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The purpose of this paper is to examine how one of Dale Carnegie's historically best selling self‐help books, How to Stop Worrying and Start Living, resonates with the contemporary conceptualization of psychological capital (PsyCap).

The authors use a narrative historical interpretation to analyze Dale Carnegie's book How to Stop Worrying and Start Living. Initially, two of the co‐authors independently identified passages mirroring each of the four PsyCap capacities, while in the final stage a consensus on the interpretation was reached with the remaining co‐authors.

The components of the PsyCap construct resonate well with the prescriptions that Carnegie narrated and outlined in his best selling book How to Stop Worrying and Start Living.

The findings of this study should be interpreted with a recognition that an alternative critical approach to narrative analysis could have been conducted based on the narrative logic of social power structure.

This paper is unique in placing an emphasis on the insights researchers and practitioners alike can gain by re‐evaluating the self‐help books from the past.

Science has become a powerful tool for examining our bodies, our environment, and our universe. In fact, we have adopted science as the technique of choice for examining most phenomena. The intent of this manuscript is to critique the role of science as it pertains to investigating social phenomena, i.e. entrepreneurship, and offer a highly unique twist on the discourse. An overview of historical scientific results leads into the introduction of a Social Periodic Table. The conclusion is that science is quite often the improper tool to use in order to capture the essence of entrepreneurial phenomena. Some suggestions are offered for future research perspectives. The paper does not rehash the science debate from the 1980s marketing literature.

This paper aims to examine a management‐training program that helped to integrate different cultures, values, operating systems and approaches after the merger of Odeon and United Cinemas International.

The paper draws on information from Odeon and from the training consultancy involved in the program, Dale Carnegie.

The paper details the intense, two‐day immersion program, named Redefining Leadership. Around 100 managers went through the program over three months. Significant changes in performance and behavior have been witnessed.

The paper reveals that managers now hold each other more accountable in meetings. They know how things should be done. If standards slip, they flag it up to each other and give praise when things are going well. Managers recognize and celebrate success within their teams and the business as a whole. The way in which they lead, inspire and manage performance has improved.

The paper describes a program that has improved performance and instilled a more professional and consistent approach to leadership.

Since the notion of “management style” can be defined in different ways, I need to make clear at the outset how I propose to use it. It is sometimes meant to refer to no more than the manager's personal mode of behaviour—to the ways in which he conducts his immediate social relations with colleagues and subordinates. How does he give orders, seek advice, bestow praise or blame? There is an abundance of literature devoted to what might be called the tactics of face‐to‐face relationships. Much of it is hardly above the level of Dale Carnegie's How to Win Friends and Influence People, but some provide insight that is valuable for anyone involved in leadership and authority relations. I shall, however, refer to it only in passing, not because I want to disparage it, but because I want to use the notion of management style in the much broader sense of an over‐all strategy for organisational design. Under this usage, style refers to management in one of its most fundamental dimensions—namely its responsibility for the design and mode of functioning of the organisation through which management hopes to achieve its purposes.

In my years as a student of Mary Morgan and later as her junior peer, I observed that one concept prompted her to react with caution and skepticism. That common notion was “influence.” In this chapter, I follow her cues to ask what are the legitimate grounds for claims of influence in historical explanation. Morgan’s writings have made us aware that the story of social science cannot be captured in simple reckonings of influence, and that long chains of actions are required to seat an idea in the mind, and longer still to set it to paper. My contribution to problematizing influence is to list the pitfalls of its uncritical use but also, once suitably redefined, its potential contribution to analysis. To illustrate my claims, I propose a test case, to study the “influence of Mary Morgan.”

Many reports both from academics and non‐academics in recent years point to the fact that over 75 per cent of a person’s success on a job is based not on technical expertise and knowledge of the subject‐matter but rather on the knowledge of human relations, including personal communication, which like any other topic, must be learned and practised. Unfortunately, most schools and universities do not take this important subject seriously. The major elements of areas to be covered in such a course are discussed in this paper.

The purpose of this case study is to emphasize the effectiveness of coaching as an instrument to drive transfer of training of behavioral skills disseminated during training programs back at the workplace.

Insights were collected through qualitative semi-structured in-depth interviews with learners, followed by a thematic analysis of the interview transcripts.

The findings of this study revealed promising results with the use of coaching as a medium to facilitate workplace training transfer for learners. The learners also informed a positive experience on account of “personalized touch” experienced during the course of coaching sessions for posttraining application of skills and knowledge.

This study offers incisive information in the domain of training transfer through the effective use of workplace coaching in a posttraining environment.

Coaching as a training transfer tool has the ability to provide the necessary impetus to application of behavioral trainings across organizations and institutions, thus encouraging learners to implement what they learn during trainings.

This study is novel on account of its applicability in ensuring successful learning transfer through coaching. The insights from this study have replicability in diverse industries and have the potential to deliver superior results in organizational training transfer.

The purpose of this case study is to highlight the role of feedforward as a potential tool for managers in encouraging coworkers and subordinates to excel at their workplace performance.

Insights were captured through real-time observations made during three feedforward sessions conducted at regular intervals during the course of a six-month training intervention. Semi-structured interviews were also conducted with participants to gather individual perspectives.

The findings of the study showed positive results in feedforward as a mechanism to strengthen employee performance at the workplace. Participants also reported deeper involvement in the feedforward process as compared to the conventional feedback method.

The study has wider practical implications in the corporate world, as it provides managers with a practical tool to mentor subordinates and coworkers toward on-the-job performance. Feedforward is easy to apply and forward-looking in its approach.

Feedforward has applications in corporate environments as well as families, associations, and academic institutions. It offers immense value by fostering a climate of social support and mutual co-operation.

The feedforward exercise mentioned in the study is relevant on account of its applicability in various organizations across industries. It provides managers with an opportunity to receive and share insightful suggestions with coworkers in an open and transparent environment.

Illustrates how a training initiative for general and regional managers at cinema chain UCI has helped to reduce its staff‐turnover rate from 120 per cent a year to one of the lowest in the industry, saving around £500,000 in recruitment and training costs.

Presents information gathered from an interview with the UCI human‐resources manager. Describes the design, delivery and outcomes of the training initiative.

Demonstrates that the training provided an unrivalled opportunity for general managers to spend quality time together, learning from each other as well as from the trainer. Satisfaction rating for the courses was 100 percent. Some 87 percent of participants stated that the training had exceeded their expectations, and 70 percent commented that the training had been made available to them just in time for their development needs. More than 80 percent of general managers said they had “become different” in their approach to managing others, while 45 percent said that other UCI employees had commented on a change in their behavior.

Highlights the factors that contributed to the success of the training initiative, and the positive outcomes on company and individual performance.

Contains much to interest human‐resource managers in the leisure industry who are contemplating the introduction of a management‐development initiative.