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Communication is becoming increasingly identified as a significant factor influencing the ability of the NHS to achieve high‐quality outcomes. Typically, organizations have tended to conceptualize communication as a process dealing with external relationships. Emphasizes the importance of both internal and external communications, and argues that the NHS now needs to integrate both these dimensions of the communication function. Proposes a strategic framework which suggests how this can be accomplished. Proposes and discusses a communications‐centred model of the management process in the light of this approach. This model integrates perspectives which have hitherto dichotomized management as either a science or an art. It also locates communication at the heart of effective management. Finally, suggests the NHS is uniquely well placed to provide data on the impact and costs of total communication programmes.

This case study examines the application of a known leadership theory, Transformational Leadership, within the student organization at a large U.S. university, during a time period when the organization was undergoing significant leadership turnover and impending dissolution of the club. By applying principles of Transformational Leadership, the organization’s President was able to foster a cohesive team of organization officers, to grow the organization membership population, and to achieve organization goals. As this phenomenon under study is highly context-dependent, the case study approach will better demonstrate the theory’s effects within these specific circumstances than will an esoteric, quantitative research approach. Let the findings from this case be an example for other student organizations and leadership teams to generate results with a leadership theory.

Organizational initiatives to address diversity, equity, inclusion, and belonging (DEIB) have multiplied with many different courses and training programs in the last three decades. Despite these efforts, some recent studies have pointed out that disadvantages among minoritized social groups continue to persist, and thus far, organizations have failed to address them. University graduate leadership programs are, at least theoretically, able to respond in a way that better prepares future formal and informal organizational leaders with the knowledge, skills, and dispositions needed to be inclusive individuals in the 21st century committed to social change and social justice. This study aimed to understand how some graduate programs were currently teaching DEIB issues; more specifically, to understand if universities implementing DEIB programs were using a critical lens in their program design and to assess if these programs were indeed intended to be transformative. The review of 40 graduate programs in the United States indicated that the majority of them view diversity training and the work of DEIB leadership as “managing diversity” to keep the status quo and for economic profit contributing to the commoditization and tokenism of people; there was no mention of power in terms of asymmetries but rather a legitimizing of the accumulation of power with the leader at the top; and, finally, except for five programs, there was little attention given to DEIB as a transformative project committed to social justice.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting‐edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

It's a cliché to say that something has been carried out with military precision. Yet this phrase perfectly emphasizes the important role efficiency plays in the successful execution of a task. Efficiency is particularly imperative where leadership is concerned. Just ask the US armed forces. It's clearly no coincidence that the military service allocates considerable resources to leadership development programs (LDPs).

The paper provides strategic insights and practical thinking that have influenced some of the world's leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to digest format.

Conducting relevant research is a cornerstone of good academic practice. However, considering academics and practitioners’ divergent paradigms and social systems, it is challenging to undertake impactful research. Indeed, the research–practice gap remains an essential issue in human resource management research. There have been several calls for translating research for dissemination, making it more societally relevant, and beginning conversations and activities that move beyond the confines of the academic context. In fact, research on talent management (TM) has been accused of lagging in offering organizations vision and direction. Understanding the perceived causes and potential solutions for relevant problems is a real need to successfully narrow the TM research–practice gap. Thus, the purpose of this chapter is to offer an in-depth discussion on the research–practice gap in TM. To do so, we first identify the critical dimensions of research relevance that will help us to ground our discussion regarding the applicability of current academic TM research. By doing this, we seek to understand better what is happening with TM research, which should then help provide insights into how its practical impact can be improved.

This article explicates the notion of using a “theoretical lens” to interpret research data, which has grown increasingly common in recent decades, often without a second thought about the implications of use of a mere metaphor in the pursuit of truth. Poets may not question that metaphors reveal truths, but should social scientists accept that?

It looks first at what theory means, then – and in greater detail – what the metaphor of a lens entails.

Drawing on the base analogy in optics, it identifies four mechanisms through which theory might act as a lens – adjustment, correction, distortion and augmentation-suppression, with examples based on theories of business strategy and organisation studies.

These four mechanisms involve two different ways of seeing – better and differently. With adjustment and correction see better what is, or perhaps what was. With distortion and especially augmentation-suppression, we see differently, which helps us imagine what might be, or what we might have overlooked. They help us escape narrow silos of thinking. Researchers and students alike need to be aware of all four lenses of theory and be ready to experiment.

It argues that if some theories try to help us see better, others push us to see differently, with implications for the practice and teaching of research methods.