Description: The article presents specific operational guidelines when managers and staff are having difficult conversations. The article reviews half a dozen "popular" guidelines but shows that they are not specific. The article then in two layers presents specific operational guidelines. First the article based on a commonality of principles of email etiquette and Jewish Speech Laws reviews five guidelines for ordinary conversations: focus on events vs. people, focus on fixes vs. blames, being holistic (acknowledge any good done), be operational (indicate outcome and how to accomplish it), and use of tentative tone. The article concludes by adding three specific guidelines for difficult conversations: shared-self-evaluation, skillful use of breaks when emotions flair, and use of open-ended lead-on questions coupled with continuous empathy and offers of collaborative support.

Description: In this article, we aim to outline the advantages of smaller programs and gather opinions on the challenges these programs face in their efforts to emphasize these strengths. For our purposes, we define small actuarial programs as those with a relatively low student enrollment count. The following are three key advantages of small programs, which are similar to those of small colleges:(a) Enhanced benefits from small class size; (b) Adaptable curriculum; (c) Increased opportunities for each student. A variety of similar other issues are also discussed with recommendations, challenges, and invitations for further dialogue.

Description: The article describes principles for optimal sub-tasking of a project goal. Two experiments each one comparing different approaches are presented. A summary of principles for optimal goal setting presents seven key points: i)levels of outcome goals should be recognizable and lack ambiguity; ii) each subtask should be atomic, i.e. not be capable of being broken up into further subtasks, iii) the subtasks should be uniform, lacking ambiguity, so that any new trainee could master it without the need for further guidance; iv) each subtask should be attainable in a reasonable amount of time; v) mentor feedback should be provided during the initial stages of learning or training; vi) upon mastery of each subtask trainees should be encouraged to maximize their overall score; vii) after mastery of individual subtasks, while attempting to maximize scores, trainees should be provided with a mixture of easy, intermediate, and difficult tasks.

Description: A project approached correctly has a higher chance of succeeding and being more efficient. Goal-setting is one key to a successful project. In this lecture we give a more detailed description of good goal setting and avoid ambiguous catchy terms.

Description: This article studies the syllabus as a dynamic, interactive teaching tool that informs and is informed by both solutions of complex course problems and student difficulties with these problems.

Description: It is well established that empowerment of staff is a critical leadership trait. But what are the metrics to recognize that you have achieved it? What steps enable this achievement? Which psychological attributes explain its efficacy?This article proposes to answer these questions through a multi-disciplinary examination of empowerment in the context of three leadership domains.

Description: This article studies several pedagogical uses of tables, particularly as they apply to actuarial teaching.

Description: The webcast addresses the four stages of effective leadership, and the three main drivers of effective leadership. It provides several metrics for assessment. Use of these ideas allows any leader in a leader-subordinate situation to raise the level of the subordinate to mastery level. The material in the discussion is based on an article in Stepping Stones (Sep 2023), "Are you an Empowering Leader", by Russell Jay Hendel.

Description: Article presents the basic terminology and theory of attribution theory, the theory explaining the causes that people attribute their successes and failures to. The article reviews i) typical attributions(e.g. effort, luck), ii) dimensions of attribution (controllability, stability), iii) useful and non-useful attributions, and iv) attribution retraining and v) other aspects of the theory (such as accompanying emotions)