bluuebunny/crossref_metadata_2025_split huggingface dataset:
Moving Beyond “The Great Debate”
Authors: Dahling Jason J. , Chau Samantha L. 
Published: April 2019

Abstract
The contention in this chapter is that the distinction between “administrative” and “developmental” 360 Feedback has become meaningless because it is rarely performed with developmental self-awareness as the only end goal. Almost all 360 systems use the data gathered to inform talent and performance management to some degree. However, these possibilities are likely overlooked when adopting an “either/or” viewpoint on how 360 Feedback can be leveraged in the workplace. First, the historical distinction between administrative and developmental 360 Feedback is reviewed. Highlighted is how this dichotomy has become outdated when thinking about the uses of 360 Feedback. Second, some of the ways that developmentally oriented 360 Feedback is used to strengthen strategic practices in talent management are explored, including individual and team training, employee coaching, succession planning, executive onboarding, and leader development. The chapter ends by using a continuum framework for 360 Feedback in organizations; noted are some future research and practice concerns that are evident from adopting this framework.
Factors Affecting the Validity of Strategic 360 Feedback Processes
Authors: Fleenor John W. 
Published: April 2019

Abstract
How do we know if a 360 process has been implemented successfully? What are the factors that influence its success? How can these factors be controlled by those responsible for its implementation? In this chapter, key factors are organized identified according to whether they exert their influence proximally or distally. This chapter explores how each of these factors contributes to successful implementation. After identifying how design features of a 360 process affect these key factors, recommendations are made on how to enhance the probability of implementing 360 Feedback successfully and sustaining the process over time, thus enhancing the validity of the process.
Harnessing the Potential of 360 Feedback in Executive Education Programming
Authors: Conger Jay A. 
Published: April 2019

Abstract
This chapter maintains that leadership dimensions used in executive education programs can be more effectively integrated into curricula by deploying customized 360 Feedback. It describes the means by which the integration of customized 360 Feedback can deepen and prolong the learning of leaders as well as inform program designers. To achieve this outcome, several requirements must be met: (a) The 360 assessments are customized to mirror the course’s content; (b) open-ended questions are included so participants can identify their situational demands and development needs; (c) professional coaches are employed to interpret the feedback; (d) the style of coaching is structured to be advice-centric; (e) postprogram development goals are identified using 360 Feedback; and (f) follow-up 360 Feedback is employed to assess leaders’ progress toward development goals set during the program.
An Alternative Form of Feedback
Authors: Stomski Lorraine 
Published: April 2019

Abstract
This chapter presents a case study of the use of an alternate form of 360 Feedback at Walmart based on an interview-driven assessment of leader reputation. Following an overview of the changing nature of business requirements for success, the emerging importance of understanding and gathering feedback from highly influential stakeholders with whom leaders may have only limited contact is discussed. The chapter then takes a closer look at Walmart’s existing 360 Feedback process and how that has evolved to include a new secondary measure of leader reputation. The reputational 360 interview measure, which focuses on perceptions of the individual’s leadership style, effectiveness, and ability to influence senior stakeholders, is then presented in detail. Similarities and differences in the process (e.g., types of raters, transparency, and use of results for development) are reviewed, and results and key learnings from the pilot program are offered for those considering a similar approach.
Mitigating Succession Risk in the C-Suite
Authors: Adler Seymour 
Published: April 2019

Abstract
This chapter presents a case study on succession planning for a medium-size company facing the retirement of its CEO and other members of the executive team. The approach was implemented in three steps: (a) assessing the role for critical leadership positions; (b) assessing the person; and (c) accelerating readiness. 360 Feedback was used as part of the assessment process, combined with interviews, personality tests, and simulations. The custom 360 instrument was aspirational in content, capturing readiness for future roles. A rigorous, fact-based successor readiness assessment process was developed, and a snapshot of the degree of succession risk was projected for the 5-year strategic plan. A biannual talent review discussion at board meetings marked progress concerning the development of successors and the mitigation of critical succession risks through recruitment, onboarding, and accelerated development of new talent. The chapter concludes with a list of key success factors for this and similar initiatives.
Integrating Strategic 360 Feedback at a Financial Services Organization
Authors: Shepherd William J. 
Published: April 2019

Abstract
This chapter describes a financial services organization that navigated the “Great Recession” while changing its leadership team and strategy. In support of this strategy, the organization worked with leaders to define a new organizational culture and competency model. The organization’s culture was in transition from complacency to rapid change. Employees were experiencing fear, distrust, and decision paralysis. The new competency model called for leaders to display courage and collaboration and to make timely decisions. To accelerate the desired cultural change and adoption of new leadership behaviors, the organization implemented a new 360 Feedback process based on the competency model. The 360 Feedback system was designed to be a powerful signal about the behaviors that were expected of leaders in support of the new organizational culture and strategy. This chapter focuses on the development, delivery, and evaluation of the 360 Feedback program and how it was embedded in talent management processes.
Leveraging Team 360 to Drive Business-Enhancing Change Across the Enterprise at Whirlpool Corporation
Authors: Mockler Stefanie , McGourty Rich , Goudy Keith 
Published: April 2019

Abstract
This chapter tells the story of a how a team-driven 360 Feedback solution was used with an executive team at Whirlpool Corporation to increase the team’s ability to address pressing business challenges. It describes the team-based 360 Feedback solution in detail and illustrates how feedback helped this leadership team develop. Specifically, the team 360 solution was used to help the team identify their strengths and gaps, receive impactful quantitative and qualitative feedback, gain self-awareness, and engage in a productive discussion regarding how to address and improve team performance to drive a strategic business agenda. The launch and delivery of the process with this core leadership team led to organization-wide change and benefits that, 6 years later, still positively impacted teams across the company.
What Kind of Talent Do We Have Here?
Authors: Boyce Christine Corbet , Linderbaum Beth 
Published: April 2019

Abstract
This chapter describes a global pharmaceutical company that used 360 Feedback and other talent assessments to address critical strategic challenges in its business. The company collected behavioral data on approximately 400 sales leaders as part of a system-wide talent assessment that allowed a newly appointed leader to craft a talent strategy that would support his business strategy. By linking 360 Feedback data, personality assessments and sales results, the organization’s senior leadership team was able to critically examine its system-wide talent profile in the context of its ambitious commercial strategies. This system-wide profile was then used to shape short- and long-term plans for developing talent and shifting the culture at all levels to better align with business goals.
Using Analytics to Gain More Insights From 360 Feedback Data
Authors: Fink Alexis A. , Sinar Evan F. 
Published: April 2019

Abstract
Advanced analytical methodologies and data visualizations are transforming how human resource data are used in organizations. Through the application of these methods, 360 Feedback can be enhanced; conversely, a variety of talent management objectives can be enhanced by including 360 Feedback. This chapter discusses how analytics can help support organizations and individuals as they tackle these systematic questions. The chapter begins with an overview of major talent management functions (selection, promotion, learning and development, succession and workforce planning, analytics for measuring progress), showing how each can incorporate 360 Feedback data. Attention is devoted to multirater feedback as a target of inquiry itself, discussing how new analytic approaches (unstructured data, linkage analysis, network analysis, reporting, and visualization) can enhance traditional practice. We close with a discussion of key considerations about foundational issues such as data privacy.
Using 360 Feedback to Shape a Profession
Authors: Ulrich Dave 
Published: April 2019

Abstract
This chapter offers another use of the 360 beyond personal development to the shaping of a profession (i.e., the competencies of human resource [HR] professionals using a 360 methodology). Called the HR Competency Study (HRCS), this research has included seven rounds of data collection with over 12,000 focal leaders (the participants in the study), 75,000 raters (about 60% of the raters work in HR and about 40% are outside of HR) in over 5,500 businesses. These respondents were selected from leading HR associations around the world who are partners in the study. This chapter overviews the 2016 results, offers three insights about using 360 methodology to shape a profession (including an updated set of core competencies), and concludes with implications for using 360s for personal development.
Introduction
Authors: Hertel Shareen 
Published: April 2019

Abstract
This chapter provides an overview of the book, situating it as a contribution to debates in political science as well as business and human rights literatures. The puzzle central to the book is presented: Does the practice of “stakeholder consultation” contribute to fulfilling the economic rights of people who live in manufacturing communities integral to global supply chains? Why or why not, and under what conditions? This introductory chapter positions the book within broader scholarly debates over the nature of remedy for human rights abuse. It also explores why existing modes of consultation often fall short of addressing the underlying structural factors that perpetuate poverty in manufacturing communities globally (thus bridging literatures on the political economy of grassroots development and industrialization). The chapter previews the empirical contributions of the book—specifically, its engagement with multiple methods and multiple sources of data (e.g., historical, statistical, interview, and participant observation–based data) aimed at uncovering the challenges of stakeholder consultation in theory and practice. The chapter concludes by outlining the succeeding chapters briefly.
A Genealogy of Community Consultation
Authors: Hertel Shareen 
Published: April 2019

Abstract
This chapter offers an historical overview of poor peoples’ involvement with public and private policymaking that has shaped the business and human rights arena over four decades. The chapter reveals the continuity of constraints on poor peoples’ involvement in policymaking and corresponding limits on their ability to fully claim their economic rights. It outlines three corresponding “eras” in community consultation and draws on primary and secondary sources to trace the evolution of poor peoples’ involvement with state and corporate actors over time through each. The first era, the 1970s–1980s, was characterized by participation as damage control in the wake of large-scale industrial disasters. The second era, the 1990s, was characterized by participation as testimonial with the rise of the 24/7 news cycle and increased attention to sweatshop conditions in global supply chains and corresponding worker testimony. The third era, the 2000s, is characterized by participation as a vehicle for empowerment through the United Nations Principles on Business and Human Rights (colloquially known as the Ruggie Principles).
Challenges Down the Road
Authors: Hertel Shareen 
Published: April 2019

Abstract
Chapter 5 analyzes the relative degrees of receptivity of local community members in Bonao (Dominican Republic) toward the practice of stakeholder consultation through a comparative case study explicitly designed in relation to the community analyzed in the preceding chapter. Chapter 5 draws on original qualitative interviews with residents of this manufacturing community where textiles are produced (many destined for the collegiate apparel market) and workers are paid a standard minimum wage. The main textile factory in Bonao (Hanes Brands) engages in corporate philanthropy along with worker training in partnership with state agencies. As in the companion case study, listening to people at the grassroots level illuminates the limits of business and human rights promotion strategies, the structural roots of poverty, and the inherent complexity of poor communities central to global supply chains.
Leibniz in Paris
Authors: Nachtomy Ohad 
Published: April 2019

Abstract
The first section of this chapter presents Leibniz’s rejection of infinite number in response to Galileo’s paradox. The next section presents a problem that arises from his resolution of the paradox. The problem is this: if Leibniz regards the notion of infinite number as inconsistent, how is it that he regards the notion of infinite being as consistent? In the third section, the author considers a semantic solution to this problem and concludes that it is appealing but ultimately inadequate. In the fourth section, the author considers a more promising solution—namely that Leibniz distinguishes between different senses of infinity. The chapter concludes with a discussion of Leibniz’s attitude toward infinity vis-à-vis his critique of Descartes’s distinction between the infinite and the indefinite.
Infinity and Unity
Authors: Nachtomy Ohad 
Published: April 2019

Abstract
This chapter explores the connection between infinity and unity. According to Leibniz, any living being admits of both infinite complexity and strict unity. The author develops an analogy between numerical and metaphysical unity: while substantial unities are presupposed by aggregates, a substantial unity is also presupposed by a substance’s infinite qualities, or by its sequence of states and perceptions. This point is exemplified and developed through Leibniz’s use of a law of a series to define an individual substance. The author seeks to show that Leibniz’s qualification of a substance as “one being” is primarily intended to emphasize the essential unity and indivisibility of a substance. This claim can also be expressed by noting that unity per se (or an indivisible unity) implies numerical oneness but not vice versa.
Co-Enrollment Models of Preschool for Deaf and Hard-of-Hearing Children in Israel
Authors: Ringwald-Frimerman Dalia , Ingber Sara , Most Tova 
Published: April 2019

Abstract
Studies exploring the effects of early intervention on the development of young deaf and hard-of-hearing (DHH) children have highlighted several important issues that should be taken into consideration in the design of early intervention programs to achieve optimal development. This chapter describes how the Israeli preschool co-enrollment system has been adapted to meet the multifaceted challenges of integrating preschool DHH children into regular educational environments during the very sensitive developmental period of early childhood. The first section describes the history of preschool co-enrollment classes in Israel and then discusses the unique challenges to DHH interventions in early childhood. The second section presents the preschool educational system for DHH children in Israel and the design and implementation of a range of preschool co-enrollment models.
Bilingual, Inclusive, Mixed-Age Schooling in Vienna
Authors: Kramreiter Silvia , Krausneker Verena 
Published: April 2019

Abstract
In 1993 Austrian law established the option of co-enrollment of pupils with and without disabilities. Simultaneously, the first endeavors with bimodal bilingual schooling of deaf and hard-of-hearing pupils started. This chapter summarizes Austrian experiences with bimodal bilingual education since the 1990s and offers information about its legal and political backdrop. Various models in different regions are summarized, with a focus on Vienna. The current model practiced in Vienna is described in detail: it is bilingual and inclusive, encompasses pupils of mixed ages, and has a progressive teaching philosophy. In Austria, these models always include two teachers per classroom. Mixed-age classes are the answer to low numbers of DHH pupils, and the resulting group inclusion is an alternative to the (socially and linguistically problematic) practice of individual placement of one deaf, sign language-using pupil. The chapter concludes with a discussion of the benefits of and prerequisites for successful bimodal bilingual co-enrollment.
Willie Ross School for the Deaf and Partnership Campus: A Dual-Campus Model of Co-Enrollment
Authors: Abbate Louis 
Published: April 2019

Abstract
This chapter describes a special form of co-enrollment, functioning across classrooms rather than within individual classrooms. The Willie Ross School for the Deaf and Partnership Campus combines a center-based school for the deaf with programming in local public schools, acknowledging the benefits of both. Within the Partnership’s elementary, middle, and high schools, deaf and hard-of-hearing (DHH) students can be taught either in a Willie Ross School for the Deaf (WRSD) classroom by a teacher of the deaf or a mainstream classroom, with both DHH and hearing peers, taught by a general education teacher with the support of WRSD staff. This model allows DHH students to move among the center-based campus, WRSD classrooms in the Partnership schools, and mainstream classrooms in those schools, as appropriate. The model thus emphasizes that inclusive education should be defined by the services provided, not by the location in which they are provided.
The Growth and Expansion of a Co-Enrollment Program: Teacher, Student, Graduate, and Parent Perspectives
Authors: Kreimeyer Kathryn H. , Drye Cynthia , Metz Kelly 
Published: April 2019

Abstract
In 1995 a principal and a small group of teachers committed to full inclusion for students who are deaf or hard of hearing (DHH) founded a co-enrollment program at a small public school in the Southwestern United States. Established with nine DHH children, this co-enrollment program has expanded to include 49 DHH students from preschool through eighth grade. Information obtained through interviews with teachers, current and former hearing and DHH students, classroom interpreters, and parents of current and former students will describe the components of this program and how it has benefited and impacted participating students, their families, and the school community. The chapter concludes with essential components of a successful co-enrollment program and challenges that may be encountered working toward a successful program.
The Tucker Maxon Story: Mainstreaming in Place
Authors: Hoofard Jennifer M. , Gilbert Glen C. , Goodwin Linda , Selke Bradham Tamala 
Published: April 2019

Abstract
This chapter chronicles the 70-year history of the Tucker Maxon School in Portland, Oregon, as a reflection of the evolution of the field of oral deaf education, including advances in hearing technology, as well as legal and social changes, with a focus on the school’s decision to co-enroll students with hearing loss with their typically hearing peers beginning in the early 1980s and more formally in 2002. As of 2018, more than 65% of the school’s students have typical hearing, creating a mainstream environment for their deaf and hard-of-hearing peers. While a minority of students at the school have hearing loss, Tucker Maxon provides many supports for these students to help them achieve their full potential, including on-site audiology, speech therapy, and teachers of the deaf.
The German Awakening
Authors: Kloes Andrew 
Published: April 2019

Abstract
Historians of modern German culture and church history refer to “the Awakening movement” (die Erweckungsbewegung) to describe a period in the history of German Protestantism between the end of the Napoleonic Wars in 1815 and the Revolution of 1848. The Awakening was the last major nationwide Protestant reform and revival movement to occur in Germany. This book analyzes numerous primary sources from the era of the Awakening and synthesizes the current state of German scholarship for an English-speaking audience. It examines the Awakening as a product of the larger social changes that were reshaping German society during the early decades of the nineteenth century. Theologically, awakened Protestants were traditionalists. They affirmed religious doctrines that orthodox Protestants had professed since the confessional statements of the Reformation era. Awakened Protestants rejected the changes that Enlightenment thought had introduced into Protestant theology and preaching since the mid-eighteenth century. However, awakened Protestants were also themselves distinctly modern. Their efforts to spread their religious beliefs were successful because of the new political freedoms and economic opportunities that the Enlightenment had introduced. These social conditions gave German Protestants new means and abilities to pursue their religious goals. Awakened Protestants were leaders in the German churches and in the universities. They used their influence to found many voluntary organizations for evangelism, in Germany and abroad. They also established many institutions to ameliorate the living conditions of those in poverty. Adapting Protestantism to modern society in these ways was the most original and innovative aspect of the Awakening movement.
Theories of Representation
Authors: Alexander Robert M. 
Published: April 2019

Abstract
This chapter details applicable theories of representation relative to the Electoral College. It examines how representation has been operationalized over time, paying specific attention to Hannah Pitkin’s seminal work on the topic. Using her concepts of formalistic, descriptive, symbolic, and substantive representation provides a common framework to evaluate how the Electoral College performs relative to these standards. Edmund Burke’s distinction between delegate representation and trustee representation further aids the objective assessment of the Electoral College relative to expectations regarding representation. An examination of how electoral rules affect different dimensions of representation is undertaken in a comparative context. Analyzing how different nations use different electoral systems provides greater insight into what the Electoral College process emphasizes regarding representation. Acknowledging the importance and potential tension among popular sovereignty, federalism, and legitimacy is essential in evaluating the merits of the Electoral College.