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Discusses value‐based management and how it has worked at Fletcher Challenge, a paper, building, energy, and solid wood plantation forestry operator in New Zealand. States Fletcher Challenge is not a backwater organization, far from it, as its issue of targeted shares in corporate finance have shown. Posits also that, at Fletcher Challenge, the focus is on creating value for shareholders and throughout the group. Provides a large question and answer piece with Fletcher Challenge chief executive Michael Andrews, in which much many financial areas around value‐based management and EVA are discussed.

In this chapter, we outline an approach to structuring a collaborative self-study that supports the sharing of individual experiences in a way that enables collective analysis and personal reflection. We share examples of how this approach enabled eight Brazilian teacher-researchers to work collectively to investigate their own social justice pedagogies. To do so, we used a four-phase process. First, each coauthor identified and wrote about a critical incident from their teaching that they shared electronically. In the second phase, We used email to comment on each other’s written pieces. Email exchanges scaffolded reflection. In the third phase, each person analyzed the comments and presented them back to everyone at a group meeting. Finally, through discussion, the group identified the recurring themes that permeated the different critical situations. The chapter provides a methodological overview based on our empirical work about teaching themes which are entangled with socially just PETE (Physical Education Teacher Education). We have found that being a teacher-researcher has some commonalities related to criticality whether one is teaching in K-12 schools or higher education.

Engaging in international business (IB) is a particular challenge to small and medium-sized companies (SMEs), representing a condition to ensure growth and longevity. Due to their limitations of tangible resources, these companies make use of their levels of knowledge and capabilities to reach new markets. This study seeks to ascertain the role, the typologies of the knowledge and capabilities required for access to IB, and how benefits may arise for SMEs from their international experience.

To achieve these objectives, the authors ground the insights on a qualitative study that gathered data from ten semi-structured interviews with leading entrepreneurs engaged in IB. The data were analysed resorting to the QSR Nvivo software.

The results demonstrate how (1) knowledge and the development of dynamic capabilities all represent determinant facets to engaging in IB and that (2) the knowledge and learning capabilities acquired and developed in IB context also result in positive returns in domestic markets.

Despite the rising of IB studies, the interaction between knowledge and capabilities from the perspective of accessing international markets has not received attention enough from scholars. The authors argue that both constructs must act together to reach and maximize the IB of SMEs and provide evidence that engagement abroad brings several other advantages beyond economic returns.

As in many other countries, women are poorly represented at the highest levels of New Zealand organisations. This article discusses salient factors that emerged from a study of the decision‐making processes practised in the selection of chief executive officers (CEOs) in eight companies. The overall findings demonstrated informality, a lack of objective selection practices, and a reliance on networks for executive search. Specific additional factors impacting on women’s lack of advancement included: stereotyped views of CEOs based on masculine senior management cultures, homosocial reproduction and assessment based on traditional career models. Implied strategies for change include spotlighting any institutional sexism in selection by reviewing assessment practices. The article concludes by suggesting that working for “small wins” is likely to afford greater gains for women than attempting large‐scale change.

To date, managing intellectual capital has focussed on maximising possibilities to create knowledge, while minimising chances of losing knowledge. However, effective intellectual capital management should consider another dimension: orphan knowledge. Orphan knowledge relates to questions such as: Do organisations “unlearn” things or forget things and repeat past mistakes? Do some organisations unnecessarily duplicate equivalent activities within different areas of the organisation? If orphan knowledge exists, then organisations need to understand their potential for creating orphan knowledge. This paper defines orphan knowledge, and provides evidence of its potential by developing various scenarios and relating case‐study analysis from a sample of Australasian organisations. Indications are that even in organisations considered current “best practice” in managing intellectual capital, there is a medium to high potential for orphan knowledge to be created. Future research will determine whether different knowledge types, namely explicit versus tacit knowledge, have differing potentials for knowledge orphaning. Further research will consider the chief knowledge officer’s role in preventing and recovering organisation orphan knowledge.

The purpose of this paper is to investigate optimal resources to promote resilience in staff working in inpatient mental health services. The study also provides an example of card sorting methodology used as an efficient way to identify the most helpful resources for resilience.

In total, 25 clinical staff participated in the study. A preliminary focus group and brief literature search identified resources used in two tasks. Two card sorting tasks identified resources participants found helpful vs unhelpful and abundant vs scarce, and resources they would find valuable to use more often.

The results indicate that most resources helpful to resilience and available to staff were personal resources (relating to positive outlooks or ways of working), whereas resources valuable to resilience but scarce in the working environment were organisational resources (relating to management or social workplace culture). Resources found to not be valuable to resilience were largely personal tangible resources (e.g. smoking, massages).

The findings and method may be generalisable to other mental health services, giving insight into promoting resilience within individuals and organisations. This information could serve as guidelines to streamline the allocation of organisational resources to best promote resilience across various mental health settings.

Staff resilience to working in mental health services contributes to high-quality, sustainable patient care. This study provides further insight into how personal and organisational resources are both vital to resilience in staff working in highly challenging environments.

The purpose of this paper is to explore the school‐based learning mentoring of a senior teacher of English in Oman, who was conducting action research into her mentoring practices while engaged in part‐time in‐service language teacher education. The senior teacher realized teachers in her school found post‐lesson discussions in English with inspectors challenging and, using video‐stimulated recall, tried to help them become more reflective.

Qualitative case study research methodology: semi‐structured interviews provide insights into the senior teacher's perceptions of her own development and professional knowledge of reflective practice and mentoring. They also provide oral accounts of her action research, written accounts of which are provided by reflective writing. Audio‐recordings and transcripts of post‐lesson discussions, triangulated with classroom observation, provide evidence of mentoring practices.

The senior teacher developed creative and flexible solutions to the challenges she faced, in the process gaining confidence and assuming mentor identity. Various factors helped, including a supportive environment, the in‐service teacher education course and engagement with video‐stimulated recall.

Despite methodological limitations, including limited observational data and use of self‐report, there are implications for socio‐cultural contexts where English has a semi‐official role in mentoring discussions and where there are moves towards reflective models of teacher development.

Video‐stimulated recall may be a particularly effective tool for supporting learning mentoring in contexts where loyalty to the “in‐group” encourages sharing. To facilitate learning mentoring, the creation and maintenance of supportive environments appears crucial.

Learning mentors seeking fresh ideas, teacher educators and school managers will find this useful.

There is considerable literature about the impact of mentoring on the mentees but little is known about the effect of the mentoring relationship on the mentor. This paper aims to address that gap.

Interviews with 15 mentors and survey responses from 128 mentees are used to examine a formal mentoring programme. Most emphasis is on the perspective of the mentors, raising questions about how they view outcomes for themselves and their mentees, as well as the effects of mentoring on the workplace culture over time. Questions about the mentoring relationship, including gender differences, are analysed against the background of a decade‐long organisational change strategy.

Mentors report significant benefits for themselves and the mentee as well as the organisation itself as a result of their participation. The findings suggest that a long‐term mentoring programme for women has the potential to be an effective organisational change intervention. In particular, men involved in that programme increased their understanding and sensitivity regarding gendering processes in the workplace.

The importance of the impact of mentoring programmes on the mentors is an under‐investigated area. This study suggests that programme design, together with careful selection and targeting of mentors, enables mentoring to become a critical part of a culture change strategy.

The paper assists academics and practitioners to conceive of mentoring as a core element in an effective organisational change intervention. The innovation is to move mentoring away from assuming a deficit model of the mentee. As this programme shows, a focus on what needs to change in the dominant organisational culture, practices and values can lead to key players in the organisation becoming actively involved in the needed change process.

This paper examines the effect that the introduction of the FRS 9, the general disclosure standard in New Zealand, has on the level of disclosure of certain unspecified operating expenses. Generally, a low level of operating expense disclosure was found with no overall improvement recorded after the introduction of FRS 9. In many cases, companies did not disclose any unspecified operating expenses. Firm size and overseas listing/ownership appeared to be positively associated with the disclosure of unspecified operating expenses. Most companies did disclose the mandatory expenses monitored (depreciation, audit and directors' fees). Commentary is provided on the inadequacy of the discretionary aspects of accounting standards such as FRS 9, and the inadequacy of regulatory enforcement. Given the move to international harmonisation, and the level of disclosure seemingly at odds with international practice, the adoption and enforcement of International Accounting Standard 1 (IAS 1) would provide a simple solution.

In the March issue, John Wellens reviewed Roberts, White and Parker's study of THE CHARACTER‐TRAINING INDUSTRY. One of the statements in the book with which issue may be taken was that course organisers ‘proved rather ambivalent about having their schemes assessed by outsiders.’ In the first part of the following article, Peter Whitfield, a recent graduate from the MA course in Organisational Psychology at the University of Lancaster, presents some of the findings of just such an outside assessment of the Brathay Hall Month Course which was initiated at Brathay's request in 1973. The main findings of this specific assessment are at variance in many instances with the general conclusions drawn by the Roberts team, and a more detailed report is being prepared for publication elsewhere. In the second part, Chris Graham, Brathay's Development Tutor, reviews key issues determining current and future developments at the centre in the light of Peter Whitfield's work and in the context of Roberts, White and Parker's conclusions.