NASJE News, Winter 2009 NASJENews Quarterly NASJENews Quarterly • Winter 2009 Nes • NC)� • f _ut�JI� -t • �on�n�� .C i • I1[1� Resoun:es • N�_g n _igiCQ by Pam Casey Volume 24 • Number 1 Last year, the National Center for State Courts announced a new Website and Guide for Continuity of Operations (COOP) planning for courts. The website has been updated with a new online course that augments and reinforces the information provided in the COOP Planning Guide. m by Lee Ann Bahardt I n 2001, court administrators from North and South Dakota began talks with the National Center for State Courts and got approval to jointly offer the Center's Court M anagement Program (CMP) to court personnel from both states. With support of the Chief Justices, the first CMP class began in August, 2002, with each state sending 20 participants. The first class of 40 graduated in M ay 2005. _ > • gast�h�*�s.Ju�lY� by Daphne A. Bus, Esq. Alexander Kapp coined the term, "andragogy," to distinguish the strategies and processes in adult learning from those in child- or youth- based education. Malcom Knowles expanded Kapp's work into a theory of adult learning that is widely accepted, although still relatively new, today. mor • J�rtQLi.£�: NASJE member M ary Aguirre-Shahin, Esq., has taught courses around the globe. Her judicial education career began at The National Judicial College in Reno, Nevada where she won national awards for her programs. Thereafter, her judicial edution expertise took her to the Federated States of M icronesia; M adrid, Spain; Amman, Jordan; and Afghanistan. mQ> • sStC � � The National Center for State Courts (NCSC) is pleased to announce two new reports and a new Web site on sentencing issues. State Sentencing Guidelines: Profiles and Continuum provides an overview of state sentencing commissions and guidelines, and Assessing Consistency and Fairness in Sentencing: A Comparative Study in Three States explores the nature and consequences of alternative sentencing guideline systems in M ichigan, M innesota, and Virginia. o > • �: .. k � �-sorl�_JorJ �._n_dJ •. i A publication of the Judicial Conference of I ndiana, Judicial Balance includes stories and insights. _ Features • : J u l a ElSIJ� by Kelly Tait When 1 first started teaching judges, I was amazed to find out how many had been inspired to go into the legal field by the movie To Kill a Mockingbird. Not that I didn't realize the power of movies, beuse they long have reached me at a deep leveL I remember immediately after watching Thelma and Louise on the big screen, I was in the restroom washing my hands, and I had a little start of surprise when I looked in the mirror and saw my own face instead of Susan Sarandon's. ? Seriously fun activities for trainers, facilitators, performance consultants, and managers. re > • GEE:P AttriY�.NQY by Nancy L. Tuten, PhD, and Gayle R. Swanson, PhD Happy "Veterans' Day, " "Veteran's Day," or "Veterans Day"? Which is correct? m > • GEJ_I.: Sn Y Q_uGti by Nancy L Tuten, PhD, and Gayle R. Swanson, PhD An apostrophe makes the names possessive, and when we send greetings, they are from us, not from something we own . m m� ,ttp ://nasje.g/news/newsletter090 1 I Page 1 of2 2/2/2009
Transcript
NASJE News, Winter 2009
NASJENews Quarterly
NASJENews Quarterly • Winter 2009
Nev'll's
• NC)RJiN�\f'L�
• f _ut�JI� Ir�lld_�Jn-.St�t�J�P.Yrt$
• lQJT�onf�r�n�� .CPmin_g !lp • Ir!':m_�U1911�
Resoun:es
• Nfi'W_R��Q_I,ll'C�_gn_Cg_n_tinJJ_itygfQp�r�tiQn�J9rCQYflfi by Pam Casey
Volume 24 • Number 1
Last year, the National Center for State Courts announced a new Website and Guide for Continuity of Operations (COOP) planning for courts. The website has been updated with a new online course that augments and reinforces the information provided in the COOP Planning Guide. m.J:lr:�.>.
by Lee Ann Barnhardt
I n 2001, court administrators from North and South Dakota began talks with the National Center for State Courts and got approval to jointly offer the Center's Court M anagement Program (CM P) to court personnel from both states. With support of the Chief Justices, the first CM P class began in August, 2002, with each state sending 20 participants. The first class of 40 graduated in M ay 2005. IJl(lfe_>
• CYtting_l;gg_�;_W�.b_«.ast�"'W�.b.in�r�_,_JimtQth.e-_rJtil�.P.*.b�s.�d..Jud1�J�l_E_d.!AC!itiPn_C.QYr���by Daphne A. Burns, Esq.
Alexander Kapp coined the term, "andragogy," to distinguish the strategies and processes in adult learning from those in child- or youthbased education. Malcom Knowles expanded Kapp's work into a theory of adult learning that is widely accepted, although still relatively new, today. mor_<J >-
• Ut�_bJ.ydJcl�JJn!!;l!t!Jt�J�Jr.�c_tQLfli.PYJd.�-�£i��t.E;v�r£�.::.!.JltYJ::l�Y�lQPIDJ!nt.Ir�1oJ!_:tg_LQ_KQ§.!>_'Il.Q NASJE member M ary Aguirre-Shahin, Esq., has taught courses around the globe. Her judicial education career began at The National Judicial College in Reno, Nevada where she won national awards for her programs. Thereafter, her judicial education expertise took her to the Federated States of M icronesia; M adrid, Spain; Amman, Jordan; and Afghanistan. mQ.r"L>
• R�w. s�_nt�n_qingJ_$JHl��-R�_S_QMtC�� The National Center for State Courts (NCSC) is pleased to announce two new reports and a new Web site on sentencing issues. State Sentencing Guidelines: Profiles and Continuum provides an overview of state sentencing commissions and guidelines, and Assessing Consistency and Fairness in Sentencing: A Comparative Study in Three States explores the nature and consequences of alternative sentencing guideline systems in M ichigan, M innesota, and Virginia. m_or§'>
• .J.!J�ic i�! _6�1t:tn��-: .. k��-sorl�_JorJ .. �.w.!il_n_dJ •. if� A publication of the Judicial Conference of I ndiana, Judicial Balance includes stories and insights. nJgre_)>
Features
• M2w..Sl1..2�Jng_: 1\ilQVJ�_s_Jrt.J uc;!t�ill.l a f�J'I�b. E.dJJ��1ioll.S.�_S$lQIJ� by Kelly Tait
When 1 first started teaching judges, I was amazed to find out how many had been inspired to go into the legal field by the movie To Kill a Mockingbird. Not that I didn't realize the power of movies, because they long have reached me at a deep leveL I remember immediately after watching Thelma and Louise on the big screen, I was in the restroom washing my hands, and I had a little start of surprise when I looked in the mirror and saw my own face instead of Susan Sarandon's. mote?
Seriously fun activities for trainers, facilitators, performance consultants, and managers. m<:>re >
• GEIJIWBJIE-::P.P_S$Q§iS1Y��Ut$_, Attri.bJJ1iY�.NQY!1S by Nancy L. Tuten, PhD, and Gayle R. Swanson, PhD
Happy "Veterans' Day," "Veteran's Day," or "Veterans Day"? Which is correct? mgr� >
• GEJ_IT_WR1I.f.-:: Signing Y Q_ur__HqUd<:\Y_G.t��-tinJl$ by Nancy L Tuten, PhD, and Gayle R. Swanson, PhD
An apostrophe makes the names possessive, and when we send greetings, they are from us, not from something we own. mm� >:
,ttp :/ /nasje.org/news/newsletter090 1 I
Page 1 of 2
2/2/2009
NASJE News, Winter 2009
by Nancy L. Tuten, PhD, and Gayle R. Swanson, PhD
Because distinguishing between proper and common usage is often difficult, many writers tend to capitalize words and phrases that should, in fact, be lowercased. m(}r? �
• 6L.ASLfBQ!\>'LIHf;P_A�T_;_Si�_Q!J��ti9n�1QL�vJi!IY_S1�f§_.,.iygJ�i�_Lfdy!;_atqr by Sam Van Pelt
• H�y_._Wb!'!t's .. �J�_wJII_M�.n!\gin_g_Cl:i�n�1.P�rLt.9.t� by Dr. Rob Snyder
The No. 1 method for dealing with resistance to change? Same old, same old: Ignoring it and expecting it to go away on its own. But, that tactic runs hand-in-hand with some other, old "reliables." Included here would be not working hard enough to understand the real concerns of resisters, not getting input from those affected until everything is pretty well cast in stone, and the ever-popular, "hiding behind" the knowledge that the change is the right thing to do whether people accept it or not. m9g_>_
NASJE Newsletter Committee
Editor
PhHW..J� S�ho,pick (OH)
Adult Education
K�11y __ T�it (NV)
Court Personnel Education
M�.rg�I�lB�.�IIen (OH)
Cutting Edges
O<'!P.hrt�_A._Bu.rn.$. (NJC)
Juvenile and Family Law
S.i1<.1.W!1 .. C • .MC1r:�b (NCJFCJ)
Judicial Perspective
l:h::m .. Q�Yi.cLGjtr�.t�n
Communities of Practice
M<tYr_�en C.2nn�.r
Futures
O�nJ�� P�ncy
Guest Editors
Manager's Briefcase
Q�i)Qf_�hJliLiUi�m�Q!1 (KY)
Partnering and Collaboration
b.J��-Anne.a.m.tt�rdt (ND)
Transition to the Bench
JQ��.P!:tin�.D�yg (FL)
Voices from the Past
Anrt�.J.QJ.di!!J ( IN)
Web Developer
S.tfl'il.� Ciu;�q
International
EJI�Jl_M�r�b�.ll
Problem-Solving Courts
��ro_C�_$ey Diversity
PQUy.Sci:H:lcU'�er
Copyright 1999-2009, National Association of State Judicial Educators
CPJJ.t!t�J/Ilf!i;l __ l)_i\!1!J�12Pj!f
This Website is updated quarterly by NASJE.
The opinions expressed herein do not necessarily reflect the views of the National Association of State Judicial Educators.
Page 2 of 2
,.., /") /") (\(\1\
NASJE News, Winter 2009
NASJENews Quarterly I ndex I News I Resources I Features I Manager's Br iefcase I Comments?
News
N CJRS News
The January 2009 CJEG monthly publications l ist is now available at here.
Here is some news and information from the Bureau of Justice Assistance,
the National Institute of Justice, the Office for Vict ims of Crime, and your
CJEG colleagues.
FUNDING
Apply for 20 1 0 NCVRW Resource Gui d e Grant
Application deadline: January 12, 2009
News
• N C J RS N ews
• S J I N ews
• F u t u re Tre n d s i n State C ourts
• I OJ T C onfere n c e Com i n g U p
• Tran si t i o n s
• F r o m t h e Presi d e n t
OVC is seeking applications from nonprofit organizations and public agencies to develop the 201 0 National Crime Victims' Rights Week Resource Guide (PDF) . One grant of $225,000 will be awarded. The Guide will be used by
the vict ims' f ield to heighten public awareness of crime victim issues.
Appl icants Sought for Hom icide Survivor Services Program
Application deadline: January 20, 2009
OVC will award a cooperative agreement of up to $200,000 through its Intensive Case Management for Family
Members of Homicide Victims in Rural Areas (PDF) program. This demonstration project w ill provide funding to
identify, inst itutionalize, and replicate promising service interventions. Eligibil ity is l imited to nonprofit organizations and
public agencies.
Fun d i ng for Act ion Partnershi ps Project Avai lable
Application deadline: January 21, 2009
OVC is seeking applicants for the Action Partnership for National Membership. Professional and Community
Service Organizations (PDF) solicitation. Up to f ive cooperative agreements of $100,000 each will be awarded to
conduct a national scope project to promote awareness of and advocacy for crime vict ims' rights and needs.
Grant Addresses Issues Facing Underserved Victim Populatio ns
Application deadline: January 22, 2009
OVC is offering $350,000 for funding grants to provide Public Awareness and Outreach for Victims in
Underserved Communities (PDF). Five grants of up to $75,000 each will be awarded to raise awareness among
Jnderserved populat ions regarding vict ims' rights and available resources for crime vict ims in the local community .
Enhancing Evi d e nce Recovery Tech n o l ogy
Application deadline: January 26, 2009
NIJ is seeking applications for the Electronic Crime and Digital Evidence Recovery (PDF) solicitation. This grant
Nill provide funds to research, develop, and demonstrate emerging digital evidence recovery technology solutions for
aw enforcement agencies . Specific areas of interest include cell phone forensics tools, digital evidence forensic
axamination tools, and computer crime investigative tools .
Im p rovi ng Forensic Sci ence Trai n i ng
Application deadline: January 26, 2009
NIJ is requesting applications for the Forensic Science Training Development and Delivery Program (PDF).
Training providers and other relevant entit ies are invited to submit proposals to develop and/or deliver knowledge
)ased forensic science curricula at the state and/or local level to train forensic scientists and to inform other criminal
ustice practit ioners and policymakers.
Page 1 of 2
')/')/')£\('\{\
NASJE News, Winter 2009
Register for 2009 National Vict im Assistance Academy
Application deadline: January 30, 2009
Apply now for the Nati9naL\li�Um As�Ist�n��-Ac�d.�my:, to be held March 1-6, 2009, in the Dallas/Fort Worth,
Texas, area. Continuing Education Units will be awarded to all participants who complete the Foundation-Level
Training, Professional Skill-Building Institute, or Leadership Institute and pre-Academy assignments.
NEWS
S ign Up for NCVRW Mai l ing l ist
OVC sponsors the annual N;�ti9ni!LCrJm�_J[i�1im$.�_Rigb.t�J.I\l�;��-� (NCVRW) and is currently developing a list of
professionals who are interested in receiving NCVRW materials. Sigll_U.JL!JQ.� to receive a free copy of the Resource
Guide and poster in time for NCVRW (April 26-May 2, 2009).
BJA and SEARCH Launch Justice Information Sharing Podcast Website Feature
A podcast feature on Justice Information Sharing - National Initiatives, Programs, Projects and Technologies - is now
available on the SEARCH website at: bttp_:ll!"!Y!����JU::(:t!,Qrg!pmgJ.aJil�finfglp_QQ_c_a�j�j.
The podcasts feature discussions and interviews from practitioners, industry experts, and government leaders about
the latest in peer-to-peer best practices, challenges, and successes from across the country.
Of the 10 podcasts planned for the series, the first features BJA Director Domingo Herraiz, and SEARCH Deputy
Executive Director Kelly Harris, who discuss trends and priorities in the justice community for 2009. In the second
podcast, Dr. Thomas Clarke, Vice-President of Research and Technology, National Center for State Courts, and Chair
of the Global Infrastructure/Standards Working Group along with SEARCH Director of Systems and Technology Scott
Came, talk about how practitioners can use the Global Justice Reference Architecture (JRA) to share infrastructure
effectively and improve business agility by leveraging a service-oriented approach to information sharing.
"As Director Herraiz says in the first podcast, this is a good example of leveraging the Internet and modern technology
to get useful information in the hands of justice practitioners," said Mr. Came. "BJA and SEARCH plan to roll out a
number of interviews and discussions in the coming months, on topics such as addressing budget challenges,
securing information exchanges, and managing information sharing initiatives effectively. We hope this continues to be
a valuable resource for practitioners."
The 2009 podcast series is sponsored by the U.S. Department of Justice, Office of Justice Programs' (OJP) Bureau of
Justice Assistance (BJA).
SEARCH, The National Consortium for Justice Information and Statistics, is a nonprofit membership organization
created by and for the states. It has 40 years of experience supporting the information sharing, interoperability,
information technology, cybercrime and criminal records needs of justice and public safety agencies and practitioners
Improving Justice through Leadership and Service to the Courts
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NASJE News, Winter 2009
NASJENews Quarterly j ! '
The IOJT conference ( International Organization on the Training of the
Judiciary) will be held in Sydney Australia, October 26-30, 2009. All
interested individuals are invited to attend or submit a proposal. Our
organization and its members have participated in the last two IOJT
conferences.
This international conference will bring together judges and leaders in judicial
News
• NCJRS News
• SJI News
Future Trends in State Courts
• IOJT Conference
• Transitions
• From the President
education from around the world to discuss and exchange perspectives and experiences on a wide range of issues
relating to the development and delivery of judicial education, as well as the effective performance of judicial educational
organizations.
The Conference is being organised by the International Organisation for the Training of the Judiciary (the IOJT). It will be
hosted by the National Judicial College of Australia.
The theme on which the Sydney conference will focus is "Justice Through Judicial Professional Development". Two
major topics to be covered in the conference are:
Educational methodologies, dealing with the "how": This may include judicial education on topics like E
learning, technological teaching tools (teleconferencing, pod casting, video-conferencing), technological
resources (electronic benchbooks, sentencing databases), evaluation of programs, presenters and
participants; the establishment and running of judicial education bodies.
Managing the work of a judge: dealing with the knowledge and skills required to carry out a judge's
functions in the best possible manner. This may include judicial education on topics like judgment writing,
oral judgments, time management, psychological elements of communication, ADR, restorative justice and
problem solving courts, self-represented litigants, case management (including managing complex cases
involving many litigants, massive documentation, many experts and many lawyers) programs to train the
court administrators and programs to foster the personal development of judges (mentoring, 360 degree
feedback programs).
fhe conference presentations will be of interest to both established and new judicial training organizations. Plenary
5essions will include simultaneous interpretation in English, French and Spanish.
t\ny person may register for the Conference - registration is not limited to members of the IOJT.
=or more information, please refer to thLfLbr�t�l:mr_li!' (PDF).
Copyright 1999-2009, National Association of State Judicial Educators
C91lt?kt .. W.!!l2 J:!ttY:11l9P.!!t
This Website is updated quarterly by NASJE.
The opinions expressed herein do not necessarily reflect the views of the National Association of State Judicial Educators.
Page 1 of 1
'"I /'1 /'1 {\f\(\
The fourth International Conference on the Training of the Judiciary will take place in
ia from to
This international conference will bring together judges and leaders in judicial education from around
the world to discuss and exchange perspectives and experiences on a wide range of issues relating to
the development and delivery of judicial education, as well as the effective performance of judicial
educational organizations.
The Conference is being organised by the International Organisation for the Training of the Judiciary
(the 10JT). It will be hosted by the National Judicial College of Australia.
The theme on which the Sydney conference will focus is "
. Two major topics to be covered in the conference are:
. This may include judicial education on topics
like E-learning, technological teaching tools (teleconferencing, pod casting, video-conferencing),
technological resources (electronic bench books, sentencing databases), evaluation of programs,
presenters and participants; the establishment and running of judicial education bodies.
a dealing with the knowledge and skills required to carry out a
judge's functions in the best possible manner. This may include judicial education on topics like
judgment writing, oral judgments, time management, psychological elements of communication,
ADR, restorative justice and problem solving courts, self-represented litigants, case management
(including managing complex cases involving many litigants, massive documentation, many
experts and many lawyers) programs to train the court administrators and programs to foster the
personal development of judges (mentoring, 360 degree feedback programs).
The conference presentations will be of interest to both established and new judicial training
organizations. Plenary sessions will include simultaneous interpretation in English, French and Spanish.
Any person may register for the Conference - registration is not limited to members of the IOJT.
You can register your interest in receiving further information about the 2009 Conference by visiting
the Conference website:
Information about registration, travel and accommodation in Sydney is also available on the
Conference website.
the National Judicial College of Australia invites proposals for papers or workshop
presentations for the 2009 Conference in Sydney. Preference will be given to proposals relating to
new developments in judicial education and interactive presentations illustrating the development or
delivery of judicial education. The deadline for proposals is 30 January 2009. Please see the Conference
website for details.
! !' "\ l f !Z'\ \l"!t., �'-..,\1
�.\ '\\ [ h, i' ! :... ; �. t , L \ l
l
A MESSAGE FROM THE PRESIDENT OF IOJT
Dear Friends and Colleagues,
Just over a year has passed since IOJT's third International Conference which took place in
Barcelona, Spain. The conference was a great success.
I call upon all members of the IOJT to attend the 2009 conference and to take an active part in it. I am certain that this conference will benefit the international judiciary, while helping to promote the
rule of law worldwide. I very much look forward to seeing you in Sydney.
Dr. Shlomo Levin
President
The International Organization
for Judicial Training (IOJT)
Dear Delegates
A MESSAGE FROM CHAIR OF THE NJCA COUNCIL
The National Judicial College of Australia is honoured to have been entrusted by the IOJT with
the role of hosting the 2009 Conference and looks forward to welcoming members of the IOJT and
other international delegates to Australia in October 2009.
I know that many judicial officers and others involved in judicial professional development in
Australia are looking forward to the opportunity to exchange views and experiences with you.
I can assure you of a warm welcome if you are able to travel to Sydney for the Conference.
Wayne Martin Chair of the NJCA Council and
Chief Justice of Western Australia
'JASJE News, Winter 2009
NASJENews Quarterly the
I ndex I N ews I Resources I Features I Manager's Br iefcase I Comments?
News
Transitions News
• N CJRS N ews Please join us in welcoming the following new NASJE members:
• SJI N ews
• Mr. Tony Cornay, Education Manager, New Mexico Judicial • Future Trends in State Courts
Education Center, Albuquerque, NM • IOJT Conference Coming Up
• Transitions
• From the President • Mr. Jam es Land on, Education Program Manager, Supreme Court
of Ohio Judicial College, Columbus, OH
• Mr. Mark J. M iars, Judicial Services Coordinator, Ohio Judicial Conference, Columbus, OH
• Ms. Mary E. Olson, Oregon eCourt Education & Communication Manager, Oregon Judicial Department,
Salem, OR
Return to Top
Copyright 1999-2009, National Association of State Judicial Educators
Contact Web Developer
This Website is updated quarterly by NASJE.
The opinions expressed herein do not necessarily reflect the views of the National Association of State Judicial Educators.
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NASJE News, Winter 2009
NASJENews Quarterly
by Claudia J. Fernandes
News
• NCJRS News
• SJ!News
Happy New Year! I hope that this New Year brings a
stable economy and new and exciting successes to your
lives. NASJE and its board and committees have been
• Futuro Trends in State Courts
• !OJT Conference
• Transitions very busy getting ready for the New Year and looking to
• From the President the future of judicial branch education and our
organization. The Education Committee is hard at work
Up
building you a most exciting and thought provoking agenda for the 34th Annual Conference which
will be held in Asheville, North Carolina on August 9-12, 2009. The committee is listening to its
membership and working to provide us with educational opportunities and tools to enhance our
skills and take us into the future. I hope to see you all there!
Claudia Fernandes We will have a limited number of conference scholarships available for members, who need help
covering the registration for this event. Please keep checking the website for more information
about this and the application. It will be made available on-line soon when registration for the conference is finalized.
Your committee chairs and their members are meeting throughout the year and I would like to thank and acknowledge your
chairs for this year: Christy Tull, Bylaws; Michael Roosevelt and Crystal Banks, Diversity; Lisa Galdos and Elizabeth Evans,
Education; Wally Lowery, Fundraising; Robert Pirraglia, Futures; Claudia Fernandes and Judith Anderson, International;
Diane Cowdrey, Membership; John Meeks, Mentor; Phil Schopick, Newsletter; William Brunson, Nominating; and Joseph
Sawyer, Website and Technology. Our committees are focusing on ways to better serve you as members.
I attended the Conference of State Court Administrator's meeting in December 2008. It was a productive and interesting
meeting. I learned a lot about the organization and the current priorities and work of state court administrators throughout
the U.S. that I will share with our organization. One of the interesting educational sessions was about The Future of
Statewide Automation and Technology. Workshops followed in various areas, such as Performance Standards and
Courtools, E-filing, e-citations and e-payment, public access to court records and education and business practice changes.
COSCA also approved its white paper on court performance standards and we anticipate it will be made available shortly
after the approval by the Chief Justices at their midyear meeting in late January.
Your new board and committee chairs are hard at work. We want to hear from you as to what is working or might be
improved in our organization so we can address any issues you have. The NASJE Board will be meeting for its midyear
session on February 13-14,2009. If you have anything that you would like us to discuss, please do not hesitate to contact
11e. My email address is Cl;;�_m:U��f�rn�nd�$@jYd.&!!,Q_QY. Thank you.
"".._ __ . // __ .
Copyright 1999-2009, National Association of State Judicial Educators
�QJltl[l_<;;t W�b_Q�yJ�JQJ:l�X
This Website is updated quarterly by NASJE.
The opinions expressed herein do not necessarily reflect the views of the National Association of State Judicial Educators.
Page 1 of 1
NASJE News, Winter 2009
NASJENews Quarterly r I . ! e /:.' J r \ iII C c' J (J -5
I ndex I News I Resources I Features I Manager's Br iefcase I Comments ?
Resources
New Resource on Continuity of Operations for Courts by Pam Casey
Last year, the National Center for State Courts announced a new Website
and Guide for Continuity of Operations (COOP) planning for courts. The
website has been updated with a new online course that augments and
reinforces the information provided in the COOP Planning Guide. The
course includes an introduction, 1 2 modules related to different
components of COOP planning, an evaluation, and a bibliography. Each of
the modules includes resource materials and a video presentation by an
expert in the area (many of whom became experts after facing an
emergency themselves). The course is accessible at
http://www.ncsconline.org/D Research/coop/ under the "online course"
tab.
The NCSC also plans to provide the Guide and video presentations in a
DVD format for easier use during presentations and educational sessions.
If you or someone in your organization is interested in obtaining a copy of
Res o u rces
• N ew Res o u rce o n C o n t i n u i ty of
Oper at i o n s for Cou rts
• N e i g h b o ring States P a rt n e r to Provide
E d uc ation for Mid- le v e l C o u rt Managers
• C utting E dge: W e b c a s ts, W e b i n a rs,
and Oth e r Web-based J u d i c i a l E d u ca ti o n
C o u rs e s
• Uta h J u di c i a l Ins t i t u t e D i recto r
P ro vi d e s F i rs t Ever Facu l ty Deve lo p m e nt
Tra ining in Kosovo
• N e w S e ntencing Iss ue s Res o u rc e s
• J ud i ci al B a lance - Lessons for Law a n d
Life
the DVD, please let Pam Casey know. Also, please let Pam know if you have any suggestions for improvements,
other ways we should use the materials, or other resources that would be helpful to the field.
As our colleagues in the coastal states recover from and prepare for the latest series of storms, we are reminded all
too well of the importance of emergency preparedness.
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Copyright 1999-2009, National Association of State Judicial Educators
Contact Web Developer
This Website is updated quarterly by NASJE.
The opinions expressed herein do not necessarily reflect the views of the National Association of State Judicial Educators.
Page 1 of 1
"l /"l /"l (\(\(\
'-J"ASJE News, Winter 2009
NASJENews Quarterly L lth:ufi t.' f:'c !u ince 1 Y-5
I ndex I N ews I Reso urces I Features I Man ager's Briefcase I Comments?
Res o u rces
Neighboring States Partner to Provide Education for Midlevel Court Managers by Lee Ann Barnhardt
In an effort to address the educational needs of their court systems' mid
level managers, North and South Dakota joined forces over eight years
ago to form a partnership that is still going strong.
In 200 1 , court administrators from the two neighboring states began talks
with the National Center for State Courts and got approval to jointly offer
the Center's Court Management Program (CMP) to court personnel from
both states. With support of the Chief Justices, the first CMP class began
in August, 2002 , with each state sending 20 participants. The first class of
40 graduated in May 2005.
A. second group of 40 began the program in May 2006 and graduated in
May 2008 . The classes were alternately hosted by the two states.
Res o u r ces
• N e w Resource o n C ontin u i ty o f
Operat i o n s for C o u rt s
• N eig hb o ri n g States P a rt n e r to P rovide
E d u c ation for Mid- level C o u rt M a n a ge rs
• C u tting E d ge : Webcasts, Web in a rs,
and Other Web-ba se d Judicia l E du c ation
C o u rs e s
• U t a h J u d i cial I n st i t u te D i rect o r
P ro v id es F i rst Ever F a c u l ty Deve l o pment
T ra in i n g i n Kosovo
• New Sente n ci n g I s s ues Res o u rc e s
• Judici a l Bala n ce - Lesson s f o r L a w a n d
Life
'Partnering certainly provided us an opportunity to get advanced training for our staff at a cost saving," said Lynn
Sudbeck, Deputy State Court Administrator in South Dakota. "We could not have sent these same 40 employees
:hrough the traditional CMP program."
In addition, administrators from both states commented on the benefits of networking with court professionals from
3nother state.
'As a participant in the first joint CMP class, I found the venture to be extremely rewarding," said Nancy Allard, South
)akota's Director of Trial Court Services. "Partnering with a neighboring state that shares many similarities in
jemographics and culture made the experience even more meaningful, particularly as it relates to the networking
)pportunities provided."
!!..liard added that some of the differences between the two court systems also allowed the opportunity to learn about
)ther viewpoints and perspectives.
fhe Court Management Program consists of two phases that address the training needs of mid-level court managers.
fhe five courses of CMP's Phase I develop participants' knowledge, skills and abilities in caseflow management,
nformation technology management, court performance standards, fiscal management and human resource
nanagement. These foundation courses are identical to those of Phase I of the Court Executive Development
=>rogram.
=>hase I I is the concluding seminar. This weeklong course combines elements of leadership, management techniques,
md specific court issues in a program that provides participants with the necessary knowledge, skills and abilities to
3Chieve their professional goals as court managers. Incorporating nationally recognized articles and books on
eadership, management and court issues, this course expands upon and integrates court management competencies
dentified in the NACM Core Competencies. Participants build upon the Phase I foundational courses and explore the
·ales and purposes of courts; deal with the concepts of judicial independence and interdependence; become familiar
111ith various leadership and management theories as they apply to courts; take time to recognize and appreciate their
>wn conceptual and interpersonal skills, as well as those of others; develop new teambuilding techniques; and,
hrough interactive group work, understand the importance of good communication as they move to higher levels of
Page 1 of 2
NASJE News, Winter 2009
critical thinking. The Concluding Seminar culminates in a formal graduation ceremony and the awarding of CMP
certificates.
For those who are interested in developing leadership skills and pursuing a more intensive learning experience, the
CMP courses can be used to meet part of the requirements for entry into the Court Executive Development Program
(CEDP). Allard made the decision to pursue the CEDP and two of the 2008 North Dakota CMP graduates will begin
the CEDP program in 2009 .
"Educational opportunities are most generally always a good thing and educational opportunities of this caliber are a
great thing, especially when so many employees can benefit," said Allard.
Both states are committed to continuing to offer the CMP program either through a partnership with each other again,
or with other western states.
To find out more about the CMP and CEDP program, go to www.ncsconline.org.
Return to Top
Copyright 1999-2009, National Association of State Judicial Educators
Contact Web Developer
This Website is updated quarterly by NASJE.
The opinions expressed herein do not necessarily reflect the views of the National Association of State Judicial Educators.
In addition to the new reports, the CSI website highlights our work
exploring the expanded use of evidence-based practices and risk and
needs assessment information to help identify sentencing options that
protect the public, hold offenders accountable, and reduce recidivism. This
Reso u rc e s
• New Reso u rce o n C o nti n u ity o f
O p eration s for C o u rts
• Neighbori n g States P a rt n e r t o P rovide
E d uc ation for Mid- l e v e l C o u rt Man a g e rs
• C utti n g E dge : Webcasts, Webina rs,
a n d Other Web-ba s e d J ud i ci a l E d ucat io n
C o u rses
• U t a h J udici a l I nstitu t e Direct o r
P rovides Fi rst Ever F a culty Devel opment
Training i n Kosovo
• N ew S e nt en ci n g Issu es R e s o u rces
• J udici a l Bal a n c e - Lessons for Law a n d
Life
work and the CSI Web site are supported by The Pew Charitable Trusts' Center on the States Public Safety
Performance Project and the State Justice Institute. With its partners, the Crime and Justice Institute and the National
Judicial College, the NCSC is providing technical assistance to targeted staJ�;; . devetopJhg educational programs,
conducting research, encouraging cross-state learning and collaboration, <:.md ra isif1.9J:tv,vareness of and support for
sentencing practices reform at the national level.
Retu rn to Top
Copyright 1999-2009, National Association of State Judicial Educators
Contact Web Developer
This Website is updated quarterly by NASJE.
The opinions expressed herein do n ot necessarily reflect the views of the National Association of State Judicial Educators.
Page 1 of l
,., n n {)()O
NASJE News, Winter 2 009
NASJENews Quarterly
A publication of the Judicial Conference of Indiana, Judicial Balance
includes stories and insights.
• November 2008 (WJlb)
• January 2009 (W�b)
Reso u rces
• N ew Reso u rc e o n
O p e r at i o n s for C o u rt s
o f
States P a rt n e r t o P rov i d e
E d u ca t i o n for M i d -!eve! C o u rt
w•�r,�:.:�<:r,:;; W e bi na r s ,
a n d Othe r Web-base d J u di c i a l E d uc atio n
C o u rs e s
• U t a h J u d ic i a l I nst i tute D i re c t o r
P rov i d es F i rst Ever
I s su e s Reso u rces
• J u d i ci a l B a l a n c e - L e ss o n s for Law a n d
life
Copyright 1999-2009, National Association of State Judicial Educators
.t;Qnt.<t<£l.W:�!t.R�v�.!gp�r
This Website is updated quarterly by NASJE.
The opinions expressed herein do not necessarily reflect the views of the National Association of State Judicial Educators.
Page 1 of 1
3alance : Volume 4, Issue 2 : November 2008
Nove m b e r 2008 J U D ICIAL C O N F E R E N C E O F I N D I A N A Volume 4, Issue 2
As t h e n a t i o n e n te rs t h e f i n a l m om e nts of a Presid e n t i a l cam pa i g n , we fi n d o u rse lv e s
exp e r i en c i n g i n p a ra l le l a n every-state exam i n at i o n o f new m o d el ru les of eth ics for Ame r i c a n
j ud g es. Th u s , t h e p rese n t d e bates foc u s both o n t h e i n sti tu t i on a l ro le of co u rts a n d o n t h e
act i v i t i e s of t h e men and wom e n w h o serv e a s adj u d i cators. Al l t h i s i s p l a i n for p u nd i ts a nd
pa rt ic i pa n ts to se e.
What i s n o t s o p la i n i s t h e c h al le ng e that i nd iv i d u a l j u d g e s face in o rga n iz ing t h e i r l ives a nd
pu rsu i ng t h e i r ca reers i n ways t h a t b r i ng g o od re p ute to their offices a nd t h e m s elves. Th i s
n ewsl etter seeks to p rovi d e j ud g es with t h e best m ode rn t h i n k i ng a nd com me ntary o n h o w
t h ey m i g h t d o t h i s s u ccessfu l ly. We hope that America n j u d ge s f i n d i t u sefu l a nd t h at j u d ge s
w i l l ta ke t h e t i me t o s h a re t h e i r i n s i g hts a nd i d ea s w i t h o u r ed i tor.
A Tim e of C risis Few things are in our control and, no matter how well planned our lives, crisis strikes. Suzanne Parisien shares her thoughts on work in a time of personal crisis, and how it can offer meaning in the midst of life's greatest challenges. Please see, "Reflections on Work in a Time of Crisis," by Suzanne Parisien, Bar News , Washington State Bar Association, June 2008 .
courts . I N .gov/ba l a nce/stor ies/4-2/1 . htm l
S peak U p When one judge spoke out about corruption in Russia's courts, most notable was not what she said - the facts are an open secret - but that she had the courage to say it. Is Judge Yelena Valyavina inspiring, or an exception? Would you speak up? Please see, "Silence on the Court,"
An Elusive B alance? We all seek to be productive, to produce highquality work, and to be satisfied with what we do. Meeting such goals may seem elusive, but Deborah Epstein Henry believes it's possible. Her comprehensive article tells us how to make it happen. Please see, "The Elusive Balance: Tips to Assess and Meet Your Work-Life Needs," by Deborah Epstein Henry, Flextimelawyers.com. Originally published in The Woman Advocate , Summer 2008 .
cou rts . I N .gov/ba l a nce/stor ies/4 -2/2 . h tm l Adobe P D F Document
One Man's Addiction Sometimes sharing our story with others, no matter how humbling, is the most honorable thing to do. Judge Michael J. Murphy shares his journey into alcoholism and beyond. His hope is that readers suffering from addiction will be moved to seek help. Please see, "My Story:
Page 1 of 2
Balance : Volume 4, Issue 2 : November 2008
by Ethan S. Burger, Legal Times, August 2008.
cou rt s . I N .gov/b a l an ce/stor ies/4-2/3 . htm l Requ i res free registration
Judicial Wellness Being a judge is an honor, but it carries burdens shared by few. Despite the challenge of their work, judges who practice wellness - taking care of oneself emotionally, spiritually, and physically - enjoy greater self-satisfaction and posit ive regard. Please see, "Keeping the Balance," by Phil ip M. Stahl, Ph. D., ABPP, Case In Poin t, National Judicial College, Summer 2008 .
court s . I N .gov/ba l an ce/st or ies/4-2/5 . ht m l (Adobe P D F Document. Scro l l to page 3; fol lowed by a self· test for b u rnout by Isaiah M. Z i m m e rma n , P h . D .).
Judge Michael J . Murphy," by Judge Michael J. Murphy, Ill inois Appellate Court, The Complete Lawyer, Vol. 4 , No. 3.
cou rts . l N .gov/b a l a n ce/stor ies/4 -2/4 . h tm l
"Life Begins at 60" Many say that l i fe begins at 60 , when we bravely evaluate and reinvent ourselves. We ask, " If I could do it over again, what would I change?" Ask this question now, whether 60 is looming or not, and live the l ife of which you dream. Please see, "Cher Still Looks Fabulous at 60," by Jim Winchester, Vice Chief Justice, Supreme Court of Oklahoma. Oklahoma Bar Associat ion, Special Interest Section.
cou rts . l N .gov/bal a nce/stor ies/4 -2/6 . h tm l
Emai l Ed itor I India n a J u d ic ia l Cen ter 1 Newsletter Archive
January 2009 JU DICIAL CON F E R E N C E O F INDIANA Volume 4, Issue 3
Th e p re s su res t h a t we i g h o n t h e m e n a nd wom e n w h o s e rve a s America's j u d g es c o m e from
m a n y d i rect io n s a nd in m u lt i pl e fo r m s . M a n y j u d ge s m u st m a ke t h e i r wa y th rou g h po l i t i c a l
processes withou t a l l t h e too l s ava i l a b le t o m o st p ol i t i ca l actors. Ot h ers l ab o r u nd e r
u n re a s o n ab le c a s e b u rd e n s , b u t a re st i ll expected to d o t h e i r best f o r l i t i g a nts a nd l awyer s .
Vi rtu a l ly a l l to i l w i t h t h e u n d ersta nd i ng that they freq u e n tly take i nto the i r h a nds m atter s t h at
affec t t h e d e a rest i nterests of re al l ive p e o ple .
Beca u s e i t i s i n t h e n a tu re of b ei ng a g o o d j ud g e , j u dg es u s u a l ly m a s k these b u rd e n s a nd p u t
a brave fa c e o n t h e i r d a i l y work . li t i g a nts c o m e to t h e c ou rtro o m expect i n g to e n co u n ter a
c a p ab le a nd c al m d e c is i o n -ma k e r, a nd we d o o u r b e s t to m ake i t s o .
Sti l l , how we l l t h e j u dg e ba l a n c e s t h e s e m u lt i pl e c h al le ng e s a nd t h o s e of t h e j ud g e's own l ife
can s o m e t i m e s be as i m portant a s j ur i s p ru d e nce. Th i s bu l le ti n s e e k s to g iv e j ud g es foo d for
t h o u g ht on s u c h m atters . We h o pe that i t m a y a s s i st t h e t h ou g htfu l a nd d i l i g ent to d o m o re
s u bs ta n t i a l j ust i c e.
For Whom - or What - the Bel l Tol ls The "rule of law": challenging to define, yet taken for granted every day. With a newfound respect for the concept, Justice Timmons-Goodson discusses the rule of law, its significance, and the risk of failing to protect it . Please see, "The Bell Tolls for the Rule of Law," by Justice Patricia Timmons-Goodson, Judges Journal, Winter 2008 . ABA Judicial Division.
cou rts . I N .gov/bal an ce/stor ies/4-3/1 . htm l Adobe P D F Document, Scro l l to Page 32
Fulfil lment On a personal level, the state of our profession is precarious. Are professional satisfaction and personal peace possible? Judge Carl Horn
S le e p is Serious
Ran d a l l T . Sh e pa rd ,
Ch ief J u st i c e of I n d i a n a
Often viewed as a luxury, sleep is necessary to keep us going. The right amount helps us stay sharp, stay safe, maintain health - physically, mentally, and emotionally - and perform better . Too little sleep? Well, you get the idea. Please see, "Get the Sleep You Need," by Thomas M . Heffron, The Complete L a wyer, Vol. 4 , No. 3 .
cou rt s . l N . gov/b a l an ce/stor ies/4 -3/2 . h tm l
Daily D uty Being your best for yourself, your family, and your work is a daily undertaking. The Reflective Counselor: Daily Meditations for Lawyers is a
Page 1 of 2
Balance : Volume 4, Issue 3 : January 2009
offers a 1 2-step p rocess to fulfi l lment , but b race yourself: i t 's a l ife- long u ndertak ing . P lease see, " 'Get A L ife ! ' : Search ing for Fu lfi l lment in the Practice of Law," by Car l Horn I l l , U .S . Mag istrate Judge, Lawyers WithDepression. com .
co u rts . I N .gov/b a l a n ce/stor ies/4 -3/3 . htm l
Integrity Th i rty-five years ago, Eg i l Krogh was the fi rst offic ia l to p lead gu i lty in the Watergate scanda l . I n h is book , Krogh apolog izes for a l l owing outs ide p ressures to overwhelm h is persona l i ntegr ity . He caut ions those fac ing serious eth ical cha l lenges, and offers a new parad igm for ma inta i n i ng in tegrity. P lease see , "Learn i ng Eth ics the Hard Way: A Review of ' I ntegrity' by Eg i l 'Bud ' Krogh with Matthew Krogh , " by Gregory C . Dyekman , Wyoming Lawyer, Dec. 2008 .
cou rt s . I N .gov/ba l a nce/stor ies/4 -3/5 . htm l Integrity: Good People, Bad Choices, and Life Lessons From the White House by Egi l Kro g h is ava i lable o n a m azon .com
new pub l i cat ion to make you r da i ly wal k eas ier . Reviews are excel lent , and i t 's a wonderfu l way to beg i n the N ew Year . P lease see, 'The Reflective Counselor : Da i ly Med itations for Lawyers , " by F . Gregory Coffey and Maureen C . Kessler , American Bar Associati on , Oct. 2008 . Reviewed by The Nebraska L a wyer, Nov./Dec. 2008.
cou rts . I N .gov /b a l a n ce/stories/4-3/4 . htm l Adobe P D F Document. Avai lable a t a m azon .com a n d a t ababooks.org
Relationships a re King Even more than the law, people are what you deal with on a da i ly basis . Arn ie Herz suggests that the g reatest pred ictor of success and satisfact ion is the degree to wh ich one is relat ionsh ip-sawy. G ive relat ionsh ips the i r d u e , a n d you w i l l reap t h e rewards . P lease see , "Relationsh ips Are K ing , " by Arn ie Herz, Touro Law Review, Vol . 24 .
cou rts . I N . gov/ba l a n ce/stories/4-3/6 . h tm l Adobe P D F Document
Emai l Ed itor ( Ind iana J u d icia l Center 1 Newsletter Archive
I n dex I News I Reso urces I Featu res I Manager's B riefcase I C o m m ents?
Features
Now S howing : Movies in Judicial B ranch Education Sessions by Kelly Taft
When I first started teach ing judges , I was amazed to find out how many
1ad been i nsp i red to go in to the lega l fie l d by the movie To Ki l l a
Mockingb i rd . N ot that I d i dn 't real ize the power of movies , because they
ong h ave reached me at a deep leve l . I remember immedi ately after
Natch ing The lma and Lou ise on the big screen , I was in the restroom
Nash i ng my hands , and I had a l itt le start of su rpr ise when I l ooked in the
n i rror and saw my own face instead of Susan Sarandon 's . And there's the
1rst b ig reason to cons ider showing movies , cl ips of movies , parts of TV ;haws , etc . , i n you r j ud ic ia l branch educat ion sess ions . . . .
Nhy Teach with Movies
F e a t ures
• M o vi e s i n J u di c i a l B r a n c h E d ucat io n
S es s i o n s
• T h i a gi G a m e le tt e r
• G e t I t W rite - Possess ives v s .
Attr i b u t i v e N o u ns
• Get I t W rite - S ig ni n g You r H o l id a y
G re et i n gs
• Get I t W rite - C a p i t a l izat ion : P ro p e r v s .
C o m m o n N o u n s a n d A dject i v e s
• B l as t from the P as t - S ix Q ue s ti o n s for
E v e ry State J ud i c i a l E du c a t o r
I ) You can reach the l earners at a gut l eve l , i nvolv in g them vicarious ly i n an experience that connects to David A .
<al b 's "Concrete Experience" mode of learn i ng ("fi rst-hand" exper ience, with the learners persona l ly , emotiona l l y
nvolved) . I t can make learners fee l the relevance of an i ssue or an idea , and th i s can make it a s ign ificant too l for
3ttitud e chang e . Bei ng i nvolved at a subjective level a l l ows the message to resonate i n the part ic ipants i n a deep ,
>ersonal ly mean i ngfu l way, making it a powerfu l exper ience for educators to d raw on i n tra in ing sess ions . Th is i s most
i ke ly to be effective as a n educat iona l tool if the activity o r d iscussion that fol lows the movie or c l ip keeps the learn ers
nov ing around the learn i ng circ le : next step -- reflectin g on the exper ience {see 'Tips" be low for more on th i s ) .
�s David Bordwe l l , the p res ident of the Society for Cogn it ive Stud ies of the Mov ing I mage, says : "Moving image med ia
mtrance us. But why? They engage us th rough stor ies . . . They stimu late our senses, arouse our emot ions , and
>rovoke our i nte l lect" (http://www.scsmi-online.org/).
�) It can prov ide a shared exper ience for the g roup . The fact that the g roup members are experiencing (or for some ,
a-experienci ng ) someth i ng at the same t ime provides severa l benefits . One of them is that it can be a way to j u m p
•tart a sense of "groupness" -- for g roup members to con nect at a d ifferent level than usua l i n p rofess iona l tra i n i n g
;ess ions . Another benefit is that i t c a n get t h e group t o basica l ly t h e same po int a t the same t ime and , in terms o f
(al b , encourage t h e part ic ipants t o move through the stages o f t h e learn i ng c i rcle together .
>art of th is shared exper ience can be a pos i t ive attitude i n the learners , creati ng an openness to learn i ng . Denny
>ar ish , an attorney , former mag istrate and judge , and col lege and law school i nstructor, received a g rant from the
> up reme Court of Oh io several years ago to develop a course ca l led 'The Pub l ic Percept ion of the J u d ic iary through
: i lm ." Th is i s t he h ighest rated cou rse i n t he h istory o f Oh io 's J u d ic ia l Col lege, and he has presented i t a t least 30
imes in Oh io as wel l as p resent ing vers ions of it nationa l ly and i nternationa l ly . Par ish says that most peop le l ove the
ned i um and that th is genera l ly posit ive attitude toward fi l m and fi l m cl ips can a l low the educator to g rab the learne rs '
1ttention , bu i l d up goodwi l l , and , the b igger goal -- get them to th i nk . He fee ls that a commun ity sett i ng is importan t to
1e experience.
:) Attention, com p rehensi on, and retention are reinforced by gett ing the message(s) through more than one
:hanne l . Th is med i u m usua l ly i nvo lves s ight , soun d , and movement (at least v icar iously) - more pathways for i deas to
1et through and "st ick ." The message a lso can be i l l um inated in a persona l ized way first , then the i nstructor can
e inforce it i n other ways i n the p rocess i ng phase, perhaps fi rst through reflect ion and then by a l i gn i ng it with facts ,
Page 1 of 6
,., /") /") {1{10
NASJE News, Winter 2009
theories , pr inc ip les , etc . I t 's even more effective if you add an app l icat ion-level act iv ity based on i t .
4) It's a way to humanize the issues in the l egal fie l d . Though of cou rse i t 's often necessary i n j ud ic ia l branch
edu cat ion to focus on facts and log ic and objectivity, at the core we a re subjective be ings . There's a h u man e lement
a socio-emot ional e lement - in any legal p roceed i ng . Somet imes it 's i nstructive to be rem inded of th is . There can be
huge val ue i n see ing from someone e lse's perspect ive , one of the strengths of teach ing with movies .
As Raymond J . G reen says i n h is art ic le Teach ing Psychology Through F i lm and Video, "Movies p rovide a concrete
way to present i nformation , sometimes in a way that g rabs the class by the i r col lective lapels and g ives them a good
shak ing ! "
Potential Issues with Using Movies to Teach
Whi le viewing movies , movie cl i ps , recorded role-p lays , etc. can be a powerfu l way to l earn in j ud ic ia l branch
educat ion sess ions , there are some potent ia l d rawbacks :
--Re levance issues : One of the b iggest issues i n us ing movies or movie c l ips is mak ing su re the educat ional rel evan ce
is c lea r - that the part ic ipants don' t th i n k it 's j ust "fluff' or fi l l er . Many " legal" movies on ly periphera l ly address j u d ic ia l ly
re lated top ics and behavior . Even role-p layed videos made specifica l ly for j ud ic ia l b ranch educat ion sessions can
seem too contrived .
--Techno log ical issues: With a l l the moving parts i nvolved , there's a lways the poss ib i l ity that someth ing won 't work:
from the equ ipment and/or software for p lay ing and p roject ing the movie/cl i p , to the sound system , the room l i g ht i ng ,
etc . Even just cu ing the DVD to the appropriate po in t for a c l i p can be cha l leng ing , And copying and ed i t ing cl i ps ra ise
more chal lenges . Th i s br ings me to the next potent ia l i ssue .
--Copyr ight issues : Wh i le i n genera l most educators writ ing about th i s top ic and those to whom I 've spoken th i n k the
non-profi t , educationa l use of movies and movie cl ips i s covered by the Fa i r Use Doctrine , there i s not complete
consensus on the i ssue . Obviously you should inc lude proper attr ibut ion to the source materia l , you shou ld obta i n the
materia ls by l ega l means , and you shou ld be sens it ive to commercia l val ue imp l icat ions . When I use movie cl i ps , I
th i n k I actua l ly enhance the commercial val ue by provid i ng a "teaser'' that might get the partic ipants to watch the whole
movie on the i r own . Regard ing us ing an ent i re movie , Raymond J . G reen says , " In genera l , lega l ly obta i ned cop ies of
mater ia l s can be used i n face-to-face classrooms for (nonprofit) educat ional purposes without v io lat i ng copyr ight
laws" ("Teach i ng Psycho logy through F i lm , " p . 2).
In any case , th is art ic le is not in tended to provide any lega l advice on copyr ight issues - you shou ld invest igate
(d iscuss it with you r legal department) and make determinat ions related to that for yourself. (For more on th is from the
U . S . Copyright Office, go to http://www.copyright.gov/fls/fl1 02.html.)
- - Issues with unant ic ipated and/or u n re lated top ics dominati ng the d i scussion . Th is m ight include strong react ions to
e lements u n re lated to the po int be ing made or over-emphas is on strong ly d iffer ing react ions to the movie or cl i p .
-- I ssues with pop cu l ture i naccuracies
--T ime issues , part icu larl y if watch i ng an ent i re movie
-- I nappropriate content issues (such as offensive language or images)
·- Issues with the qua l ity of the record ings , especia l l y home-made record ings
ri ps for Effective Use of Movies and C l i ps
:::>bvious ly , addressi ng the potent ia l issues above is a good starting point . Some related t ips that cou ld he lp make the
nost out of the learn i ng opportun it ies that movies offer inc lude :
• Be absolutely su re that the cl ip or movie is a pp ro priate t o you r topic, a u d ience, and learn i n g objective(s) .
Make good use of the t ime .
In her sess ion on exper ient ia l learn i ng at the 2008 NASJE Nat ional Conference , Magg ie C im ino , Spec ia l
Page 2 of 6
NASJE News, Winter 2009
Consu l tant for Design and Cu rricu l u m Development for the Jud ic ia l Counci l of Cal i forn ia 's Center for J u d ic ia l
Educat ion and Research , sa id that even now, after years of teach i ng , she writes out the teach ing points for
herself "to make s u re that what we' re do ing (exper ient ia l l earn i ng activit ies i ncl u d in g us ing movie c l ips) has a
point and is not j ust enterta i n i ng . "
Of cou rse , the record ings you cou ld u se i n your sess ion run the gamut from fict ion to docu-dramas, taped role
p lays , d ocumentaries , and in situ footage . You r choice m igh t depend on what's ava i lab le , but you also a lways
shou ld cons ider what w i l l best he lp your learners reach the learn i ng objectives . Judge Regina ld Routson
(Hancock County Court of Common Pleas, F ind lay, Oh io ) has made several movies to teach top ics such as
const itut ional issues and j ud ic ia l eth ics . He writes scenarios that are then role-p layed and recorded at a
profess ional l eve l . Th is control over the content and approach a l l ows h im to create specifica l ly targeted
teach i ng tool s
• Plan and practice how you w i l l make the relevance clear t o your learners - d o not count o n them in tu it ively
gett ing i t . Even for short c l i ps where the po int is obvious to you , be su re to make the point expl icit ly (even if
briefly) . Th is keeps everyone on the same page and makes it less l i ke ly you wi l l " lose" learners who m igh t th i n k
watch ing movies i sn 't "real" learn i ng .
• Practice i n t he actua l room with t he equ ipment . Make sure you know where the sound and l ight contro ls for the
equ ipment and for the room are . Check to see if a remote contro l is necessary for some functions such as
subtit les . (Also be aware you m ight n eed closed caption i ng to ensure access to a l l part ic ipants-make su re the
equ ipment you 're us ing has that capab i l i ty and you know how to activate i t . ) I f you ' re showing a c l ip through a
computer that's not you r own , it 's part icu lar ly important to make su re your c l i p works and that you ' re fam i l i a r
with how to ru n i t .
If you use a c l ip from a source such as You Tube where record ings are saved a t relat ively low reso lut ions
because of fi l e s ize cons iderat ions , be sure to test it on the la rge screen to see how i t looks and sounds .
Wi l l iam Brunson , D i rector o f Special Projects a t t he Nat ional Jud ic ia l Co l lege , says that it 's part icu lar ly
important the sou nd i s c lear-that learners can adjust for low qua l i ty images more eas i ly than l ow qua l i ty sound
( if the sound i s a n ecessary e lement of the cl i p ) .
• Consider how best to s e t the context of cl ips : For cl ips from movies or TV shows , it can be effective to g ive a
brief synopsis of the larger story and then set the scene that leads i nto the cl i p so that it makes sense i n
context. Also , i t can be usefu l to inc lude a n y vocabu lary or character names the learners wi l l need in order to
understand what i s happen ing in the cl i p . Depend i ng how you ' re us ing the cl i p , you might tel l the learners what
e lements to focus on before you show it . For i nstance, in a session on cou rtroom commun ication ski l l s , before I
show a cl i p I m igh t d i rect the learners to pay attent ion to the nonverbal behaviors the judge exh i b i ts-tone of
vo ice, eye contact , gestu res , etc.
The re a re times when the instructor m ight not want to do a lot of lead- in to the c l i p because he or she doesn 't
want to l ose the su rp rise val u e or does want the learners to focus on the "b ig p icture" or to decide what the
relevant e lements are on the i r own .
• Plan how to keep the momentum goin g .
For entire movies: I f a period o f t ime separates when the learners watch t h e fi lm a n d when they d i scuss i t as a
class, immed iacy and relevance might fade . One way to deal with th is is to g ive learners a smal l assign ment to
be completed before the d iscussion . Th is can be someth i ng s imp le such as "Generate one question re lated to
the issue of in the fi l m ." Th is he lps learners get started on the "reflect ing" mode of learn i ng . It a lso can
be very effective to show (aga i n ) b rief c l ips from the movie du ri ng the d iscussion to bring learners back to the
appropriate p lace both conceptua l ly and emotiona l ly .
When watch i n g fu l l movies that have n umerous characters , i t can be usefu l to have a one page ( idea l ly ) "cheat
sheet" with the characters ' names, the actors who p layed them (if they're recogn izab le) , and a brief descript ion
Page 3 of 6
�ASJE News, Winter 2009
of each character . Consider incl ud i ng photos of the major characters for ease of reference du ri ng the
d iscussion .
For clips of movies: Even though watch ing movie cl ips can be emotiona l ly invo lvi ng , it is for the most pa rt a
physica l ly pass ive activity . When possib le , keep cl i ps short and bu i l d i n active participation . For instance, show
brief cl ips with d iscussion , q u izzes , or other app l icat ion-oriented activit ies between each cl i p . Or , for longer
segments o r a series of c l ips , fi rst d istribute a set of po ints or q u est ions for learners to contemplate or complete
du ri ng the c l ips and to he lp gu ide the d iscussion after them . Don' t turn off a l l of the l ights in the room-keep
enough l i gh t at the back of the room so that people can take notes (and not d rift off) .
• Debrief, debrief, d ebrief. This is one of the main th ings that makes us ing a fi l m or a cl i p worth the t ime and
effort - not j ust that t he learners can become emot iona l ly i nvo lved , but a l so that they reflect on its mea n i n g ,
i nvestigate how i t connects t o t h e theories a n d pr inc ip les i n t h e fie ld , a n d u s e i t t o improve what they do i n the i r
p rofession ( i n Kolb 's terms , moving from vicar ious Concrete Experience to Reflect ive Observat ion to Abstract
Conceptua l izat ion to Active Experimentation ) . Obvious ly , exactly what you do to debrief a movie and to
faci l itate d iscussion or act ivit ies based on it depends on how it connects to the learn ing objectives . Genera l ly ,
debriefing wou ld inc lude d iscuss ing what happened , why i t might have happened that way, perhaps other ways
i t cou l d have happened , and what i t means in terms of the po int(s) you ' re try ing to make .
I t 's a lso good to connect back to the cl ip or movie at appropriate t imes throughout the tra i n i ng sess ion ,
re inforcing the info rmation or perspective and encourag ing movement through Kolb 's learn ing c i rcle .
• Have a back-up p lan! Know what you wou ld d o if the equ ipment fa i led a t the last moment . How wou l d you sti l l
engage t he learners and get you r po int across? Having back-ups i s part icu lar ly important when t he movie o r
cl i p is vital t o t he session . Joseph Sawyer, Manager o f D istance Learn i ng and Technology a t t he Nat iona l
Jud ic ia l Co l lege , often u ses movies as teach ing too ls . We have co-faci l itated d iscussions of fu l l movies at t he
last th ree NASJ E Annual Conferences , with the movies prov id ing spri ngboards for d iscussion of some sens it ive
d ivers i ty-re lated issues . He brings every techno log ical back-up possib le u nder the c ircumstances (several
copies of the mater ia ls i n d ifferent formats , an extra laptop computer , an addi t ional external hard d rive , etc . ) to
try to make su re we aren't stranded without the teach ing tool that is the fou ndat ion of the sess ion .
For some sess ions , a short c l ip m ight be u sefu l but not vital - and in that case you cou l d p lan back-ups such as
a vivid descr ipt ion of the cl i p , a br ief role-play based on i t , or an a l ternative activity to i l l ustrate the po int .
� Com mon Question about C l i ps
llany educators who want to use movie cl ips are not sure exactly how to go about i t . The choice is often between
�hawing a cl i p d i rect ly from the source (DVD, v ideo, YouTube , etc . ) or copying and perhaps ed i t ing cl i ps . Obv ious ly
:opyrigh t cons iderat ions need to be kept i n m ind , and the copying/ed i t ing process can requ i re special ized software .
For i nstance , a program such as P innacle is des igned to copy and ed i t c l i ps from DVDs . ) Some IT departments
1rovide th is k ind of support . If you ' re i n terested i n learn i ng more about the techno logy ava i lab le , Joseph Sawyer , who
1ften ass ists facu l ty members in us ing technology in teach i ng , recommends go ing to www.cnet.com to read about
1e relevant technology i ncl ud i ng DVD-ripp ing software ; the s ite inc ludes peer reviews .
r you d o copy video or DVD cl ips i n o rder to use them i n a program l i ke PowerPo int (by l in king to the cl ips) , remember
:> save the PowerPo in t show and any fi les wi th cl ips i n the same folder, and whenever you make a copy, be s u re to
:opy the ent i re folder . (The v ideo is not actua l ly embedded i n the PowerPoint ; there's a l i nk to a fi l e wi th the cl i p , and if
·ou don 't have that fi l e [with the exact fi l e name used when i t was l i n ked] in the same p lace as the PowerPoint show ,
1e l i n k won't work . }
somet imes don't have t he t ime or t he means to copy a cl ip and l i n k i t t o my PowerPoint . If I know a VCR is ava i l ab le ,
m ight rent or buy the movie (movies i n the VHS format can be aston ish ing ly i nexpens ive a t sou rces such as
\mazon .com) . I persona l ly p refer videos to DVDs under these c i rcumstances s ince it 's easier to cue up a v ideo to the
�xact po in t you want.
A 1 1
Page 4 of6
'-JASJE News, Winter 2009
YouTube www,y_q_ytub_�_,�om has a l l k inds of in te rest ing record ings , i ncl ud i ng actua l courtroom proceed i ngs/inc idents
Add it iona l Sources Used for This Article ( in add it ion to those above)
Gree n , Raymond J. "Teach ing Psychology through F i lm , Video" (2007) Associat ion for Psycho log ica l Science
The Society for Cogn it ive Stud ies of the Moving Image : hUp:!LWWW:,�!'::�mJ:(LilliDiM>rg.l and the associated Journa l of
Mov ing I mage Stud ies : !1Ug;l/�_,!2_'lil��qyjj_Q!JJ"O�ilind�JttJltm
l(elfy Tait is a speech communication instructor at the University of Nevada, Reno, and a communication consultant who has designed and �onducted a variety of communication skills-based workshops and seminars for organizations such as the National Judicial College, the New York
State Judicia/ Institute, the Supreme Court of Virginia, and the Nevada State Bar Association. Her specialties include faculty development,
�ourtroom communication skills, and diversity issues.
Copyright 1999-2009, National Association of State Judicial Educators
�9ll�.!<i'JN!t!:!.P�Y!!,®.3lr
This Website is updated quarterly by NASJE.
The opinions expressed herein do not necessarily reflect the views of the National Association of State Judicial Educators.
Page 6 o f 6
NASJE News, Winter 2009
I f you a re us i ng a DVD and are unab le to copy j ust the cl i p you want , be very fam i l ia r with the equ ipment you ' l l use
{always a good idea , of course) , and write down the exact po int of the c l i p { the name/number of the chapter, the
number of m i nutes and seconds in , etc . ) . Put a note with th is information and a coup le of words about the cl i p n ext to
the equ ipment where you ' l l p lay i t (much easier than try ing to remember under pressure ) and p ractice gett ing to the
cl i p q u ickly so you don 't l ose you r l earners' attent ion .
If you a re l i n ki ng to a n on l i ne record ing at a s i te l i ke YouTube , remember that you need to make sure the room you
present in has I nternet access {doub le-check the l i n k on that equ i pment i n that room) . Also cons ider the q ual i ty of the
record ing-wh i le i t can be good to go to fu l l screen so the image i s la rger , sometimes the qua l ity degrades so much
that i t ' s not worth i t .
Curtain T ime
We l ive i n a cu l ture that i s i ncreasing ly v isua l ly - and technolog ica l l y - or iented . As a j ud ic ia l b ranch educator , you can
draw on th is med i um to enhance i nstruction . Whethe r i t 's us ing Ho l lywood movies to engage the learners and l aunch
constructive activit ies and d iscussion s - Judgment at N u remberg about the rol e of the j udge, My Cousin Vinny about
contempt powers , I A m Sam about parental r ights, etc. - or us ing recorded role-p lays to i l l ustrate th ings l ike
demeanor, or us ing footage of a rea l figh t in a courtroom to make a po int about cou rtroom security, th i s med i u m can
reach l earners at a deep l evel .
As Denny Par ish says , watch ing movies or movie cl i ps as part of j ud i cia l education sess ions shou ld do "the Three E 's"
- educate, emotiona l ly move, and enterta i n the part ic ipants . That's a lot of bang for the buck .
"What we must remember , however , i s that movies do not p rovide an easy way out or a day's vacat ion . Successfu l
use of fi l m i nvolves as much , if not more , p reparat ion than a trad it iona l lectu re" (Raymond Green ) .
With that i n m i nd , d im the l ights and pass the popcorn . On with t he show.
SOME RESOURCES FOR MOVIES
(NOTE : If the books be low are not on the shelves of your l ocal bookstore , they easi ly can be ordered on l i ne at
webs ites such as Amazon .com . )
Bergman , Pau l a n d M ichael Asimow Reel Justice: The Courtroom Goes to the Movies (2006) Andrews a n d
McMee l . Exce l l ent , easy-to-use resource with a synopsis of each movie featured that inc ludes "The Story" a n d "Legal
Analys is . " For movies based on true stor ies, i t a lso inc ludes a sect ion ca l led "Tria l Briefs . " {Th is resou rce is my
persona l favorite . )
Chase, Anthony Movies o n Trial: The Legal System o n the Silver Screen (2002} The New Press . Explores the
lega l fi l m genre . Uses movies as examples but doesn't categorize them (use the i ndex if look ing for names of spec ific
movies ) .
Kauffman , Kent Movie Guide for Legal Studies (2006) Prent ice Hal l . I nc ludes p lot summaries for 33 fi lms as wel l a s
key themes, key scenes , and d iscussion suggest ions .
'Psychmovies . com" http://h ome.epix.net/-tcannon1 /psychmovies/home.h tm l G ives br ief overv iews from the
osycholog ical perspective of many movies under various topics such as substan ce abuse , personal ity d i sorders , and
11arital and fam i ly dysfunction .
'Teachwithmovies . org" www.teachwithmovies.org Whi le th is website is geared toward teachers of K-1 2 students , i t
:loes g ive l i n ks to a variety of top ics (with accompanying movie suggest ions ) that cou ld be usefu l i n jud ic ia l bra n ch
education - scro l l down to "Subject M atter I n dex" and "Socio-emot ional Learn i ng I n dex'' for l i n ks to topics such as
ust ice , crime , and fam i l ies i n cris i s .
The 25 G reatest Legal Mov ies" A BA Journal - L a w News Now Aug . 2008
http://abajournal.com /magazine/the 25 greatest legal m ovies/ G ives a b ri ef overview of each movie (wh ich were
:;hosen by a panel of attorneys) .
Page 5 of 6
�ASJE News, Winter 2009
NASJENews Quarterly 1: l i th e 1:'
I ndex I N ews I Resources I Features I Manager's Br iefcase I C o m me n t s ?
Features
Thiagi Gameletter
The N ovember 2008 i ssue conta i ns :
• An art ic le by Kat Koppett on how to posit ion improv activit ies
• An improv act iv ity , Emotiona l Meeting , by Kat Koppett
• An interv iew with Andrew Boyarsk i , Project D i rector for the School
of P rofessional Stud ies at the C i ty Un ivers i ty of New York
• A s imulat ion game, Change the Tire, by Andrew Boyarsk i
• An art ic le about two new learn i ng activi t ies: fie ld stud ies and
mutua l- learn i ng activit ies
• 99 words from Br ian about lett i ng th ings fal l through the cracks
• A market ing flyer that you can modify and use with your c l ients
rhe December 2008 i ssue conta i ns :
• A tool k i t a rt ic le about g raph ics games that inc ludes several samples
• A guest gamer in te rv iew with N ick Smith
• A rope game cal l ed B L I N D SQUARE by N ick Smith
F e a t ures
• M ov i e s i n J u di c i a l B r a n c h E d ucat io n
S e s s i o n s
• T h i a g i G a m e lette r
• G e t I t Write - P os s e s sives vs.
Attr i b u t i v e N o u n s
• Get I t W r i t e - S i g n i n g You r H ol i d a y
Greetin g s
• G e t I t W r i t e - C a p i t al izat io n : P ro p e r vs .
C o m m o n N o u ns a n d A djectives
• Blast from the P a s t - S ix Q u e s ti o n s for
Every State J ud i c i a l E d u ca t o r
• An improv game cal led PLAY I N G WITH STATUS by Kat Koppett i n which you learn to ra ise and lower you r
status
• A jo l t cal led SAY IT IN SEQUENCE that emphasizes the importance of u n learn ing
• An art ic le about find i ng jo l ts from books
• 99 words from Brian on self-d istract ion
• A l i n k to an on l i ne video about creativity and p lay
• A s ing le i tem su rvey about tr ick quest ions
lhe January 2009 issue conta i ns :
• An i ntroduct ion to a framegame cal led SUDDEN S U RVEY
• An opener cal led H E LLO that requ i res partic ipants to i nterview each other
• A closer ca l led GOOD-BYE that helps you effectively wind down a tra i n i ng sess ion
• A structured shar ing activity cal l ed P ERFORMANC E MANAG E M ENT S U RVEY that bu i lds u pon part ic ipants '
responses
• A how-to art ic le on us ing S U D D E N S U RVEY as a framegame to i nstant ly create openers , closers, and tra i n ing
activit ies
Page 1 of 2
') /') /?{I{IQ
NASJE News, Winter 2 009
• An i nterview with guest gamer Christ ine Marte l l , who makes visuals speak
• An explorat ion of pr inted jo l ts
• 99 words from Br ian about whom you shou ld p lease
• A l i n k to a v ideo of HELLO on YouTube
• An invitation to generate q uest ions for S U D D E N S U RVEY
. .LL . - I ' · - � - -
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Copyright 1999-2009, National Association of State Judicial Educators
Contact Web Developer
This Website is updated quarterly by NASJE.
The opinions expressed herein do not necessarily reflect the views of the National Association of State Judicial Educators.
NASJENews Quarterly f: . ! h e' 'l il l C L ' / <J - 5
Index I News I Resources I Features I Manager's Br iefcase I C o m me nts?
Features
G ET I T W R I TE Happy " Veterans' Day, " " Veteran's Day , " or " Veterans Day " ?: Possessives vs. Attributive Nouns by Nancy L. Tuten, PhD, and Gayle R. S wanson, PhD
Wh ich render ing is correct in each of the fol l owing groups?
1 . Veterans ' Day, Veteran 's Day, Veterans Day
2 . Fathe rs ' Day, Father's Day, Fathers Day
3. Eng l i sh Majors' Society , Eng l ish Major's Society, Eng l i sh Majors
Society
4 . Ban kers' Schoo l , Banker's Schoo l , Bankers School
5. I nternat ional Executives' Associat ion , I nternationa l Executive's
Associat ion , I n ternat ional Executives Associat ion
F e a t ures
• Movies i n J u d i c ia l B ra n c h E d u c at io n
S e s s i o n s
• T hi a g i G a m e lett e r
• Get I t Wr i te - P o s s e s sives v s .
Attr ib u t i v e N o u n s
• G e t It Write - S i g n i n g You r H o l id a y
G reet i n g s
• G e t It Write - C a p i t a l izati o n : P r o p e r vs .
C o m m o n N o u n s a n d Adject ives
• B last from t h e P a s t - S ix Q u esti o n s for
Every State J u d i c i a l E d u ca t o r
To ask which rendering is "correct" in these groups is actua l ly to pose a tr ick quest ion : if these were not proper names,
a l l of these choices cou ld be grammatica l ly correct depend ing on the context .
Let's beg i n by exam in ing how these ph rases d iffer from one another :
• The fi rst choice in each g roup i s a p l u ra l noun in the possess ive case (Fathers ' , Veterans ' , Majors ' , Bankers'
and Executives' ) .
• The second choice i n each g roup is a s i ngu lar noun i n the possess ive case (Father's, Veteran 's , Major' s ,
Ban ker 's , and Executive 's) .
• The th i rd cho ice i n each g roup uses a p l u ra l noun that is not i n the possessive case . We refer to i t as a n
attributive; that is , i t funct ions a s a mod ifier and does not need to b e possessive .
To make the best choices i n the five g roups above , we must cons ider whether the possess ive or the attribut ive i s more
appropriate and , if the possessive case i s appropriate , whether the possess ives ought to be s ingu lar or p l u ra l .
Jnfortunate ly , one ru le does not govern i n a l l i nstances when i t comes t o decid i ng when t o treat a noun as mere ly
attribut ive and when to make it possess ive . The Chicago Manual of Style ( 1 5th ed . , U n ivers ity of Ch icago Press)
adm its that " the l i ne between a possess ive or gen it ive form and a noun used attr ibutively-as an adjective-is
;omet imes fuzzy, especia l l y in the p l u ra l . " Th is sty le manua l suggests that writers omi t the apostrophe "in p roper
1ames (often corporate n ames) or where there is clearly no possess ive mean ing" (p . 284 ) :
• Publishers Weekly
• D i ners C lub
• Department of Veterans Affai rs
n decid i ng whether to use an apostrophe i n such constructions , we cannot a lways depend on log ic to lead us to the
)est choice . For examp le , referr ing to the second Sunday in May as "Mothers ' Day" m ight seem log ical i f we t h i n k of i t
as a day to honor a l l mothers and not s imp ly one mother. But if we look u p the phrase in Merriam- Webster's Collegiate
Page 1 of 3
�ASJE News, Winter 2 009
Dictionary ( 1 1 th ed . ) , we find the noun "mother'' rendered as a s i ngu lar possess ive - "Mother's Day'' - perhaps to
acknowledge the fact that each person honors h is or her own mother . S i m il a rly , Webster's gives us "Fathe r's Day," not
"Fathe rs ' Day."
On the othe r hand, Webster's tel l s us that i n the Un i ted States , November 1 1 is known as ''Veterans Day'' - p l u ra l but
not possessive . We might h ave assumed that we wou l d render the name of a ho l iday honorin g veterans in the same
way we render the name of a ho l iday honor ing fathe rs or mothers . We cou ld a lso have log ica l ly concluded that s ince
we are honor ing a l l veterans , we wou ld use the p l u ra l possess ive : "Veterans ' Day . " I nstead , we must determ i ne the
appropriate form of many widely used names not by fol l owing a cons istent pr incip le but by verify ing the conventiona l
usage . I n a l l such s i tuat ions , we shou ld rely on a rep utab le sty le manua l or d ictionary .
Th is issue becomes even more compl icated when we m ust render the t i t les or names of inst itu t ions , associat ions ,
societ ies , and the l i ke (as i n groups 3, 4 , and 5 above) that are not l i ke ly found i n any sty le manua l or d ictionary.
Aga i n , we cannot rel y on log ic a lone to determine whether the possess ive case is appropriate . I n our th i rd examp le
above , for i nstance , we cou l d a rgue that the society belongs to a g roup of Eng l ish majors (Eng l is h Majors ' Society ) , o r
we cou ld say, s imp ly , that i t i s an organ izat ion for t hem (Eng l ish Majors Society ) .
I n the absence of a ru l ing by a reputab le sty le manua l o r d ictionary , then , we have to determ ine how the o rgan izat ion
itself hand les its name i n offic ia l pub l i cat ions . I f an organ izat ion does not use the apostrophe i n its name, then ne ither
shou ld we-even if we cou l d a rgue log ica l ly that possession is ind icated .
We wou ld not , therefore, use an apostrophe i n "South Caro l i na Bankers School , " "Federa l Judges Associat ion , "
"Texas Classroom Teachers Association , " or " Internat ional Execut ives Associat ion" because, accord i ng t o the i r own
websites, the organ izat ions themselves do not do so .
L ikewise , even though the names "Rando lph-Macon Woman's Col lege" and 'The Navy En l isted Man's C l ub" may at
first seem coun ter intu i tive (s ince ne ither of these inst i tut ions be longs to or serves only one woman or one man ) , we
must n everthe less render the names exactly as the i nst i tut ions do . We can fin d th is i nformation on an organ izat ion 's
website or i n i ts officia l documents.
When creatin g a new organ izat ion , the founders must decide how to hand le the t i t le . M ost organ izat ions omit the
apostrophe and treat the noun as attr ibut ive rather than possessive , suggest ing that the organ ization or confe rence
does not be long to the g roup but i nstead exists to serve its members .
However, p l u ra l nou ns that do not end i n s - such as children, women, and men - are a lmost a lways treated as
possess ives , no matter what the log ic wou ld d ictate . We cou ld argue , for examp le , that the Bake rsv i l l e Ch i l d ren 's
Home does not belong to the ch i l d ren but rather i s for them . But no one wou ld cons ider writ ing "Bakersv i l l e Ch i l d re n
Home." L i kewise, t h e London Men 's Convent ion may more log ica l ly be for t h e m e n o f London than be long t o the m , but
"London Men Convent ion" wou l d sound odd to most ears .
Thus , when we are confused about whether a noun i n a t i t le or proper name is attr ibutive or possessive , we can fol l ow
these steps :
1 . See if the t i t le or name appears i n a reputable sty le manua l o r d ict ionary (as do "Father's Day" and "Veterans
Day," for examp le) .
2 . I f the t i t le o r name d oes not appear i n the d ictionary, check to see how the group o r organ izat ion i tself i s
render ing it .
3. I f the t i t le or name in quest ion i s not wel l-enough estab l ished for a precedent to have been set in regard to its
rendering , then make a decis ion based on log ic (is possess ion clearly i nd icated?) and sound (wou ld the p h rase
sou n d odd if the noun were not in the possessive case?) .
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�ASJE News, Winter 2009
NASJENews Quarterly l:du n l l i l ! h e l:_'duca ! n r , fn c e J V 5
I ndex I News I Resources I Features I Manager's B riefcase I C o m m e nt s ?
Features
G ET I T WRITE Capitalization: Proper vs. Com m on Nouns and Adjectives
by Nancy L. Tuten, PhD, and Gayle R. Swanson, PhD
The ru les govern i ng capital ization i n sentences-as opposed to t i t les or
head ings-seem s imp le at fi rst g lance: we cap ita l ize proper nouns and
adjectives, and we lowercase common nouns and adjectives . But because
d ist ingu ish i ng between proper and common u sage i s often d ifficu l t , many
Nriters tend to cap ita l ize words and phrases that shou ld , i n fact , be
iowercased .
8an you d ist ingu ish between common and proper nouns and adjectives i n
the fol l owing sentences? Are t h e r ight words cap ital ized? (Explanat ions
are scattered th roughout the d iscuss ion that fol lows . )
F e a t ures
• Movies i n J u d i c i a l B r a nc h E d u ca t i o n
S e s s i o n s
• T hi a gi G a m e Le tt e r
• G et I t Wr i te - P os s e s s i v e s vs .
Att r i b u t ive N o u n s
• G e t It Wr ite - S ig n i n g Y ou r H o l id a y
G r e et i n gs
• Get I t Write - C a p i t a l izat i o n : P ro pe r v s .
C o m m on N o u ns a n d Adj ectives
• B la s t from t h e P as t - S ix Quest i o n s for
Eve ry State J ud i c i a l E d u cato r
1 . Many res idents of N ew York C ity are rel ieved that p roperty va l ues a long the East River have been increas ing
over the past d ecade .
2 . Because a strong wind was b lowing through the Cedar trees in the backyard , o u r Dachshu nd , Cut ie P ie ,
refused to go outs i de th is morn i ng .
3. Bus iness-orien ted Web s i tes often feature an FAQ (Frequent ly Asked Quest ions) page .
4 . The town's Chamber of Commerce purchased ho l iday l ight ing and appointed a p lann ing comm ittee to dec ide
wh ich streets were to be d ecorated .
5 . A local newspaper reported that a Un ivers ity i n northern South Carol i na h a s announced a h ir ing freeze, bu t we
do not know for certa in if the art ic le was referrin g to Balzac Un ivers ity or the U n ivers ity of the Cu ltura l Arts .
fhe Bottom L i n e
• A proper noun or adjective i s a proper name - it des ignates a part icu lar person , p lace , or th i ng . I n sente n ce 1
above , we cap ital ize "New York C ity" and "East R iver" because they are p roper nouns . Both are geograph ical
p lace names .
• A common noun or adject ive, i n contrast, is a generic label - it des ignates a genera l type of person , p lace , or
th i ng . I n the fol l ow ing two sentences , we cap ital ize ne ither "east" nor "r iver" because these words are be i ng
used i n t he i r gener ic senses ( i n t he first , they are used as nouns ; i n t he second , as adjectives) :
» The barge was trave l i ng toward t he east, away from the mouth o f t he river .
» The east w ind was waftin g across the river bas i n .
I n sentence 2 o f t h e open i ng exercise , ne ither "cedar" n o r "dachshund" shou ld be cap i ta l ized . Even though
nouns such as dachshund, soft-coated wheaten terrier, daffodil, marigold, jack-in-the-pulpit, tiger beetle , alfalfa
blotch leafminer, robin, scarlet tanager, magnolia , and cedar are the names of very specific k inds of dogs ,
flowers , insects , and so forth , they are common nouns . On ly when we speak of "my dachshund , Cutie Pie , " "the
Irish setter , " "the black-eyed Susan , " or "an A tlantic white cedar" are we us ing phrases that conta i n proper
nouns and adjectives .
Page 1 of4
'JASJE News, Winter 2009
Usi ng Reference Works
I n genera l , a writer's best resou rce on the issue of cap ital ization is the d ictionary . Both Merriam-Webster's Collegiate
Dictionary ( 1 1 th ed . ) and The American Heritage Dictionary of the English Language (4th ed . ) , for example , exp la in
that we cap ital ize the word Web when - as i n sentence 3 of the open ing exercise - it is shorthand for the p roper
name World Wide Web (a l though both of these reference works po int out the l i ke l i hood that Web wi l l eventua l l y
become a common noun and thus be lowercased) .
I n some instances, however, reference works do n o t agree with one another with regard t o proper names and
capita l ization - part icu lar ly with rega rd to the i r adject ival forms . Fo r example , Webster's prefers "Roman n umera ls , "
"Arab ic n umera ls , " "F rench d ressing" (bu t "french fry") , and "Swiss cheese , " wh i l e The Chicago Manual o f Style
(Un iversity of Ch icago P ress , 1 5th ed . ) favors lowercas ing these same phrases and many other such forms (see
sect ion 8.65 of Chicago for a fu l l exp lanat ion and more examples ) . I n terest ing ly , Webster's does agree with Chicago in
i ts preference for "brussels sprouts" and "venet ian b l i nds . " These d ifferences once again remind us why i t i s important
to choose a reputab le reference work, consu l t i t regu la rly , and use it cons istent ly .
Organ izat ions , Groups , a n d Other Entit ies
To refer to "the town's chamber of commerce , " as we do i n sentence 4 of the open ing exercise , is to use a generic
label . On the other hand , to refer to "the Buckv i l le Chamber of Commerce" is to cal l the organ izat ion by its i n d iv idua l
name, i ts proper name. L i kewise, to say " the Ravenwood H istorical Society" i s to use the offic ia l name of the part icu lar
organ izat ion . To say "the h i storical society i n the Ravenwood commun ity" is to speak of the society i n the gener ic
sense. The former is cap i ta l ized ; the latter , l owercased .
We cap ital ize the formal names of specific ent i t ies because they are p roper nouns :
• the Society for the Advancement of G rammatica l ly Correct E-Mai l Commun icat ions
• the Grand Strand Area Transportat ion Counci l
• the Chrysler Corporation
• the Consortiu m for Language Learn ing
• the Los Angeles Schoo l for the Deaf
• the National Ass ist ive Technology Advisory Board
To grasp the d ist inct ion h ere, we need on ly to th i n k about whether we are referr ing to a specif ic, named person , p lace,
or th ing or whether we a re us ing a gener ic descript ion . Formal names such as those above are qu ite d ifferent from
nonspecific labe ls : "the steering comm ittee , " "the reg ional advisory comm ittee , " "the consort i um , " "the county school
for the deaf," "the ass ist ive technology advisory board , " " the p lann ing com mittee , " "the subcommittee , " the word
school in "Sunday schoo l , " and so on . In sentence 5 of the open ing exercise , the fi rst i nstance of the word u n iversity is
not cap ital ized because i t is used as a common noun-that is, in its gener ic sense . The second two occurrences of the
word in sentence 5 , however , a re part of p roper nouns and are appropriately capital ized .
The fo l lowing chart may he l p c lar ify the d ist inct ion between proper and common nouns and adjectives :
PROPER NOUN OR ADJECTIVE USAGE
O h io Univers i ty
Aiken H igh School
Stamford Charter School
the Barnard Col lege Board of Trustees
Regiona l Education Cente rs Committee
the American Evange l ica l Lu theran Church
COMMON NOUN OR ADJECTIVE USAGE
an Oh io un iversi ty , a u n ivers i ty in Oh io
a h igh school i n Aiken , one of Aiken 's h igh schools
a charter school in Stamford
the board of trustees of Barnard Col lege
the reg iona l education center advisory boards
the Lutheran chu rch in Wabash
Page 2 of 4
'JASJE News, Winter 2009
the Battle of K ings Mounta in
the Eastern Hemisphere, Eastern Rumel ia
Wash i ngton State , N ew York State
the J u n ior League Spr ing F l i ng
the Winter S nowman Run
the Bache lor of Arts
the Master of Arts
Acronyms
the battle fought on K ings Mounta i n , the K ings Mounta i n batt le
the eastern b lueb i rd , eastern Ohio , eastern Europe
the state of Wash ington , the state of New York
the spri ng semester
the winter c learance sale , a winter c learance sa le
a bache lor's degree, a bache lor's i n mus ic
a master of arts degree, a master's degree in educat ion
The term "acronym , " in its strictest usage, refers to a type of abbreviat ion formed from the i n it ia l l etters or the major
parts of a com pound term and pronounced as a s ing le word-for examp le , CENTCOM ( U n ited States Central
Command) , D H EC (Department of Health and Environmenta l Control ) , HAZMAT {hazardous mate ria l ) , NATO (North
Atlant ic Treaty Organ ization ) , and NOAA (Nat ional Ocean ic and Atmospheric Adm in istration) .
Another type o f abbreviat ion very common ly cal led an acronym is more strictly an " i n i t ia l ism" : an abbreviat ion formed
from the i n it ia l l etters of a compoun d term and p ronounced as a series of letters-CDC (Centers for D isease Control ) ,
FB I (Federa l Bu reau o f I nvestigation ) , O M B (Office o f Management and Budget) , and so on .
Many writers are unde r t he false impression that a l l t he words represented by t he letters i n i n i t ia l i sms-or acronyms
should be cap ita l ized s imp ly because the acronym itself i s rendered i n cap ita l l etters . That is , they wrong ly be l ieve that
s imply because a particu la r phrase is common ly represented by an acronym, the phrase i tself is a p roper name and
therefore must be cap i ta l ized .
The fact i s , of course, that the letters i n some acro nyms certa i n ly do stand for p roper names: N BA wou l d be rendered
as "Nat ional Basketba l l Association , " GM as "Genera l Motors , " MSC as "Montessori School of Columb ia , " a n d so on .
However, it is a lso a fact that many acronyms do not stand for proper nouns and thus a re never to be cap i ta l ized to be
i n their written-out forms. The acronym ATM , for example , i s rendered as "automatic tel le r mach ine , " CD as "compact
d isc" or "certificate of deposi t , " P I as "private i nvestigator, " APB as "a l l -po in ts bu l l eti n , " U H F as "u ltra-h igh frequency , "
and so on . L i kewise , i n sentence 3 i n the open i ng exercise , the phrase "frequently asked quest ions" i n the write-out for
the acronym FAQ shou ld not be cap ita l ized .
And one fina l note : it is a lso true that even some acronyms themselves are not cap i ta l ized : mph ("m i les per hou r" ) ,
rpm ("revolut ions pe r m i nute") , and cc ("cub ic cent imeter" ) , for examp le .
Test Yourself
Wh ich lowercased words in the fol lowin g sentences need to be cap ita l ized? Wh ich cap ita l ized words should be
l owercased?
1 . Cleve land Davis has been appointed Cha i rperson of the G rand Strand Area Transportation Counc i l .
2 . A rev ised School D istr ict d ress code w i l l b e implemented wi th the start of a new academic year.
3. The Department hopes to h i re a new Adm i n istrative Ass istant in January and an Assistant Professor of Eng l ish
to start teach i ng i n the Fal l semester .
4 . Dur ing September , the State Department of Educat ion conducted e ight Reg iona l Workshops for K-1 2 Schoo l
Coun selors .
5 . Each November , emp loyees are asked to make decis ions about the i r Benefits Plan in consu l tat ion with Jan e
Doe , t he D irector o f t h e company's Emp loyee Benefits P rogram .
Page 3 of 4
>J"ASJE News, Winter 2009
Answers
1 . Cleve land Davis has been appo inted chairperson of the Grand Strand Area Transportation Counci l .
2 . A revised schoo l d istrict d ress code wi l l b e imp lemented with the start o f a new academic year .
3 . The d epartm ent hopes to h ire a new adm i nistrative assistant i n January and an assistant p rofesso r of
Eng l ish to start teach ing i n the fa l l semester.
4 . Dur ing September, the State Department of Educat ion conducted e ight regi onal workshops for K-1 2 school
counselors .
5 . Each N ovember, emp loyees are asked to make decis ions about the i r benefits p l an i n consu ltation with Jane
Doe, t he d i rector of t he e m p l oyee benefits p rogram . [Al l o f these boldfaced words are used i n thei r generic
sense . I f we had written , i nstead , " in consu l tat ion with D i rector Jane Doe ," her t i t le wou l d correct ly be
capita l ized . And if we had referred to the actua l t i t le of her office , as in "D i rector Jane Doe of the Office of
Personne l Benefits , " then those words shou ld be cap i ta l ized as wel l . ]
9> 2009 Get I t Write . Pu rchase ou r book of wri t ing t ips at http://www.getitwriteonline.com/choice.htm (ava i lab le on
�D-ROM) . S ubscribe to receive our month ly writ i ng t ips v ia e-ma i l at http://www.getitwriteonline.com/Signup.cfm.
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Copyright 1999-2009, National Association of State Judicial Educators
Contact Web Developer
This Website is updated quarterly by NASJE.
The opinions expressed herein do not necessarily reflect the views of the National Association of State Judicial Educators.
Page 4 of 4
NAS JE News, Winter 2009
NASJENews Quarterly /: l i (:' \ i; h: l' ! y -5
Index I News I Resources I Features I Manager's Br iefcase I C o m m en t s ?
Features
Six Questions for Every State Judicial Educator by Sam Van Pelt
Repri nted from NASJE News (vol . 4, n o . 3, S u m m e r 1 989)
Read th is art icle : PDF
Return to Top
Fea t u res
• M o v i es i n J ud i c i a l B r a n c h E d ucat io n
S e s s i o n s
• T hi a g i G a m e Letter
• G e t I t Write - P os sessives v s .
Att r i b u t i v e N o u n s
• G e t I t Wr i te - S i g n i n g You r H o l id a y
G re et i n gs
• G e t I t Wr ite - C a p i t al izati o n : P r op e r v s .
C o m m o n N o u n s a n d Adj ectives
• B l as t from t h e P as t - Six Q uestio n s for
E v e ry State J u d i c i a l E d u ca t o r
Copyright 1999-2009, National Association o f State Judicial Educators
Contact Web Developer
This Website is updated quarterly by NASJE.
The opinions expressed herein do not necessarily reflect the views of the National Association of State Judicial Educators.
I I / _ - - - - - ' - - _ _ _ _ _ 1 _ ..._..._ _ _ J\ r\ A 1 1£\"'"t _co _ _ .L.,. _ __ _ _ r\ A __ ,_ __
Page 1 of l
Six Questions for Every State Judicial Educator
A I though there are many unanswered questions in judicial
education, six basic questions must be answered by each state judicial education program to ensure its effectiveness and continuation.
I. Should the American Bar Associa· lion or Similar Standards on Judicial Education Be Adopted?
The adoption of the ABA or similar standards may answer the five remaining questions. Each educator should first detennine if any standards exist in his or her jurisdiction and the extent to which the ABA standards have been adopted either expressly or in practice. Each educator or NASJE should collectively analyze the ABA standards to determine whether they were rationally considered and adopted, as well as the extent to which they meet today's educational needs.
II. Should Judicial Education Be Mandatory or Voluntary?
Before implementing any programs, the question of mandatory versus voluntary education must be considered. It will affect decisions on such subquestions as whether all classes of judges should be educated together or separately, the depth and level of training, and whether certain judges should be targeted for additional education.
If training is to be mandatory, should only minimum requirements be mandated for all judges, or should additional requirements be mandated for less--competent judges? Classification of judges for additional education will be strongly resisted by most judges and by aU those determined to be in need of the same. This is interrelated with
Sam Van Pelt is the former director of the Nebraska Judicial CoUege-ED ·
by Sam Van Pelt
the problem of evaluating the e!fectiveness of training, discussed under question VI.
If any training is to be mandatory, compliance and enforcement must be considered. This can be achieved either by an honor system, by various levels of attendance taking, or by testing. Attendance taking or testing will be resented by many judges, particularly if implemented by nonjudge court administrator staff. Compliance and enforcement might be better accepted from fellow judges, especially from higher level appellate JUdges.
IH. What Entities or Combination Thereof Should Have the Ultimate Authority over Judicial Education?
Judicial education throughout the country is usually under the control of the state supreme court, the state court administrator, a judicial institute, or education committee consisting of a representative board of directors, the state bar association, local law schools, fudges' assoda· tions, each individual judge with no outside assistance, or a combination of the above. In most states, it is under the control of the supreme court and the state court administrator. However, the larger and more successful programs are more independent and removed from the state supreme court.
The S]I-funded Judicial Education Network has completed a survey of the structure of judicial education throughout the country. The information should be helpful in analyzing trends as well as the type of structure used in the states that have the more effective judicial education programs. (Information from the survey may be obtained by writing Geoff Gallas at the National Center for State Courts, 300 Newport Ave., Williamsburg, VA 23187-8798.) Any change from one structure to another may be resisted for
6
political reasons, as persons and organizations presently having authority over judicial education may resent and oppose relinquishing or losing control.
IV. Should Judicial Education Programs Be Presented by Local .
Facultv, by Paclaz�ed Programs Purchase/from Outside Individuals or National Providers, by Sending Judges out of State to National Provider Programs, or by a Combination of These?
The answer to this question will be influenced by economic and budgetary considerations. Few. states can afford to send all judges to national provider programs for education needs. The success of local programs depends upon the willingness of local judges to take time from their dockets to asSUJ1\e responsibility for program organization and presentation, as well as ongoing faculty development� .
V. If Out-of-State Training Is to Be Utilizea, Should Everyone Be Allowed to Attend as Often as They Wish, Or Should Some Priority Be Established?
Unless a jurisdiction has an · ·
unlimited judicial education budget, some prioritization will need to be established for out-of-state trai�ing. Most jurisdictions give first priOrity to new judges. Thereafter, priority is often given to judges who have been less-frequent attenders. Priority might be given to the best communi· cators, requiring them to impart the knowledge gained to other judges upon their return.
Priority might also be given to judges who are in special need of education, as previously discussed under question II. .If priority is to be given to such judges, great care must be given in making'that determination to minimize resentment and embarrassment. Possibilities would
continued on page ten
\ \
Six questions, continued
include testing, bar associations, polls, peer reviews, election results, appellate affirmance and reversal rates, or a combination of the above.
VI. How Should the Effectiveness of Training Be EWlluated?
The goal of all judicial education should be more competent and selfsatisfied judges, thereby enhancing the quality of justice delivered to the citizenzy, within reasonable budgetazy limitations. Therefore, both cost and substantive effectiveness must be monitored and assessed. The same criteria used in evaluating those judges who are in need of additional education should be Considered in determining effectiveness of aU educational programs. Evaluation forms should be completed by all judges attending all types of training. NASJE has published a survey of evaluation forms, which should be helpful to all educators.
The above questions and subquestions warrant vezy careful thought, not only by judicial educators but also by those persons and political entities having the ultimate authority over judicial education. •
�ASJE News, Winter 2009
NASJENews Quarterly /: ( 1 i 1 th e !:' f u r , fn c e ; v - 5
I ndex I News I Reso urces I Features I Manage r's B riefcase I Comments?
Manager's Briefcase
H ey , What's New in Managing Change? Part 1 of 2 by Dr. Rob Snyder, Executive Director of the Metropolitan Education and Training Center in Burlington, Kentucky
Every coup le of years , P rosci Research (of Love lan d , CO, www.change-management.com) conducts a major study
of best pract ices in manag ing organ izat iona l change . There are usua l ly several hund red compan ies from dozens of
cou ntr ies that part ic ipate . Actua l ly , 426 compan ies (42% from the U . S . ) and 59 cou ntr ies were represented th is t ime
aroun d . The resu l ts are a lways i nterestin g , and yet never surpr is i ng . I t's c lear that : 1 ) "worst p ract ices" are read i ly and
rel iab ly ident ified , and 2 ) those worst practices cont inue to be read i ly and rel iab ly imp lemented . Bottom l ine : We know
what not to do , but we keep do ing i t .
Here's an examp le : The No. 1 method for d eal i ng wi th res istance to change? Same o ld , same o ld : I gnor ing it and
expect ing it to go away on i ts own . But , that tact ic run s hand- in-hand w i th some other, o ld "rel iab les . " I nc luded here
wou l d be not working hard enough to understand the real concerns of res isters , not gett ing input from those affected
unt i l everyth ing is p retty wel l cast in stone , and the ever-popu lar , "h id i ng beh ind" the knowledge that the change is the
right th ing to d o whether people accept i t or not .
Furthermore, it 's comfort i ng to know that change is st i l l least l i ke ly to be successfu l i n organ izat ions where :
• trust i n management is low and i nterdepartmental commun icat ion is weak , and
• there is a h istory of unsuccessfu l change efforts i n the past.
�t the other end of the con ti n uum , there hasn't been m uch change i n best practices either . The big fou r cont in u e to be :
1 . Sponsorsh i p by wel l- regarded sen ior executives , who v is ib ly and cons istent ly support the change . No m ixed
s igna ls { l i ke , "the change is a pr iority but so is quarterly revenue g rowth and reduc ing absenteeism") a l l owed .
As always , these sponsors need to be knowledgeable about the change , model i t , a nd keep rem ind i ng people -
throug h d i rect comm u n icat ions - how the change fits with the company's v is ion and miss ion .
2 . Frequent , open , TWO-WAY commun icat ion with an emphas is on exact ly how the organ izat ion AN D specific
g roups AND specifi c i nd ividua ls w i l l be affected AN D on the cost of not chang ing .
3 . Ded icated resources a n d staff.
4 . Mean i ngfu l emp loyee/customer part ic ipat ion i n a l l phases o f the change .
Here's the m ajor newcomer:
5 . Among the most successfu l organ izat iona l change projects , the percentage that use a forma l , step-wise change
management model to p lan the change and to orchestrate i nd iv idua l act iv it ies i ncreased from 34% to 58% over
the last five years . (John Kotter's E igh t Steps to Successfu l Change wou l d be an example of such a mod e l . Part
2 of th is art ic le w i l l p rovide more i nformation about th is . )
Here a re some other assorted P rosci find i ngs :
Best p erformance b y a n obstacle - and the nominees are :
• Confl i ct o f i n te rest b y part ic ipat ing managers ( i . e . , the i r performance goals are not a l ig ned with t h e goals o f the
change undertaken ) .
• Competit ion for resources between t he p lanned change and other important p rojects .
Page 1 of 2
-.JAS JE News, Winter 2009
• Key sponsor l eaves or i s rep laced - or catches a bad case of waver ing commitment .
• Sen ior management dumps the project on the change management team and then d isappears .
• "Change saturation , " o r employees bei ng s imp ly worn o u t by dea l i ng with s o many changes . Best two p ractices
for dea l i ng with satu ration : ( 1 ) E l im inate as many lower pr iority p rojects as poss ib le , and (2) "chu n k" the change
project i n to segments or phases so that people can see/fee l that someth i ng i s "done" - mean ing comp leted .
UNCOMMON practices of (various) organizations with a great track record of successful changes:
• Create a permanent change management team , with rol l i ng terms of office.
• Develop change management as an organ izat ional core competency .
• Organ ize recurring p rograms that study successfu l and unsuccessfu l changes i n other compan ies .
• Use a common model for a l l major changes th roug hout the organ ization .
• Have a l i ne item i n the budget every year to support change p rojects .
• Create a "change cl i mate , " i n wh ich change i s seen as the norm , not as a temporal project .
Most often o verlooked/underused tactic for finding out what people are really thinking:
• I mp lementation of a secure, confident ia l means for employees to provide anonymous i nput .
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