Executive Intelligence zeros in on leadership smarts and notes that in all lists compiled by leadership experts, head hunters, and boards of directors the one and only trait that appears in all is intelligence. Obvious? No, because typically leadership savvy regularly trumps smarts. That is unfortunate because it obscures the cultivation and development of how leaders think, speculate, conceive, and problem solve their own firms and the way they lead. Executive intelligence like emotional intelligence acts like an advanced scout sizing up situations, identifying mine fields, creating contingencies, developing last minute ways out, and then acting like the artful dodger. In the process, the leader develops a special kind of intelligence tied to and defining the kind if leader he or she is; and that ultimately generates the leader's edge and comparative advantage.

Does every one inside the box think the same? No differentiation? No evolving levels? Then too where do those who think outside of the box, go? Back to the original box to go through further iterations? Not likely; after all they have outgrown their box. Like Adam they have tasted the fruit of knowledge and they are banished from the box of Eden. What happens to them? They fall into history and evolution. Each generation reenacts the drama of their thinking birth and emergence from the fetal paradisiacal box. Each one is doomed to further-perhaps endless-development. Each one is blessed and cursed forever with restlessness-with endless curiosity-and with the haunting memory of their original and archetypal release from the box of limited thought. Boxology: Thinking and Working Inside, Outside, and Beyond the Box and the Cubicle offers the answers to these and other questions in the realm of education.

Does every one inside the box think the same? No differentiation? No evolving levels? Then too where do those who think outside of the box, go? Back to the original box to go through further iterations? Not likely; after all they have outgrown their box. Like Adam they have tasted the fruit of knowledge and they are banished from the box of Eden. What happens to them? They fall into history and evolution. Each generation reenacts the drama of their thinking birth and emergence from the fetal paradisiacal box. Each one is doomed to further-perhaps endless-development. Each one is blessed and cursed forever with restlessness-with endless curiosity-and with the haunting memory of their original and archetypal release from the box of limited thought. Boxology: Thinking and Working Inside, Outside, and Beyond the Box and the Cubicle offers the answers to these and other questions in the realm of education.

Executive Intelligence zeros in on leadership smarts and notes that in all lists compiled by leadership experts, head hunters, and boards of directors the one and only trait that appears in all is intelligence. Obvious? No, because typically leadership savvy regularly trumps smarts. That is unfortunate because it obscures the cultivation and development of how leaders think, speculate, conceive, and problem solve their own firms and the way they lead. Executive intelligence like emotional intelligence acts like an advanced scout sizing up situations, identifying mine fields, creating contingencies, developing last minute ways out, and then acting like the artful dodger. In the process, the leader develops a special kind of intelligence tied to and defining the kind if leader he or she is; and that ultimately generates the leader's edge and comparative advantage.

Futures Thinking, Learning, and Leading: Applying Multiple Intelligences to Success and Innovation explores the extent to which our thinking, learning, and leading are influenced and shaped by the future. In the process, professionals and organizations are classified into three basic types: future-oriented, future-poised, and future-driven. The last group typically includes divergent and convergent thinking and planning and routinely integrates, rather than separates, thinking, learning, and leading. The net results are the new norms of anticipatory management, holistic 360-degree forecasting and planning, and the productivity of innovation. Finally, leading has to epitomize the whole_it must be alive to the future and understand and incorporate into decision making how the future itself thinks, behaves, and learns. Buchen provides: _ a comprehensive survey of contemporary work environments _ an evaluation of their future learning and unlearning training systems _ a series of recommendations for developing a future-driven organization and workforce Also, Futures Thinking, Learning, and Leading identifies innovation strategies and the major new thinking systems, describes the steep learning and leading curves of the 21st century, and explores transition training. This book is suitable for business leaders and managers, human resource professionals, personnel recruiters, professional trainers and coaches, and colleges and professors of business.

Here, Irving H. Buchen projects the future of public education for the next 25 years. He identifies and examines the major drivers of change, profiles all the critical educational constituencies, and offers a number of common sense solutions to current and subsequent problems. Buchen also provides scenarios of solutions to prove that new approaches are doable and viable. The Future of the American School System will: Identify the major drivers of change, Profile the roles of the major players, Define and offer solutions to the major problems, Express those solutions in scenario form, Pinpoint the rallying points for collective action. This book will be of interest to teachers, administrators, professional staff, school board members, parents, departments and professors of education, and all elected officials.

Here, authors Ronald Newell and Irving Buchen continue the dialogue begun by Roland Barth, Linda Lambert, Carl Glickman and others pertaining to democratic, teacher-led schools. Teachers are capable of managing schools, without designated principals and/or superintendents. A number of practitioners have taken up the gauntlet and have created collaborative cultures in order to fulfill the need for creating teacher-controlled environments. These environments are necessary to carry out the as-of-yet unfulfilled reform of practices that benefit students at the most elemental level of education-the relationship of teacher and learner. In teacher-managed schools, teachers have control of budgets, management, personnel, and all other decision-making. It is not enough for teachers to be willing to democratically control schools. The culture of schooling is not inherently democratic, and a collaborative culture must be cultivated by creating the community, the collective, the consensual, the consultative, and the coaching commitment. Newell and Buchen show how the experience of a group of practitioners has lighted the way for continual development of the elements of the collaborative culture by living them. They also discuss the problems and promises of creating and living this collaborative, democratic culture.