enable incumbent and emerging leaders to thrive together Today, generational differences are impacting the workplace to an unprecedented degree. The ability to build bridges between leaders of generational differences has never been more essential. The Bridging the Leadership Divide Facilitator's Guide provides a well informed, engaging, and safe program in which leaders can explore both the difficult and the inspiring questions of how to work effectively with multi-generational leadership relationships in the organization. This workshop will help facilitators: Connect leaders of different generations by helping them understand patterns of relationship that help or hinder connection Explore patterns within the participants' own organization that may enable or prevent cross-generational relationships from thriving Increase leaders' awareness of their own biases, limitations, and orientation to connecting with others of different generations This comprehensive package includes the Facilitator's Guide, with several case studies, interactive lecturettes, and group exercises. The package also includes an Incumbent Leader's Self-Assessment, an Emerging Leader's Self-Assessment, a sample Participant Workbook, a complete set of PowerPoint slides, and a flash drive containing an electronic copy of the workshop materials. "Full of insightful and practical tools and ideas that will empower the HR community to reconnect generations in their own organizations."—Charlene Binder, Senior Vice President, Chief People Officer, The Hershey Company "A powerful, timely toolkit [that] provides the clear path toward achieving the otherwise impossible."—Chris Deaver, Co-Founder of GenNext, Employee Resource Group. Dell, Inc. and Co-Founder, International Mentoring Network Organization includes flash drive With Slide Deck and Electronic Facilitator's Guide

This workshop will invite leaders of multiple generations to practical conversations that help remove the inherent barriers to productive relationships between incumbent and emerging leaders. While there is much information available on generational demographics, the focus of this program is on the relational aspects of generational dynamics. Based on research within organizations, Carucci and colleagues have identified six patterns that distinguish distressed relationships from powerful relationships between incumbent leaders and emerging leaders. The patterns are indicated as: rank, meaningful conversation, inclusion and engagement, dreaming, generosity, and gratitude. The workshop will explain and assess these patterns as well as explore how these patterns promote or hinder cross-generational relationships. The workshop includes case studies, role plays, journaling exercises, and action planning tools. This accompanying participant workbook will include case studies, self-reflection exercises, and strategies for a follow-up development plan.

Again and again social change movements--on matter s from the environment to women's rights--have been run by middle-class leaders. But in order to make real progress toward economic and social change, poor people--those most affected by social problems--must be the ones to speak up and lead. It can be done. Linda Stout herself grew up in poverty in rural North Carolina and went on to found one of this country's most successful and innovative grassroots organizations, the Piedmont Peace Project. Working for peace, jobs, health care, and basic social services in North Carolina's conservative Piedmont region, the project has attracted national attention for its success in drawing leadership from within a working-class community, actively encouraging diversity, and empowering people who have never had a voice in policy decisions to speak up for their own interests. The Piedmont Peace Project demonstrates that new ways of organizing can really work. Bridging the Class Divide tells the inspiring story of Linda Stout's life as the daughter of a tenant farmer, as a self-taught activist, and as a leader in the progressive movement. It also gives practical lessons on how to build real working relationships between people of different income levels, races, and genders. This book will inspire and enrich anyone who works for change in our society.

Meetings between Mormons and Evangelicals break new ground in interfaith dialogue.

There is growing evidence from developed and developing countries that community-based approaches are effective in improving the health of individuals and populations. This is especially true when the social determinants of health are considered in the design of the community-based approach. With an aging population and an emphasis on health promotion, the United States is increasingly focusing on community-based health and health care. Preventing disease and promoting health calls for a holistic approach to health interventions that rely more heavily upon interprofessional collaborations. However, the financial and structural design of health professional education remains siloed and largely focused on academic health centers for training. Despite these challenges, there are good examples of interprofessional, community-based programs and curricula for educating health professionals. In May 2014, members of the Institute of Medicine's Global Forum on Innovation in Health Professional Education came together to substantively delve into issues affecting the scale-up and spread of health professional education in communities. Participants heard a wide variety of individual accounts from innovators about work they are undertaking and opportunities for education with communities. In presenting a variety of examples that range from student community service to computer modeling, the workshop aimed to stimulate discussions about how educators might better integrate education with practice in communities. Building Health Workforce Capacity Through Community-Based Health Professional Education summarizes the presentations and discussion of this event.

With employee engagement between 26-30 percent leaders are looking for ways to engage untapped employee potential and maximize their capital investment in HR. A new business paradigm is emerging in the twenty-first century where an organization's culture is the most important and valuable asset a company has to attract, engage, and retain top talent. The most successful corporations in the world are values-driven and consciously invest in building their workplace culture so that it aligns with the personal values of their people. Values are a source of life-force energy that come from within. They inspire and motivate us and embody our heart and soul. Study of contextual cardiology has demonstrated the existence and power of the heart's energy. We experience this in the form of emotional intelligence and intuition. The more leaders practice connecting with their emotional intelligence (emotions such as love, compassion, loyalty, and trust), the more effective they will be at leading themselves and others. This is because employees are looking for leaders they can trust and who care for others, want to make a difference, and contribute to society. A facilitative leadership style is the key to transforming an organization and creating a culture of engagement. It moves people from being focused on "me" (self-interest) to "we" (common good). Facilitative leaders unify the organization, connect hearts and minds, empower employees to bring their best selves to work, and create a WOW culture where employees love what they do. The book contains unique tools for inner and outer transformation, along with case studies and worksheets to support leaders' journeys of culture change to measure, map, and manage cultural transformation. What you measure you can manage. Organizational transformation begins with the personal transformation of the leaders because organizations don't change; it's the people in them who do. Leaders learn how to "walk the talk" and be the change they want to see.

Crossing the Bridge of the Digital Divide: A Walk with Global Leaders explores the combined effect of the rapid growth of information as an increasingly fragmented information base, a large component of which is available only to people with money and/or acceptable institutional affiliations. In the recent past, the outcome of these challenges has been characterized as the "digital divide" between the information “haves” and “have nots” along racial and socio economic lines that seem to widen as time passes. To address the issues of digital equity and digital inequality in an effort to bridge the digital divide, educational scholars, researchers and practitioners are in positions to ensure equitable opportunities are made available for people of all ages, races, ability, sexual orientation, and ethnicity in support of social justice for bridging the digital divide. The digital divide addresses issues concerning equal opportunity, equity and access that have an effect on the development of marginalized and otherwise disenfranchised populations within and across systems nationally and internationally. The contributing authors- representing Unites States, Canada, South Africa, New Zealand, and the UK - posit that education institutions can serve as the bridge to close the digital divide for students who do not have access to information technology in their homes. At a time when more computers are made available in schools than ever before, the digital divide continues to widen and fewer people in the lowest SES groups are given the opportunity to join the world of computer technology and the internet. As a result, the influence of leadership activity on institutional racism, gender discrimination, inequality of opportunity, inequity of educational processes, digital exclusion, and justice have gained currency and attention. The contributing national and international authors examine the digital divide in terms of social justice leadership, equity and access. It is within this context that the authors offer discussions from a lens of their choice, i.e. conceptual, review of literature, epistemological, etc. By adopting an educational approach to bridging the digital divide, researchers and practitioners can connect and extend long established lines of conceptual and empirical inquiry aimed at improving organizational practices and thereby gain insights that might be otherwise overlooked, or assumed. This holds great promise for generating, refining, and testing theories of leadership for equity and access, and helps strengthen already vibrant lines of inquiry on social justice.