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The purpose of this study is to describe the systematic process in developing an interpersonal communication material for the prevention and control of noncommunicable diseases (NCDs) in the City of Manila, Philippines.

The systematic process in the development of an interpersonal communication material is presented. The seven steps in the process included mapping of available health communication materials, needs identification, development of the material, pretesting, finalization, printing/production and orientation on the use of the material.

The process followed an iterative, multistakeholder approach in order to ensure that all important insights are obtained and that the final material is contextualized, easily communicated and culturally appropriate. It is important to consider context and culture on top of the methodology in order to ensure development of appropriate interpersonal communication material. It is also important that the experience of the primary health-care workers on the use of the interpersonal communication material is properly documented for future reference, through both quantitative and qualitative evaluations.

The seven-step systematic process utilized can be used as a model in developing health communication materials in the field of health promotion and education.

Innovation originally meant ‘change’ or ‘renewal’. Over time, it became associated with creating new products, methods, materials, markets, and forms of organisation. Today, in everyday language, innovation is used as a much broader term that encompasses non-materialistic, non-economical ideas such as social, educational, philosophical, political, environmental, or spiritual innovations. What makes something innovative is subjective and depends not only on the perceived novelty of the content but also on the co-constructed meaning of what is possible or what it changes in our lives. Therefore, innovation leaders must also become experts in co-constructing meanings with their teams. In this chapter, a structured solution-focused framework will be introduced with the intent to support innovative teams in maintaining effective team dialogue, foster more innovative team collaboration, better innovations, or an improved innovation process. In fostering an interactive and dynamic team process, solution-focused leaders engage in deliberate interactions that often initiate a positive dynamic leading into an even more innovative future.

This study aims to analyse student and teaching staff views on how higher education (HE) can contribute to sustainable development, and to provide examples of how a medical university has adopted the sustainable development goals (SDGs) as part of its institutional strategies and practises.

The study is based on participant views from a conference, which aimed to identify actions needed for HE to contribute to the SDGs. More than 500 students, teachers and academic leaders participated at workshops to discuss and reflect on the role of higher education institutions (HEIs) in sustainable development. The discussion key points were recorded on flipcharts, and the analysis builds on all written statements from the nine workshops. Based on the findings from the workshop, steering documents and activities of a medical university were identified as examples of implementation.

Two overarching interdependent themes were identified and indicated a need to rethink the role not only of HE per se but also that of HEIs at large, to meet the challenges of sustainable development. The study also provides an example of how such organizational change can be practically implemented at a medical university, through the establishment of overarching institutional strategies, funding opportunities and external collaborations.

The findings reflect a “bottom-up” call from students and educational staff for HEIs to step up and contribute to systems change – both through a change in pedagogies, as well as through an institution-wide approach and a shift in the role of HEIs in society.

The study is unique in providing an exemplar of the implementation of sustainable development in HE at a specific medical university.

Nominal Group Technique (NGT) minimises many problems associated with conventional interactive group problem solving; however, its verbal inputting feature is unnecessarily limiting. By utilising cards, the Improved Nominal Group Technique (INGT) assures contributor anonymity, adds productive pre‐meeting activity and removes NGT′s inputting‐transcribing bottleneck. INGT is appropriate for identifying and evaluating options, positions or problems, solving a problem, and for reviewing and refining written proposals or other documents.

Looks at the reasons and requirements for effectively planning and managing the implementation of TQM. Examines controlling the resulting rate of change in the organization to ensure that expectations for performance improvement are achieved. Presents instructions for running an employee training session, including sample exercises.

A monograph which takes the form of a training manual. It begins with Induction: getting to know each other, finding out what each trainee wants to know and establishing skills levels, expectations, and the usefulness of working in a group. Six independent units follow: Job‐hunting Skills; Options; How to Apply for Jobs; Interview Techniques: Enterprise; and Voluntary Work. These last two emphasise that there are alternatives to employment. Each section first presents the unit \em\ a framework for working sessions with ideas for content and group techniques for delivery. This is supported by Instructor′s Notes for use as handouts and worksheets with the unit; as part of a self‐help manual; or for the guidance of instructors and material for working sessions. The Notes include quizzes, worksheets, assessment forms and examples of CV and application form formats.

The Appreciative Inquiry (AI) Summit methodology is a powerful organizational development tool for unleashing the generative capacity of human systems. When an AI Summit is executed seamlessly, the design and planning appears almost effortless. As we have learned, however, there are many nuances to this powerful tool and attention to detail is vital to delivering a successful Summit. This chapter offers a practical guide to designing and implementing an AI Summit in any organization. The chapter addresses many of the pragmatic issues that emerge when designing a summit and offers insight on how to best prepare an organization for what needs to happen during pre-summit preparations to ensure a strong focus on desired outcomes and advancing post-summit momentum.

A Confrontation of Mindsets: French Retailers Operating in Poland traces the history of French retailers setting up operations in Poland in the mid 90s. The case, however, is set in 2006 when a top retailing executive recalls the important watershed period of 1996-97 when the expatriate managers in charge of setting up the first hypermarkets encountered great difficulties with their new Polish recruits. The managers were not succeeding in transferring the practices and routines that were an essential part of their business model on the home market in France: their Polish employees displayed work attitudes that were the contrary of the initiative and responsibility for enlarged jobs that characterized employees back home. This situation called into question the very viability of their business model in Poland. The case poses very clearly the question of what actions the expatriate managers should decide to take to ensure the store launchings in Poland and future growth. The issues raised concern global versus multi-domestic internationalization strategies, business models, paradigms, corporate culture, management of expats, knowledge transfer and the link between strategic implementation and organizational behavior.

The bedstead framework, as presented in this article was created as a result of helping a fellow trainer. He was running an appraisal training course and had a problem in helping the delegates clarify standards of performance. One of us was using a flipchart to show him how standards can be seen to surround a task in a time relationship, when the other appeared on the scene and put some structure into the idea by separating the various standards with lines. Haying done this, we re‐drew the lines by themselves and this in turn prompted the comparison to a bedstead. Regardless of the fact that neither of us can now see anything much like a bedstead in the shape, it has remained, and always will be, the bedstead to us.

The average manager in the UK receives about five days’ training a year. Some 22 percent of managers get no training at all. But the experience of Granada plc reveals that the challenge of learning at work is well within the grasp of any organization. Granada HR and training representatives held a one‐day session to “flipchart” the opportunities for learning that existed inside the organization. This led to the creation of a “dynamic curriculum” for executive development, which enables the company’s managers to combine accredited learning and work.