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This video case study exercise uses excerpts from the movie Patton and the HBO series Band of Brothers to juxtapose two military leaders (General George S. Patton and Lieutenant Dick Winters) as they face strikingly similar situations – each interacts with a subordinate experiencing “battle fatigue” (a.k.a. shell shock, PTSD) during the Second World War. Patton appears to lack emotional intelligence (EI) as he apparently loses control and strikes a soldier he believes is demonstrating cowardice. Winters, on the other hand, takes a much different approach when dealing with a subordinate in a similar situation. This case exercise is designed to augment assigned theoretical readings and increase student conceptual and practical insight into the construct of EI.

The analysis of film and biographies is based on historical figures.

The case is best used with undergraduates in management or leadership courses who may lack the contextual background to discuss certain aspects of leadership. Specifically, the case is designed to explore the elements that comprise EI as well as how EI may affect a leader’s effectiveness. The case study can also be used to challenge common conceptions of how EI may manifest and to discuss the potential “dark side” of EI.

This case study exercise centers on the concept of EI, with an emphasis on providing a robust understanding of the concept, including how context may come into play and how EI may have a “dark side.” The exercise could also be used to facilitate discussion of multiple topics normally covered in undergraduate management or leadership courses such as personality, perception and attribution, authentic leadership, toxic leadership, transformational leadership and motivation.

The best way to neutralize a competitor's strategic heart‐beat, said the great General George Smith Patton, is to change the rules of play.

Evidence from the USA/Australia suggests whole‐school interventions designed to increase social inclusion/engagement can reduce substance use. Completeness of implementation varies but contextual determinants have not been fully explored. Informed by previous interventions, the paper aims to examine these topics in an English pilot of the Healthy School Ethos intervention.

This intervention, like previous interventions, balanced standardization of inputs/process (external facilitator, manual, needs‐survey and staff‐training delivered over one year to enable schools to convene action‐teams) with local flexibility regarding actions to improve social inclusion. Evaluation was via a pilot trial comprising: baseline/follow‐up surveys with year‐7 students in two intervention/comparison schools; semi‐structured interviews with staff, students and facilitators; and observations.

The intervention was delivered as intended with components implemented as in the USA/Australian studies. The external facilitator enabled schools to convene an action‐team involving staff/students. Inputs were feasible and acceptable and enabled similar actions in both schools. Locally determined actions (e.g. peer‐mediators) were generally more feasible/acceptable than pre‐set actions (e.g. modified pastoral care). Implementation was facilitated where it built on aspects of schools' baseline ethos (e.g. a focus on engaging all students, formalized student participation in decisions) and where senior staff led actions. Student awareness of the intervention was high.

Key factors affecting feasibility were: flexibility to allow local innovation, but structure to ensure consistency; intervention aims resonating with at least some aspects of school baseline ethos; and involvement of staff with the capacity to deliver. The intervention should be refined and its health/educational outcomes evaluated.

Management means “getting things done effectively through people”. This implies the importance of leadership and people skills in management practice to achieve optimal results. Great managers usually succeed for a number of reasons. They usually possess nine common management practices. This paper aims to identify these common denominators in their character and management practice that define them.

Case examples are used to illustrate the application of those management practices. Successful managers from well‐known industry giants such as IBM, Nestle's, P&G, Apple, Loews', GE and PepsiCo are profiled to demonstrate how their success can be traced back to those practices.

The paper demonstrates that every manager can easily apply the nine management practices daily to achieve a successful outcome. While some of these traits appear to be personal habits, it is these simple management habits that influence subordinates to perform their best.

Most good managers are trained, not born. The nine personal practices identified in this paper can be easily adopted on a daily basis. With consistent practice, the nine personal traits help train managers to become more effective leaders in driving optimal performance and motivating subordinates to “get things done effectively”.

Approaches to the sociology of culture have largely been constituted around the long tradition of functionalism in sociology. This has hampered the field greatly. Among other shortcomings, this intellectual foundation has led to a limited understanding of ideology and civil society, a conservative political orientation and an overdeterministic view of social action and the actor. In this paper, I explore and then apply a new approach to the sociology of culture, one that attempts to conceptualize more robustly the dynamics of ideology, ideological conflict and civil society. As part of this project, I endeavor to map out a critical cultural perspective that establishes a multidimensional understanding of the contingency of social action.

The Godfather theory of management is a power and control model of leadership. Explains a process whereby leaders can move a dysfunctional and subversive organization into the realm of a quality organization. Although the theme of the article is based on the Godfather series of motion pictures, the reality of the management style focuses on principles of organizational behaviour. The author continually stresses that Godfather Management is transitional management and cannot sustain itself over an extended period of time. Provides a model to assist leaders in the retention, the selection, and the elimination of individuals within either the organizational structure or the leadership team. Discusses a systematic method for new leaders to initially assess the organizational culture and to make the changes necessary for long‐term success.