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Uses examples from such players as Kasparov, Kramnik, Anand, Ivanchuk, Shirov, and Morozecich to illustrate developments in chess strategy.
In today's competitive global markets, simply making a great product is not enough. To achieve profitable growth and stand out among competitors, you must start to strategically compete through service and innovative solutions for business customers. Professors Christian Kowalkowski and Wolfgang Ulaga guide you how to shift your business from a goods-centric to a service-savvy model. The authors' proprietary twelve-step roadmap to profitable service growth will help you break out of a narrow product-centric logic and discover how to � determine if your company is "fit-for-service," � make the most of your existing services, � innovate and create value-added services and customer solutions beyond your products, � embed a true service-centric culture in your organization, � drive change and align your service strategy with corporate goals, � transform your product-centric sales force into a service-savvy sales organization, � design an organizational structure that promotes service growth, and � align your interests with distributors and partners. Kowalkowski and Ulaga's twelve-step roadmap is based on rigorous research and long-standing experience working with businesses. They have worked with hundreds of managers in industrial and professional services companies, conducted research projects, led executive workshops, and published numerous articles in scientific and managerial journals, including Harvard Business Review, among others. Here, they share not only their own insights but the lessons learned from successful case studies and years of extensive research.
How can we systemically improve the quality of classroom instruction and the learning and achievement of all students? Strategy in Action describes how school systems can engage effectively in this complex, challenging, and crucial work. The authors explore three core competencies of high-performing school systems: understanding what the work is--a deep understanding of the core business of facilitating learning, a vision of what that looks like, and an awareness of where the system is in relation to that vision; knowing how to do the work--a theory of action for improving instruction, a focus on key strategies, and effective alignment of resources; and building the individual and organization "habits of mind" that foster continuous improvement. Each chapter includes examples that illustrate key concepts in action, questions to spur self-assessment, and tools and resources for building capacity at different levels and stages of development. "Strategy in Action makes a valuable contribution to our understanding of what it takes to transform our schools and support more effective learning and teaching....It emphasizes focusing resources on a few things that have the greatest potential to improve student learning, which, when done in concern, can leverage significant improvement." --from the foreword by Dr. Beverly L. Hall, superintendent, Atlanta Public Schools, and 2009 National Superintendent of the Year "Curtis and City reveal the emperor without clothes when they conclude that too many educational systems have a 'strategic plan without a strategy.' Their insights give teachers, leaders, and policymakers long-overdue relief from the tyranny of planning processes that elevate the production of documents over meaningful progress in teaching and learning. The authors challenge the common enthusiasm for multiple initiatives and replace it with remarkable focus and impact. This is a wise and important book." -- Douglas Reeves, chairman, The Leadership and Learning Center "This practical guide to developing and implementing system-level improvement strategies is a must-read for leadership teams committed to driving concrete results for all students. Through a blend of theory and real-world examples, City and Curtis draw a road map for spreading excellent teaching and learning across an entire school system." -- Stacey M. Childress, lecturer, Harvard Business School Rachel E. Curtis has worked with a variety of traditional and charter school systems on issues including district improvement strategy, leadership development, and efforts to make teaching a compelling and rewarding career. Elizabeth A. City is director of instructional strategy with the Executive Leadership Program for Educators at Harvard University and a faculty member at Boston's School Leadership Institute.
This book provides a wealth of enactment techniques that help students apply their social, physical, and intellectual selves to the books they read to help improve their comprehension.
Create a thinking classroom that helps students move from the factual to the conceptual Concept-Based Inquiry is a framework for inquiry that promotes deep understanding. The key is using guiding questions to help students inquire into concepts and the relationships between them. Concept-Based Inquiry in Action provides teachers with the tools and resources necessary to organize and focus student learning around concepts and conceptual relationships that support the transfer of understanding. Step by step, the authors lead both new and experienced educators to implement teaching strategies that support the realization of inquiry-based learning for understanding in any K–12 classroom.
Good Strategy/Bad Strategy clarifies the muddled thinking underlying too many strategies and provides a clear way to create and implement a powerful action-oriented strategy for the real world. Developing and implementing a strategy is the central task of a leader. A good strategy is a specific and coherent response to—and approach for—overcoming the obstacles to progress. A good strategy works by harnessing and applying power where it will have the greatest effect. Yet, Rumelt shows that there has been a growing and unfortunate tendency to equate Mom-and-apple-pie values, fluffy packages of buzzwords, motivational slogans, and financial goals with “strategy.” In Good Strategy/Bad Strategy, he debunks these elements of “bad strategy” and awakens an understanding of the power of a “good strategy.” He introduces nine sources of power—ranging from using leverage to effectively focusing on growth—that are eye-opening yet pragmatic tools that can easily be put to work on Monday morning, and uses fascinating examples from business, nonprofit, and military affairs to bring its original and pragmatic ideas to life. The detailed examples range from Apple to General Motors, from the two Iraq wars to Afghanistan, from a small local market to Wal-Mart, from Nvidia to Silicon Graphics, from the Getty Trust to the Los Angeles Unified School District, from Cisco Systems to Paccar, and from Global Crossing to the 2007–08 financial crisis. Reflecting an astonishing grasp and integration of economics, finance, technology, history, and the brilliance and foibles of the human character, Good Strategy/Bad Strategy stems from Rumelt’s decades of digging beyond the superficial to address hard questions with honesty and integrity.
This best practice guide to teaching in the Further Education and Skills sector, and professional organisational learning contexts, examines the key concepts underpinning effective teaching and learning and combines this with case studies which demonstrate meaningful connections between theory and practice. Each chapter also contains discussion questions, learning activities and reflective points, allowing you to further engage with key research and relate it to your own teaching. Offering pragmatic advice on learning design, support and delivery, coverage includes: Identifying learning needs and objectives Selecting and developing appropriate content Using technology to enhance learning Assessment, evaluation and reflection This is an indispensable resource for anyone preparing to teach in Further Education, current Higher Education lecturers and work-based learning trainers in private and public-sector organisations. Lyn Ashmore is a Senior Lecturer in the School of Education and Professional Development and Denise Robinson is Director of the Post Compulsory Education & Training Consortium, both are based at the University of Huddersfield.
How can we systemically improve the quality of classroom instruction and the learning and achievement of students? In an era when isolated examples of excellence are not good enough, we need systems that support improvement and excellence for all. This book describes how systems can effectively engage in this complex, challenging, and crucial work. The authors explore three core competencies of high-performing school systems: (1) understanding what the work is—a deep understanding of the core business of facilitating learning, a vision of what that looks like, and an awareness of where the system is in relation to that vision; (2) knowing how to do the work—a theory of action for improving instruction, a focus on key strategies, and effective alignment of resources; and (3) building the individual and organizational “habits of mind” that foster continuous improvement. Each chapter includes examples that illustrate key concepts in action, questions to spur self-assessment in key areas of competence, and tools and resources for building capacity at different levels and stages of development.