Human Foundations of Management explores the human foundation of management and economic activity in a way that is accessible to readers. The structure and contents of this book examines those aspects of the human being which are relevant to management and economic activities.

Our world is a crowded and hyper-connected place and it is becoming more crowded and hyper-connected every day. The challenges of our world call us to evolve as a species at a pace that has never been necessary before - not in our physical attributes, not in our emotional capacities, not in our mental capabilities, and arguably not even in our use of technology to master the environment and harness its resources. We are called to evolve in the ways that we interact with each other as fellow inhabitants of Earth. Being Relational details seven ways of being in relation to others that capture the heart and soul of all that is self-help. It is grounded in method, and is supported by relational conflict theory and brain science findings. The seven ways of being that promote quality face to face interactions and positive transformation are rooted in teachings from many sources – conflict resolution, negotiation ethics, neuroscience, multiple faith traditions and numerous popular self-help and business books. It is a unique collection of teachings that focus on what happens in human interaction. This unique approach is inspired by thousands of broken relationships that the Senfts have mediated and coached back to strength and connectedness over the last two decades..

Although deeply contested in many ways, the concept of human dignity has emerged as a key idea in fields such as bioethics and human rights. It has been largely absent, however, from literature on development studies. The essays contained in The Practice of Human Development and Dignity fill this gap by showing the implications of human dignity for international development theory, policy, and practice. Pushing against ideas of development that privilege the efficiency of systems that accelerate economic growth at the expense of human persons and their agency, the essays in this volume show how development work that lacks sensitivity to human dignity is blind. Instead, genuine development must advance human flourishing and not merely promote economic betterment. At the same time, the essays in this book also demonstrate that human dignity must be assessed in the context of real human experiences and practices. This volume therefore considers the meaning of human dignity inductively in light of development practice, rather than simply providing a theory or philosophy of human dignity in the abstract. It asks not only “what is dignity” but also “how can dignity be done?” Through a unique multidisciplinary dialogue, The Practice of Human Development and Dignity offers a dialectical and systematic examination of human dignity that moves beyond the current impasse in thinking about the theory and practice of human dignity. It will appeal to scholars in the social sciences, philosophy, and legal and development theory, and also to those who work in development around the globe. Contributors: Paolo G. Carozza, Clemens Sedmak, Séverine Deneulin, Simona Beretta, Dominic Burbidge, Matt Bloom, Deirdre Guthrie, Robert A. Dowd, Bruce Wydick, Travis J. Lybbert, Paul Perrin, Martin Schlag, Luigino Bruni, Lorenza Violini, Giada Ragone, Steve Reifenberg, Elizabeth Hlabse, Catherine E. Bolten, Ilaria Schnyder von Wartensee, Tania Groppi, Maria Sophia Aguirre, and Martha Cruz-Zuniga

This encyclopedia provides a structure to understand the essential rudiments of human behaviour and interpersonal relationships

Relational Identities and Other-than-Human Agency in Archaeology explores the benefits and consequences of archaeological theorizing on and interpretation of the social agency of nonhumans as relational beings capable of producing change in the world. The volume cross-examines traditional understanding of agency and personhood, presenting a globally diverse set of case studies that cover a range of cultural, geographical, and historical contexts. Agency (the ability to act) and personhood (the reciprocal qualities of relational beings) have traditionally been strictly assigned to humans. In case studies from Ghana to Australia to the British Isles and Mesoamerica, contributors to this volume demonstrate that objects, animals, locations, and other nonhuman actors also potentially share this ontological status and are capable of instigating events and enacting change. This kind of other-than-human agency is not a one-way transaction of cause to effect but requires an appropriate form of reciprocal engagement indicative of relational personhood, which in these cases, left material traces detectable in the archaeological record. Modern dualist ontologies separating objects from subjects and the animate from the inanimate obscure our understanding of the roles that other-than-human agents played in past societies. Relational Identities and Other-than-Human Agency in Archaeology challenges this essentialist binary perspective. Contributors in this volume show that intersubjective (inherently social) ways of being are a fundamental and indispensable condition of all personhood and move the debate in posthumanist scholarship beyond the polarizing dichotomies of relational versus bounded types of persons. In this way, the book makes a significant contribution to theory and interpretation of personhood and other-than-human agency in archaeology. Contributors: Susan M. Alt, Joanna Brück, Kaitlyn Chandler, Erica Hill, Meghan C. L. Howey, Andrew Meirion Jones, Matthew Looper, Ian J. McNiven, Wendi Field Murray, Timothy R. Pauketat, Ann B. Stahl, Maria Nieves Zedeño

A mentor, advisor, or even a friend? Making connections in college makes all the difference. What single factor makes for an excellent college education? As it turns out, it's pretty simple: human relationships. Decades of research demonstrate the transformative potential and the lasting legacies of a relationship-rich college experience. Critics suggest that to build connections with peers, faculty, staff, and other mentors is expensive and only an option at elite institutions where instructors have the luxury of time with students. But in this revelatory book brimming with the voices of students, faculty, and staff from across the country, Peter Felten and Leo M. Lambert argue that relationship-rich environments can and should exist for all students at all types of institutions. In Relationship-Rich Education, Felten and Lambert demonstrate that for relationships to be central in undergraduate education, colleges and universities do not require immense resources, privileged students, or specially qualified faculty and staff. All students learn best in an environment characterized by high expectation and high support, and all faculty and staff can learn to teach and work in ways that enable relationship-based education. Emphasizing the centrality of the classroom experience to fostering quality relationships, Felten and Lambert focus on students' influence in shaping the learning environment for their peers, as well as the key difference a single, well-timed conversation can make in a student's life. They also stress that relationship-rich education is particularly important for first-generation college students, who bring significant capacities to college but often face long-standing inequities and barriers to attaining their educational aspirations. Drawing on nearly 400 interviews with students, faculty, and staff at 29 higher education institutions across the country, Relationship-Rich Education provides readers with practical advice on how they can develop and sustain powerful relationship-based learning in their own contexts. Ultimately, the book is an invitation—and a challenge—for faculty, administrators, and student life staff to move relationships from the periphery to the center of undergraduate education.

This book builds on two current developments in psychology scholarship and practice. The first centers on broad discontent with the individualist tradition in which the rational agent, or autonomous self, is considered the fundamental atom of social life. Critique of individualism spring not only from psychologists working in the academy, but also from communities of therapy and counseling. The second, and related development from which this work builds, is the search for alternatives to individualist understanding. Thus, therapists such as Steve Mitchell, along with feminists at the Stone Center, expand the psychoanalytic tradition to include a relational orientation to therapy. The present volume will give voice to the critique of individualism, but its major thrust is to develop and illustrate a far more radical and potentially exciting landscape of relational thought and practice that now exists. Most existing attempts to build a relational foundation remain committed to a residual form of individualist psychology. The present work carves out a space of understanding in which relational process stands prior to the very concept of the individual. More broadly, the book attempts to develop a thoroughgoing relational account of human activity. In doing so, Gergen reconstitutes 'the mind' as a manifestation of relationships and bears out these ideas in a range of everyday professional practices, including family therapy, collaborative classrooms, and organizational psychology.