ABOUT THE BOOK Charles Duhigg was a reporter in Iraq a decade ago when he heard about an army major who was analyzing videotapes of riots. He wanted to see if he could detect any patterns that might help him stop the riots before they began. He did. First, a small crowd would gather in a plaza. Within a few hours, they would begin to chant angry slogans. Spectators would show up. Food vendors would arrive. Time would pass. The chanting would get louder. More time would pass. The spectators would remain in a relatively small space, except around dusk when they got hungry. They’d buy some food, then return to their original spot. That was the pattern for most, but there were some who would march into the middle of the crowd, back out to the edge, back to the middle. Those were the troublemakers. One would throw a bottle, another would throw a rock. Within 15 minutes, there would be a full-scale riot. The major told Duhigg that after observing this pattern, he scheduled a meeting with the town’s mayor. He made what must have seemed like an odd request. Would it be possible for the police to keep food vendors out of the plazas? The mayor said yes. A few weeks later, a small crowd gathered near a plaza. As the afternoon wore on, they began chanting angry slogans. Spectators showed up. Time passed. The chanting got louder. More time passed. Dusk fell. But this time, there were no food vendors to feed the crowd. Some went home to eat. Some went to restaurants. By 8PM, nearly everyone was gone. The riot never happened. Duhigg asked the major what made him realize that something as simple as getting rid of the food vendors would end the riots. The major said that the U.S. military had taught all about habits--how they’re formed, how they’re broken. The U.S. military, he said, was “one of the biggest habit-formation experiments in history” and that understanding habits was “the most important thing” he’d learned in the army. Duhigg became intrigued by habits and their power. “That’s what this book is about,” he writes. “Changing habits isn’t necessarily quick or easy. But it is possible. And now we know how.” EXCERPT FROM THE BOOK How do you sell a record that people hate? That was the problem for Steve Bartels, promotion executive at Arista Records. The song was “Hey Ya!” by OutKast. He thought it would be a sure hit. He convinced radio stations to play it, but listeners hated it so much, they turned the dial. The problem was “Hey Ya!” didn’t sound like other songs. People want to listen to their favorite songs or songs that sound like their favorite songs. But Bartels wasn’t ready to give up. III. During World War II, meat was scarce, but organ meat was plentiful. The problem was getting housewives to serve it. They weren’t familiar with it. The solution was to make it seem familiar by “camouflaging it in everyday garb.” The government sent out mailers telling women their husbands would “cheer for steak and kidney pie” which would contain a little steak and a lot of kidney. Butchers gave out recipes for meatloaf made with liver. Organ consumption rose by 33% during the war. IV. Arista decided the secret to making “Hey Ya!” a hit was to make it familiar. To do that, they sandwiched it between “sticky” songs, songs that keep the listener listening. Some songs are sticky because people like them. Some are sticky even though people hate them. Men say they hate Celine Dion, but they don’t switch the station when her songs come on. It worked. People got used to “Hey Ya!” Then they started to crave it. It sold more than 5.5 million records and won a Grammy.
2024 SPE Outstanding Book Award Honorable Mention The idea of the doctorate is undergoing a transformation as experts explore the nature of “doctorateness” and its relevance for current organizational and societal challenges. The professional practice doctorate has emerged as a highly useful framework to address these challenges and it necessarily requires a distinctive approach to the doctoral dissertation. The Action Research Dissertation: Learning from Leading Change shares a framework for the action research dissertation, outlining the specific ways in which action research fosters the development of scholar-leaders. It offers both doctoral students who are practitioners in applied fields, and the faculty who guide them in their doctoral research, a comprehensive and applied approach to action research that focuses on facilitating and leading change in organizations, as well as ways to address how to translate the findings of this work into a rigorous, dissertation research study. Throughout the book, the authors explicitly address the connection between the parallel and mutually-reinforcing processes of taking action and conducting research, offering rich insights, tools, and case examples that outline specifically how to use action research to both guide a change effort and generate useful insights to contribute to theory-building. This is an essential book for a variety of readers, including professional practice doctoral students, faculty directing the studies of those students, program administrators, professional development coordinators, and many others. Perfect for courses such as: Introduction to Action Research, Action Research, Applied Research, Qualitative Research, Mixed Methods Research, and Case Study Research
Cognizant of the complexity and uncertainty that characterizes our post-pandemic world, this book highlights how learning and development needs to be wired into the culture of a business. Karen E. Watkins and Victoria J. Marsick extend the vision of learning and development to embrace a full range of learning interventions, considering what it means to change the culture of an organization into a learning-rich environment.
Today, rapid change is a constant challenge in the workplace, and thousands of individuals need to be involved in continuous learning. Traditional training approaches, however, do not emphasise informal and incidental learning. Furthermore, since informal learning us seldom designed, learning outside of a structured experience may lead to mistaken or dysfunctional learning. Strategies for improving informal learning are urgently needed. This book, first published in 1990, responds to this need by taking a challenging look at many assumptions about workplace learning outside of the classroom and by proposing methods to improve it. They develop a theory of informal and incidental workplace learning based on current developments in training and human resource development which they illustrate with readable and illuminating case studies which tell vivid stories of adult education and human resource development practice. Informal and Incidental Learning in the Workplace is essential reading for researchers and practitioners of human resource development, and also for students of education and adult learning.
The authors give guidance and advice on how to facilitate the complex change interventions that are required to build learning into the system so that it makes a difference. They highlight the need for business leaders and development professionals to work together.
With contributions from experienced dementia practitioners and care researchers, this book examines the impact of culture and ethnicity on the experience of dementia and on the provision of support and services, both in general terms and in relation to specific minority ethnic communities. Drawing together evidence-based research and expert practitioners' experiences, this book highlights the ways that dementia care services will need to develop in order to ensure that provision is culturally appropriate for an increasingly diverse older population. The book examines cultural issues in terms of assessment and engagement with people with dementia, challenges for care homes, and issues for supporting families from diverse ethnic backgrounds in relation to planning end of life care and bereavement. First-hand accounts of living with dementia from a range of cultural and ethnic backgrounds give unique perspectives into different attitudes to dementia and dementia care. The contributors also examine recent policy and strategy on dementia care and the implications for working with culture and ethnicity. This comprehensive and timely book is essential reading for dementia care practitioners, researchers and policy makers.
In the Shadow of an Artist: The Heidelberg Project is the story of an insider who was there from the beginning of this wonderful project and would like to share her intimate story with the world.
Written in line with the revised QCF Framework to offer authoritative coverage of the new 2010 NVQ/SVQ Business and Administration standards, this handbook covers the mandatory, most B-category units, and most popular optional units with additional support for the Technical Certificate and Functional Skills.
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