of mid-20th century corporate gurus still relevant to the modern workplaces of today? Fielding Graduate University, headquartered in Santa Barbara, CA, was founded in 1974, and is celebrating its fortieth anniversary. Fielding is an accredited, nonprofit leader in blended graduate education, combining face-to-face and online learning. Its curriculum offers quality masters and doctoral degrees for professionals and academics around the world.
The first Fielding University Monograph is now available worldwide via two channels: the printed version is distributed globally by Amazon, while the e-book version is available from the Apple iBookstore for all iOS devices (including iPad, iPhone, iPod etc).
For more information, visit Fielding online at http://www.fielding.edu.News Archive
Women in Leadership: Motivations, Experiences, and Reflections
Accomplished women leaders from government and education sectors share their stories about compelling national and global issues.
Fielding Graduate University and Worldwide Network for Gender Empowerment (WNGE), present Women in Leadership: Motivations, Experiences, and Reflections on Tuesday, April 8th at 6:00 pm at the Marjorie Luke Theatre, 721 East Cota, Santa Barbara. Fielding faculty member and WNGE founder Anna DiStefano will moderate an engaging conversation between highly accomplished women leaders from government and education sectors. This dialogue will be structured as a conversation around women’s ways of leading and will share their stories about compelling national and global issues. This panel will feature: US Secretary for the Department of Health and Human Services Kathleen Sebelius, Director of Education at the Folger Library Peggy O’Brien, and President of Fielding Graduate University Katrina Rogers. Members of the public are invited to this insightful dialogue which will open a window into the world of women involved in the compelling issues of our time, both nationally and around the globe.
For the past 40 years, Fielding Graduate University’s commitment to research and action in support of knowledge and change in relation to women's and gender issues has always been a top priority. In alignment with Fielding’s values and through her personal commitment, Fielding faculty member Anna DiStefano took action on this initiative and founded Worldwide Network for Gender Empowerment (WNGE),a virtual community which serves as a resource for connecting diverse individuals and as a collaborator with other emerging and established networks interested in gender empowerment. It is with the intent to share the importance of and dedication to women’s and gender initiatives that Fielding Graduate University and WNGE are pleased to be hosting such a special gathering of women in leadership.
Registration and more information: http://fieldingwomeninleadership.eventbrite.com
Kathleen Sebelius was sworn in as the 21st Secretary of the Department of Health and Human Services (HHS) on April 28, 2009. Since taking office, Secretary Sebelius has led ambitious efforts to improve America’s health and enhance the delivery of human services to some of the nation’s most vulnerable populations, including young children, those with disabilities, and the elderly. As part of the historic Affordable Care Act, she is implementing reforms that have ended many of the insurance industry’s worst abuses and will help 34 million uninsured Americans get health coverage. She is also working with doctors, nurses, hospital leaders, employers, and patients to slow the growth in health care costs through better care and better health. Under Secretary Sebelius’s leadership, HHS is committed to innovation, from promoting public-private collaboration to bring life-saving medicines to market, to building a 21st century food safety system that prevents outbreaks before they occur, to collaborating with the Department of Education to help states increase the quality of early childhood education programs. Sebelius served as Governor of Kansas from 2003 until her Cabinet appointment and was named one of America’s Top Five Governors by Time Magazine.
Peggy O’Brien is a veteran educator, entrepreneur, and media expert. With deep experience in public and commercial media, O’Brien has held leadership positions in educational publishing, public broadcasting, the cable industry, and academia. She was most recently recruited by the Folger Shakespeare Library to create groundbreaking digital work in teaching Shakespeare and the humanities. Prior to that, she completed three years on the DC Public Schools leadership team as Chief of Family and Public Engagement, leading work with families and community engagement for perhaps the nation’s most controversial school reform effort. With a PhD in Education from American University and a recipient of many national awards including an honorary degree from Georgetown University, O’Brien teaches, speaks, and publishes on education, Shakespeare, and the power of media.
Katrina Rogers is President of Fielding Graduate University in Santa Barbara, CA, a distinguished graduate school known for adult learners in the fields of clinical psychology, human development, organizational leadership, and education. In the course of her career, she has served the international non-governmental and educational sectors in many roles, including executive, board member, and teacher. She led the European campus for Thunderbird School of Global Management in Geneva, Switzerland for a decade, working with international organizations such as the Red Cross, World Trade Organization, United Nations Development Program, and the European Union. She has doctorates in political science and history. In addition to many articles and books focused on organizational leadership in sustainability, Rogers serves on the Boards of the Toda Institute for Global Policy & Peace Research and the Public Dialogue Consortium. She received a Presidential post-doctoral fellowship from the Humboldt Foundation and was a Fulbright scholar to Germany where she taught environmental politics and history.
Anna DiStefano joined the doctoral faculty of the School of Educational Leadership & Change (ELC) at Fielding Graduate University in 2010. Before that, she served as Provost (Chief Academic Officer) for Fielding from 1996 to 2010. She has been a part of the Fielding community since 1983 serving in several senior executive capacities including Vice President of Academic Planning & Program Development, and Dean, Human and Organization Development (HOD). She currently serves on Fielding’s Senate Leadership Committee and also as Chair of the Faculty of ELC.
DiStefano received her EdD and her MEd, both in counseling, from Boston University. Her undergraduate degree, AB in history, was received from Trinity College, D.C. She was also selected as an American Council of Education Fellow (1987 - 1988).
View photos from the event: https://www.facebook.com/media/set/?set=oa.10152140686323473&type=1
Helping People Change Through Dreamwork
The New England cluster celebrated thirteen years of gatherings by inviting Alice Kitchel (HOD '12) and Beth Scanzani of Dream Coach of Rockport, MA, to speak to the group about dreamwork. Special guest President Katrina Rogers also attended to discuss dreaming of Fielding's future.
Reported by Jim Webber, PhD (HOD '03)
President Rogers bowled us over on her visit to the Fielding New England alumni group on Saturday, February 8, in Gloucester, MA. The view from host Rick Maybury’s (HOD '12) office on the waterfront was spectacular and snow-free for a change.
Present were HOD folks: Carolyn Slocombe, Kathleen Healey, Alice Kitchel, Peg Murphy, Rick Maybury, Jim Goebelbecker, Jim Webber, Leo Johnson (emeritus) and special guest Beth Scanzani.
Katrina presented her ideas and directions for raising the value of Fielding Graduate University, in other words in building our brand. Our core identity is centered on mentored transformational learning, relational learning, life-long learning, and value based education. Fielding stands for innovation in graduate education. We need to embrace new ways of thinking. Because the world needs us we must think in terms of global social systems and the future of the earth.
Change Through Dreamwork
"Dreams do work so get to work on your dreams" urged practitioners Alice Kitchel and Beth Scanzani. Dreams help us solve problems and preview future challenges. Dreams serve as a magic mirror, a secret laboratory and a creative studio. Our brain has two operating systems, one for “reality,” one for our own unfolding dreamscape. In waking life, we combine letters and words to form sentences. In dreams we combine images to spell-out associations and create a story or even a nightmare. Dreams are like having a resident life coach who knows you from inside out.
To learn from a dream you must engage with it. The process of successful “dream catching” includes: creating a record, writing the story in present tense, giving it a title, drawing-out connections, applying dream work tools and looking for themes, surprises and limiting beliefs.
To apply this learning, we used the projective team process on a brave cluster mate’s dream. First the dreamer gave the dream a title and second she told the dream. In the third step the group asks clarifying questions followed by their own “hits,” projections and associations answering the question, “If this were my dream.” Finally the dreamer shares her hits and reactions and decides how she would like to honor the dream.
Dream we must!
Rick Maybury’s message to Katrina following the visit:
I want to thank you from all of our alums for your thoughtful and enriching visit. We are all pleased that you took the time and energy to join us and your interactions could not have been more authentic or inspiring. As I had mentioned in the meeting, it is refreshing and provides hope that the President is finally having what most of us believe to be the right conversation.
Your presentation on the state of the state, including your vision, was well balanced with reality and hope. The group also felt you authentically listened to our perspectives which would be sincerely considered in your future leadership decisions. As I hope you gathered, there are no more dedicated, passionate and devoted to the spirit of Fielding and it potential to have profound transformational impacts on its students.News Archive
School of Human & Organizational Development Faculty Member, Stephen Murphy-Shigematsu, EdD, Co-Authors a Book with His Graduate School Mentor
"I highly recommend Synergy, Healing, and Empowerment for all those interested in indigenous psychology and cross-cultural psychology. I believe that all professional psychologists and policy makers can benefit from the profound insights of the authors." American Psychological Association
Stephen Murphy-Shigematsu’s recent book, Synergy, Healing, and Empowerment: Insights from Cultural Diversity, has a special meaning for him as the co-author is his mentor from graduate school, Richard Katz. “Professor Katz had an unforgettable impact on my life as a mentor and to be able to write and publish a book together is amazing.”
They first met when Katz was a professor at Harvard and Murphy-Shigematsu was a young man searching for a way to integrate his experiences in Japan studying healers into a career path. “He became a mentor in the deepest sense of seeing in me what I could not yet see in myself and trusting me in ways that led me to take on challenges that I was hesitant to accept. Our personal and professional relationship is a wonderful testimony to the power of mentoring.”
Synergy, Healing, and Empowerment is a book that originated in discussion with Katz and his many dedicated graduate students. It went through many iterations but was never completed. Katz left Harvard to become professor at what is now First Nations University of Canada where his contributions included building the Masters of Aboriginal Social Work Program. He also lived and worked with Indigenous Elders and healers around the world. After receiving his doctorate in psychology, Murphy-Shigematsu returned to Japan to be a professor at the University of Tokyo. It was many years before their paths crossed again, and the book helped to bring them together over a labor of love.
“A few years ago we were talking and I realized that the book might reach fruition as a collaborative effort so I offered my help. It is the product of the work of so many people that it is humbling to be able to claim it in any way as mine. Some of the collaborators have contributed papers while others have generated the ideas represented in the book.”
Murphy-Shigematsu describes Synergy, Healing, and Empowerment as part of the legacy of Professor Katz, representing innovative ideas he introduced at the highest levels of academia at a time when it took great courage to venture beyond the borders of an institution like Harvard. Katz’s paradigm of synergy influenced a large group of students who have gone on to distinguished careers as scholar-practitioners.
In Synergy, Healing, and Empowerment, Katz, Murphy-Shigematsu, and some colleagues offer the paradigm of synergy to overcome the scarcity of valuable health and education resources. The authors explore alternative ways in the areas of counseling, education, and community health and development to enhance synergy, expanding formerly scarce resources that can become renewable and accessible to all. Drawing upon the diverse cultural experiences of Aboriginal groups in North America and around the world, the book provides practical insights into the emergence of synergy and obstacles to its existence.
Stanley Krippner calls Synergy, Healing, and Empowerment “an incredible book, “necessary and timely,” that makes a “compelling case for the paradigm of synergy, which releases an ever-expanding network of healing and empowerment.” Paul Pedersen, a pioneer scholar in multicultural counseling, claims that it pushes the envelope and “shows the direction counseling and psychotherapy must go.” And President Katrina Rogers describes it as “a treasure, whose narrative approach to transformational education has potential to lead Fielding in conversation that allows people to open up their hearts to new ways of thinking about the complexity in the world.”
Stephen Murphy-Shigematsu is consulting professor, Stanford University School of Medicine, and a faculty member at Fielding Graduate University.
For more information: http://www.brusheducation.ca/books/synergy-healing-and-empowermentNews Archive
Fielding Has a Visible Presence at The Justice Conference
Injustice anywhere is a threat to justice everywhere - Dr. Martin Luther King, Jr.
Reported by Monique L. Snowden, PhD, vice president for academic services at Fielding Graduate University
Fielding recently returned to the Orpheum Theatre in Los Angeles, CA where we sponsored the International Positive Aging Conference in 2010, 2011, and 2013. This time, however, we were at the fourth annual Justice Conference promoting Fielding student, faculty and alumni’s justice work and recruiting prospective students for our academic programs.
The conference included a lineup of plenary speakers, musical and spoken word artists, and discussion panelists. Nearly 2,000 conference attendees, sponsors and exhibitors packed the theater for each scheduled speaker, artist and panelist. In between talks and performances, the main lobby, mezzanine lobby, stairways and exhibitor areas were buzzing with rich dialogue about the “work” represented and inspired by those on agenda and attending the Justice Conference.
Many conference attendees, plenary speakers, panelists, artists and exhibitors came into and do justice work for reasons not shared by all and are grounded by doctrines not held by all. Differences in personal motivations or beliefs notwithstanding, those whom the Fielding delegation engaged in conversation shared our university’s vision to create a more humane, just and sustainable world. By way of our institutional values and demonstrable justice work we attracted interest in both our academic offerings and partnership opportunities with organizations in attendance like Memphis Teacher Residency (MTR). MTR proclaims that “Urban Education is the Greatest Social Justice and Civil Rights Issue in America Today.”
Bryan A. Stevenson, founder and executive director of the Equal Justice Initiative, an Alabama-based group delivered a powerful message. Mr. Stevenson and his EJI colleagues have won major legal challenges eliminating excessive and unfair sentencing, exonerating innocent prisoners on death row, confronting abuse of the incarcerated and the mentally-ill, and aiding children prosecuted as adults.
Conference attendees were consistently reminded that justice work is intensive and extensive. As one conference speaker advised, to do our best justice work, we must manage our egos, exhaustion and emotional toxicity. We must remain humble in our work, take time to rejuvenate our spirits and re-energize our bodies, and balance our passion with necessary discipline and focus. We must keep top of mind that the difficult and never-ending fight for justice is not one that merely involves lifting up and comforting those who need resources and services.
Justice work requires us to stand with the poor, fight beside the condemned, and dwell amongst the vulnerable. We must see and hold ourselves accountable as one people who are global citizens of interrelated communities, states, countries, and continents. Slain humanitarian and civil rights activist Dr. Martin Luther King Jr. left us with a timeless justice credo, “We are bound by an inescapable garment of mutuality, whatever affects one directly, affects all indirectly.”
For more information about The Justice Conference, click here: http://thejusticeconference.com/News Archive
Founded in March 1974 in Santa Barbara, CA, The Fielding Institute (now Fielding Graduate University) Celebrates its 40th Year in Higher Education
Fielding Graduate University is the realization of the vision of three founders: Frederic Hudson, Hallock Hoffman, and Renata Tesch. The founders, all distinguished higher education administrators and educators, in their respective capacities as president, executive vice-president, and dean of education, each contributed an essential ingredient to the establishment of the university. Many other key individuals, through their diligence, hard work, and firm belief in the national need for mid-career professional education, gave substance to the dream.
The founders envisioned a nationally recognized graduate school, which would serve mid-career professionals who wanted to pursue an advanced degree but whose educational and professional objectives could not be met by traditional institutions of higher education. The founders succeeded in their mission. Their success was predicated on two basic, but at the time, rather advanced notions. First, they recognized that changing demographics were altering the nature of society, particularly the world of higher education.
More often than not, the founders speculated, students seeking advanced degrees would be mid-career adults who wanted to enhance their established academic and professional skills; who, in many cases, would be committed to effecting a mid-life career change; and all of whom, by the nature of their quest for a quality graduate education at mid-life, would be interested in being part of a lifelong learning community.
Second, the founders realized that adults learn new tasks and accrue knowledge in ways that differ significantly from those of adolescents and young adults. The traditional pedagogical method of education - active teacher, passive learner - would not be appropriate to this new experiment in adult professional education. To accommodate and capitalize upon the learning styles of its student, Fielding developed a rigorous, supportive learning model that today remains flexible, adult-centered, self-directed, task-oriented, and competence-based.
In the Fielding archives, an original document written by founder Frederic Hudson outlines the beginning of Fielding's history:
History and Background of The Fielding Institute
Fielding was founded in March 1974, as a graduate school in education and psychology designed to serve the educational interests of professional persons in mid-career. Fielding is new, small, and specialized. We chose two fields in which neither buildings nor equipment are especially important, in which our fascination with human beings and their learning, feeling and knowing could be the focus of our attention. We made our programs “external”—not to be carried on in our environment, but to be accomplished by our Students in connection with their own lives and work, in their own surroundings.
Fielding serves a distinct population: mature professional persons in mid-career. We aim to assist intelligent, competent adults to attain goals of their own, and to measure their achievements by their own increases in competence and knowledge.
Frederic Hudson and Hallock Hoffman first met on a committee established by the Western College Association to advise a study on the meaning of baccalaureate degrees. Subsequently, Frederic Hudson became associated with Laurence University, an external graduate program school. Dr. Hudson, asked Hallock Hoffman and Renata Tesch to join him as faculty members...Resigning from Laurence, we set up Fielding, in part to satisfy our desires to create a program of which we could be proud, and in part to fulfill our responsibilities to a group of students who had been studying with us at Laurence and who were in danger of being stranded by our departure.
Several of those students joined us by enrolling during the founding period of Fielding; their support enabled us to become a functioning school in a much shorter time than would otherwise have been possible. 19 of these students so far have graduated, because they were already at an advanced stage in their studies (with us as their program supervisors)when they entered the Fielding program. Of subsequent students who enrolled initially in Fielding, 10 Master of Arts students and 11 doctoral students have graduated.
The Institute was organized as a non-profit educational corporation in California in March, 1974. We obtained state and federal tax exemption shortly thereafter. We raised the necessary capital and completed the requirements for (a)(3)recognition under the then California education code in July, 1974. Since licensing is important for many of our psychology Students, we applied for and were successful in obtaining (a)(2) Approved status under the State Board of Education in July, 1975.(“Approved status” is now described by California Education Code 94310(b)). Our graduates are now eligible to be examined for the state licenses that may be obtained with “approved” school education. This includes the license as psychologist under the Psychology Examining Committee of the Board of Medical Examiners and the license for Marriage, Family and Child Counselors, from the Board of Behavioral Science Examiners, both of California. Some state agencies, however, are governed by laws that limit their licenses to graduates of “accredited”schools, and for such students, Fielding is presently not serviceable.
Our first students were enrolled in the Education Program. Our individual learning contract curriculum was different from Laurence’s traditional curriculum; but the Laurence transfer students were able to continue the studies they had begun within our Education Program. The Master of Arts Program had its first admission in the summer of 1974. The Psychology Program enrolled its first Students in the fall of 1974. The MA Plan 3 Program, a program to prepare enrollees for admission to the Psychology Doctoral Program, was initiated in 1976. At that same time, we began discussing the possibility of a cooperative program in Human Development with Pacific Oaks College. These discussions led to the present program in which Students in our Education Program can specialize in Human Development, taking course work from, doing research with, and being for some purposes supervised by the faculty of Pacific Oaks College. The first Students enrolled in this program in 1977. A smaller cooperative program with the REM Institute of Cleveland, Ohio, enables REM Students to enroll simultaneously in our MA plan 3 program, and permits them to use the REM faculty as Field Faculty Advisors, teachers and trainers. Student first enrolled in the MA program in 1976.
We did not raise any sizable amount of money in connection with founding Fielding. From the beginning we have believed that the Institute should support itself from current tuition income. The capitalization necessary for (a)(3) recognition was developed through a generous gift of educational films from the Encyclopedia Britannica Educational Corporation. The founding officers drew no salaries for the first several months and only partial salaries for the following year. We have been on full salary since September 1975, and in March 1976, the Trustees agreed that Fielding’s income was now sufficient to begin paying some of the officers’ salaries previously deferred. About half of this, the Corporation’s only debt, has now been paid.
The financial success of Fielding is thus a function of its ability to serve its students; and that equation is one we wish to preserve. We think it is healthy for us to be delivering educational services in exchange for payment; we do not want capital or endowment that would enable us to shift our primary attention away from services to students. We are creating reserves that ultimately will equal one year’s budget.
The financial success of Fielding is a direct outcome of the number of our enrollments. These have grown steadily, in accord with careful plans.
To read more about the history of Fielding through the stories of faculty and alumni, click here to view the special edition of FOCUS Magazine: Fielding Graduate University Special Edition: FOCUS Magazine
If you would like to receive a copy of Focus Magazine, please email your name and address to email@example.com.News Archive
Fielding Graduate University Faculty Member and Institute for Social Innovation Fellow, Kerul Kassel,PhD, publishes book intended for business professionals who are interested in successfully leading their organizations' corporate sustainability, social responsibility, and citizenship efforts.
Author, Kerul Kassel:
The Thinking Executive's Guide to Sustainability offers a practical, relevant, and easily grasped overview of sustainability issues and the systems logic that informs them, supported by empirical research and applied to corporate rationales, decision-making, and business processes.
We live in an increasingly global economy in which the effects of shrunken economies, broadened communication, and widespread meteorological incidents associated with climate change are leaving virtually no one untouched. As a result, a working knowledge of concepts such as the triple bottom line and sustainability, have become mandatory. Systems -thinking is foundational for grasping these concepts and is based on trans-disciplinary theories deriving in part from biology, physics, economics, philosophy, computer science, engineering, geography, and other sciences. Specifically it is the study of systems, including all life forms, climate phenomena, and even in human learning and organizational processes, that regulate themselves through feedback. The media and the public have become savvy to corporate green-washing, and government regulation, already pervasive in Europe, is imminent in the United States. Business practices are a subsystem of human activity, which is itself a subsystem of the biosphere we all depend upon for services, such as clean air and water, sufficient soils to produce food, and moderate weather. Corporate sustainability practices are in the midst of becoming a required aspect of the social license to conduct business, and the use of a systems framework provides a coherent and eminently sensible way to comprehend the structure and logic that underlies this transition. Green business efforts and stakeholder initiatives undertaken by those without the requisite understanding of sustainability and the trends related to it in the world of commerce risk adverse press, activist pressure, regulatory constraint, added expense, reduced revenue, and lowered valuation.
Kerul Kassel uses her doctorate in Human and Organizational Systems to help organizations and their leaders focus on (environmental and social) sustainability. She serves on the faculty at Fielding Graduate University, in the Sustainability Leadership and Global Leadership certificate programs is the author of a book on applying systems thinking to business management practices, a sort of "CliffsNotes" to sustainability and systems thinking for executives and managers.
Her research focuses on sustainability in an organizational context, and she has been awarded a Fellowship at the Institute for Social Innovation.
In addition to consulting, writing, and research, she has expertise in coaching, working with change agents, executives, managers, and business owners as a recognized expert in productivity and performance, and has multiple industry certifications. Kassel holds a LEED Green Association accreditation, Certified International Society of Sustainability Professionals designation, along with several executive coaching certifications. She serves on the U.S. Green Chamber of Commerce National and Southwest Region Education Committees.
The Thinking Executive's Guide to Sustainability is available on Amazon.comNews Archive
Why the Science of Coaching Matters: A Q&A With Francine Campone, EdD, MCC, of Fielding Graduate University
As posted on http://coachfederation.org/blog/index.php/1981/:
Francine Campone is an International Coach Federation (ICF) Master Certified Coach with more than 15 years of experience coaching leaders in the corporate, education and nonprofit sectors. She directs Fielding Graduate University’s Evidence-Based Coaching Certificate Program and is a founding faculty member of the coaching certificate program in the University of Texas at Dallas’ Graduate School of Management. She is a past chair of the ICF Research Committee.
Francine will present on “What’s Happening in Coaching Research?” at ICF Advance 2014: Science of Coaching May 29 – 31, 2014, at the Sheraton Atlanta Hotel in Atlanta, GA, for this targeted educational event. ICF Advance branded events are designed for coaches, trainers, researchers and coaching decision-makers who want to take their skills and knowledge to the next level. ICF Advance 2014: Science of Coaching is an intensive, interactive 2½-day educational experience that will bridge the gap between scholarship and practice, delivering in-depth content covering the theories that underpin coaching.
Event information and registration details are available at Coachfederation.org/advance.
Here, Francine answers some frequently asked questions around the science of coaching and its impact on organizations that use coaching to enhance human capital.
Q: Why is it so necessary for external and internal coaches alike to cultivate an awareness of the science of coaching?
A: Science is a part of coaching’s legacy. The founders of this field called coaching were heavily influenced by the social sciences from other disciplines, including psychology and organizational consulting. Science is an integral part of the foundation of coaching. I think it’s important for professional coaches to reconnect with that part of their history, because when you understand the foundational sciences of coaching, you have the basis to make informed decisions.
Organizations spend millions of dollars a year on coaching. If I were spending that kind of money, I would want to know that the person I’m hiring to help develop my leaders and my team has a foundational, fundamental knowledge of the field and has the ability to take a scientific approach to the work he or she does with my people.
As director of Fielding Graduate University’s Evidence-Based Coaching Program, I’ve met a number of students who have been charged with the task of creating their organizations’ internal coaching programs. They’ve found that getting grounded in the foundational theories of coaching enables them to do several things for their organization. When they hire external coaches, they have solid, empirical selection criteria. You really need substantive guidelines for hiring external coaches, and the only way to do that is by understanding foundational theories and principles. Secondly, in internal coaching programs in particular, you are charged with training the people who will do the coaching. If you want them to be responsive in their interactions, to have a broad repertoire of skills and strategies, and to exercise good judgment in their coaching engagements, then you need to have a scientific understanding of coaching and a scientific approach to coaching.
Q: What are some recent trends you’ve observed in coaching research?
A: Coaching really started as a derivative field, borrowing heavily from other sciences. Up until about 10 years ago, coaching research focused on those foundational sciences. In the last decade, however, we’ve seen a growth of peer-reviewed literature on the science of coaching: How do those sciences roll over into coaching? What are the necessary adaptations, for example, to make the shift from applying cognitive behavioral principles in psychotherapy to applying them in coaching? The research now is much more about coaching than about where coaching came from.
We’ve also made a turn to the practical, because research is now being done by coaching practitioners and less often by scholars who are in a field removed from coaching. I try to do studies that I think will somehow be useful, and I think that is an attitude that many coaching researchers take.
A decade ago, I dined at an ICF event with an experienced Executive Coach who told me, point-blank, “I don’t need research. I know what works, and I don’t need to know the data.” I don’t hear that from coaches anymore. I don’t hear people saying that research is irrelevant. As the profession matures, we are seeing an increase in the number of experienced coaches who recognize the need to understand the science behind coaching.
Q: What would you say to an organizational decision-maker who questions the investment in a pool of coaches well-versed in the science of coaching?
A: I would encourage them to look to other professions. Would you hire an attorney who knew all the technicalities of filing briefs but hadn’t bothered to study the history and evolution of the law? My guess is no. So why would you hire a practitioner who has a tool kit of coaching skills but hasn’t sought to understand the principles and theories behind those tools? As you choose a coach for your organization or for yourself, you’re no doubt seeking someone smart, informed, substantive and knowledgeable. More often than not, those are traits of coaches who understand the scientific principles behind what they’re doing with their clients.
In A Guide to Third Generation Coaching, Reinhard Stelter writes about how complex the world has become, how complex organizations are, and how complex the people and relationships within organizations are. These organizations need coaches who are themselves complex. A scientific approach to coaching as a field is what’s going to help us have the knowledge base, the judgment base and the skills to manage and be responsive to the increasing complexity of the world in which we are functioning.
View original post:http://coachfederation.org/blog/index.php/1981/ News Archive
Call for Institute for Social Innovation Fellows 2014 - 2015
The Institute for Social Innovation (ISI) supports research, professional development, and organizational consulting projects that build human capital and sustainable change. The ISI Fellows Program offers Fielding alumni an academic partner to secure funding or other support for projects in support of this mission.
ISI Fellows have one-year appointments with renewal contingent on progress and future plans. Remuneration for Fellows is contingent upon external funding and follows university standards. All appointments include the use of Fielding business cards, access to library and other online resources, use of the ISI Fellows Forum (a place to exchange ideas and research opportunities), and consultative assistance from ISI staff. Fellows are invited to share project outcomes with the Fielding community at sessions, clusters and/or through online presentations.
Click here for ISI Fellows application instructions.
For ISI proposal SUCCESS Factors, click here.
ISI supports research, professional development, and organizational consulting projects that build human capital and sustainable change.
Ideas for projects are based within our three program areas:
1) Research projects suitable for funding from a foundation, donor or government agency for which ISI serves as an university affiliate or fiscal agent. Research projects should have the following elements:
- Distinctive expertise of the principal investigator and/or research team
- Capacity of the PI or research team and ISI to successfully complete the project given the priorities and requirements of the funder
2) Professional development through workshops, webinars, graduate courses and certificates. Professional development projects should have the following elements:
- Program development support (e.g., business/nonprofit/ government agency, foundation)
- Clear analysis of the marketplace in terms of how the offering is distinct from those with similar content and, if offered for fee, a price point that will encourage enrollment
3) Organizational consulting projects for corporate, nonprofit and government clients (e.g., strategic planning, organizational change, talent development, program evaluation). Consulting projects should have the following elements:
- Internal contacts who have authority to make contracting decisions
- Clear understanding of the deliverable and its value to the organization
ISI can provide support for proposal and budget development as well as help identify students, faculty members and alumni who might be of assistance on a project.
For more information, please contact:
Joanna Burns Project Manager, Institute for Social Innovation
Email: firstname.lastname@example.org Tel: 805 898-2906805 898-2906
Fielding alumna Gigi Johnson, EdD (ELC '11), was recently interviewed for an article about the connection between music and social media marketing in The Economist.
The Economist- Dec 13th 2013, 12:41 by G.M. | SAN FRANCISCO:
It has been a tough decade for the music industry, but some are beginning to hear a happier tune. Employment for musicians is growing due to increased demand for live performances. The average hourly wage for musicians is now around $22, well more than the countrywide average of $16.
A 2012 Berklee College of Music report found that the average personal income of more than 5,000 surveyed musicians was $55,561, which is higher than the national average of nearly $43,000. (More than half of the surveyed musicians work at least three jobs, and income from musical work, such as compositions, recordings and performances, accounts for roughly 80% of take-home pay.) The industry also has several niche growth areas, including startups, video games to music therapy.
"It makes me very hopeful for our musicians here and what they can do," said Peter Spellman, director of Berklee's Career Development Center, to Forbes. "But it does require a certain amount of business savvy and marketing savvy, in combination with your musical savvy, to succeed."
To arm musicians with some of this savvy, a handful of American universities are now teaching courses designed to help students get ahead in an evolving industry. In programs at Berklee; the University of California, Los Angeles; Belmont University in Nashville; the University of Southern California; and Syracuse University in upstate New York, among other places, musicians, recording engineers, tour managers and industry executives teach classes in marketing, promotion, social media, technology and entrepreneurship.
Musicians continue to struggle to get royalties, so Gigi Johnson, executive director at the Maremel Institute, a California-based media consultant, spends a lot of time teaching students how to exploit social-media data to make more informed decisions about marketing music to fans.
"Some of my music students have 50,000 YouTube fans, but don't know what to do with them," Ms Johnson said. She teaches her students how to discern the "psychographics" of fans from back-end diagnostics: where do fans hang out? How do they see themselves, and where do they eat? This data can be used to create targeted sponsorship campaigns with specific brands, she says.
To read the full article, click here.
Gigi Johnson, as Executive Director of the Maremel Institute, explores how technology is transforming media, creative industries, education, and our shared expectations for the future. Maremel advises organizations and creates learning programs to help university leaders, media executives, and creative professionals rethink how to thrive under new technologies and business models.
She speaks extensively and teaches part-time at UCLA Herb Alpert School of Music, focusing on digital disruption of creative industries. She has enjoyed teaching as well for five years with University of Navarra in Pamplona, Spain and at the launch of the new creative industries program at the Higher Colleges of Technology in Abu Dhabi. Until 2005, she had been Executive Director of the UCLA Anderson’s Entertainment and Media Management Institute. Before joining UCLA in 1999, she had been SVP/Managing Director at Bank of America, where she spent most of a decade in their Entertainment/Media practice, financing M&A in changing media industries.
Johnson received her doctorate in education/media studies from Fielding Graduate University, her MBA from UCLA Anderson, and her BA in Cinema-Television Production from the University of Southern California. She is a member of the Interactive Peer Group in the Academy of Television Arts and Sciences, and actively involved in many research and industry organizations.