Organizations worldwide have adopted sustainability strategies to enhance their productivity and develop a competitive advantage. More often than not, organizations and their leaders develop a narrow view of sustainability and consider only the aspects of sustainability that are directly related to their sphere of performance (internal sustainability). Yet, sustainability issues impact all business and non-business organizations, as well as the long-term sustainability of international business relations and quality of life issues worldwide (external sustainability). An increase of appropriate sustainability efforts often requires expanding beyond conventional thinking. Economic necessity can drive both internal and external sustainability measures. Leadership effort is essential to enable shifts in organizational culture that enable sustainability efforts to succeed. This article discusses the sustainability movement. After defining internal and external sustainability, this paper discusses the philosophy of sustainability, internal and external sustainability, measurements, leadership, and best practices.
professional experiences and research interests range from mechanical engineering facilities design to research that applied engineering and molecular biology approaches to the study of the skeletal response to mechanical loading. As a Mechanical Engineer, she worked on facility design projects involving mechanical systems that included heating, ventilation, air conditioning, and energy conservation systems, as well as R&D of air conditioning equipment for Navy ships. Additional research interests include the investigation of relationships among components of the indoor environment, occupants, and energy usage. Specifically, the effects of the indoor environment on occupant health and well-being and in parallel, how socially-mediated energy-saving strategies can increase awareness of energy use and/or increase energy saving behaviors. of group development fits the macrocosmic evolution of the program and is used as a framework within which to place the experiences, observations, and perspectives of the individuals associated with its conception and direction. Examples are provided of processes, failures, successes, and lessons learned, and references are provided to quantitative works describing the results of Program assessment over time.
Despite the reputation of service academies and military colleges for producing leaders of character who serve as commissioned officers in America's armed forces, little is known about the actual effects these institutions have on the leadership development of their students. A two-step process, this cross-sectional study sought to investigate leadership development through the lens of the leadership identity development model as measured by the aptitude for commission grade. From a review of the military leadership curriculum at American service academies and military colleges, the initial phase of research established that leadership development occurred. The second phase used quantitative methods and a cross-sectional design to investigate the effects of peer ranking, cumulative grade point average, leadership grades, and varsity athletic participation on leadership development throughout four years of undergraduate education. Findings indicated that company ranking by peers was significant regardless of gender or ethnicity. Mixed significant findings resulted for grade point average, leadership grades, and varsity athletic participation when based on gender and self-identified minority status.
Since its inception in 1845, the United States Naval Academy in Annapolis, Maryland, has often faced the challenge of balancing technical and professional training demands of the naval service against the social and cultural conditions of an increasingly complex world. Despite the institution's attempts to address the multiple demands of the social and military contexts, the study of behavioral science in general, and sociology in particular, has been until recently largely absent. In response to challenges and deficiencies associated with its educational program, the Naval Academy has undertaken a path of reform to balance professional training with the need to educate graduates as competent and effective leaders. This article addresses some of the institutional, organizational, and curricular changes at the Naval Academy, with a focus on the inclusion and development of courses in human behavior and sociology as a means to study this process of leadership education.
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