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Case in Point (CIP) is an interactive leadership development method pioneered by Ronald Heifetz. CIP instructors follow a fluid class structure, in which group dynamics and student concerns become catalysts for learning. CIP proponents defend the method’s potential to help students experience real life leadership challenges. To date, however, very limited research exists on the effectiveness and risks of the CIP. This case study research explored the risks and rewards of CIP as experienced by a professor and her students in two courses. The first case was a graduate course at a liberal arts college. The second case was an undergraduate course at a large public institution. Results revealed considerable variability in student experiences. Students in the graduate course were divided. While some strongly supported the instructor and the CIP method, others felt alienated and lost. Students in the undergraduate course clearly enjoyed the experience, dealing well with uncertainties and frustrations and forging strong bonds among each other and with the professor. CIP instructors, therefore, may need to manage an uneven environment. Risks include student frustration, increased conflict, and instructor exhaustion. Rewards include helping students experience leadership challenges and creating a close to real life environment. Instructors are urged to consider the ethical implications of CIP and to seek university and peer support.

Leaders have a profound impact on the work lives of the employees they supervise. This chapter explores the experiences of employees whose leaders exhibit toxic behaviors and the impact of this toxicity on employee engagement. The authors report the findings of a qualitative study involving in-depth interviews with 13 participants. First, the authors describe the participants’ experiences before and after experiencing toxicity. Next, the authors outline three critical toxic leadership styles: the nightmare (leaders who have unbalanced emotional control and who are overly fond of power), the pretender (leaders whose authenticity and integrity seem low, who play different characters depending on the circumstances), and the runaround (leaders who change directions too often or give unclear instructions). Finally, the authors address organizational, leadership, and individual strategies to identify and remove toxic leaders from the workplace.

The purpose of the paper is to help leaders gain awareness of areas that can lead to problems in ethical decision making. Instead of simple “black and white” decisions, leaders face a myriad “grey” situations that cannot be addressed via blind application of company policy. The areas of focus are time, proximity, competitiveness, and personality.

The reader will learn about the “Urgency&Proximity Model” (U&PM); which describes how the urgency of an ethical decision and the proximity between the moral agent and the people involved in the situation impact the moral agent's decision‐making process. The authors incorporate the “Five Factor Model” of personality into the U&PM, raising possible connections between personality and moral reasoning.

The findings indicate that company policies lend themselves only to the simplest decisions, not ethical dilemmas. Thus keeping in mind the U&PM model, organizational competition, and one's own personality (from the WorkPlace Big Five Profile™) can form an ethical basis for moral decisions.

Additional research is needed to connect the aspects of personality to the U&PM.

Leaders are advised to increase self‐awareness, consider their personality traits, and position the moral dilemma being addressed in the U&PM.

This paper is only an introductory examination of ethical decision making based on urgency, proximity, competition, and personality. The concept should be further investigated because of the impact these factors can have on leadership decision making.

During a typical diversity program, participants are encouraged to recognize, evaluate, and appreciate differences. The purpose of this paper is to explore the rationale for “Conversity^®”: an alternative approach to diversity training that is based on connections.

The paper is based on a review of the literature on “traditional” diversity training paradigms, the impact of diversity on the brain, and basic social psychology concepts such as categorization and social affiliation. The authors relate literature review findings to their experiences conducting “connections‐based” (“Conversity”) diversity training.

The human brain is already wired to perceive differences. Further, human beings tend to prefer others who share their group affiliations. Possible consequences of “typical” diversity training programs may include a “backlash” against diversity, an increase in participants' fears, and a reinforcement of inter‐group divisions.

This paper offers practitioners an alternative paradigm for diversity training design including alternative categorization (i.e. emphasis on non‐traditional diversity categories such as personality or team color) and an intentional search for connections between participants.

Historically, diversity training programs have focused on the value of differences rather than on the power of common ground.

Part I of this paper addressed the environmental and leadership factors that contribute to employee engagement. Next, the purpose of this paper is to add the job and person to the engagement equation.

Summarizes the characteristics of engaging jobs. Then, reviews individual personality traits that engaged individuals are more likely to exhibit: hardiness, internal locus of control, active coping style, high self esteem, low neuroticism, and high extraversion. Finally, discusses the importance of a “match” between the employee's preferences and the general work conditions and offers performance improvement implications.

Engagement is a complex topic and a challenging goal. An engagement‐friendly culture values the diversity of talents employees bring to the table, respects individual needs, and inspires all employees to pursue a common and exciting vision of the future. Logically, engagement will not be impacted by a single training program, regardless of its quality. Enhancing engagement is a long‐term proposition.

Individuals are unlikely to become engaged because someone told them they should. Engagement occurs naturally, when the conditions are right, when the leaders are inspiring, when individuals find the ideal place in which to apply their strengths. If this is true, performance improvement professionals might consider the following interventions: educate the leaders; focus on career development; champion work‐life balance; encourage relationships.

The purpose of this two‐part article is to introduce engagement and review key research on engagement‐related factors.

The author conducted a literature search on employee engagement and pilot interviews with ten professionals.

Environment, leadership, job, and individual factors are connected to employee engagement. Environmental engagement factors include congruency between organizational and individual values, the quality of the workplace relationships, and work‐life balance. Leadership engagement factors include vision and integrity. Job engagement factors include the meaningfulness of the job, itsw level of challenge, and the amount of control the employee has on the job. Finally, individual factors related to engagement include resilience, locus of control, active coping style, self‐esteem, neuroticism, and extraversion. The author suggests that the connections (or the match) between organizational, leadership, job, and individual characteristics is particularly relevant for engagement.

The article includes a preliminary investigation of engagement. Further research is needed connecting environmental, leadership, job, and individual engagement factors, and confieming the importance of the “match” for engagement.

The implications are that leaders should be educated on engagement, that career development opportunities are particularly important, that performance improvement professional should champion work‐life balance, and that initiatives enhancing workplace relationships are likely useful to increase engagement.

This paper connects research on various engagement factors, making it easier for performance improvement professional to gain an introductory yet holistic view of the topic.