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The purpose of this paper is to share best practices of a global, frontline leadership development program.

Lake Forest Graduate School of Management worked with Hollister Incorporated to develop and deliver a program that provided consistent leadership growth for global frontline leaders of the organization. The program was supported by senior management in a number of ways to ensure success and commitment. Both live classroom and online elements ensured a program that maximized participants' time and transfer of learning. The Success Case Method was used to measure results and the value of the program for Hollister Incorporated. Best practices are identified to help others who want to embark on similar training for their frontline leaders.

The paper finds that: live, classroom‐based leadership development brings added value to organizations through informal learning and networking and strengthens culture; partnerships with colleges can ensure curriculum stays current and relevant as well as providing outside expert voice; virtual reinforcement ensures application of skills on the job; and measurement using the success case methodology provides quantitative and qualitative results, including 94 percent report behavioral change and improved cross‐functional and cross‐departmental awareness.

The reader of this paper is able to learn best practices established over five years of delivering frontline leadership development to a global audience.

Research shows that when funds are tight, the most effective use of training investment is on frontline workers and frontline managers. Some of the key frontline employees are customer service representatives, since they are often the go‐between for customers and the company. One large mutlinational organization achieved a competitive edge by developing a customer service representative certificate program in cooperation with a Graduate School of Management and training management organization. Results impacted both the customer and the financial bottom line. Descriptions of this multi‐day certificate program, as well as important lessons for creating successful initiatives, are highlighted.

The purpose of this paper is to help HSBC IT add greater value to the businesses that they support, create greater consistency throughout IT, and improve communications with business stakeholders.

The paper is based on research conducted by LFGSM on the needs of IT professionals, finalized by HSBC Advisory Committee.

The increase in the HTS organization's consulting expertise was identified as an added value to business partner relationships, and allowed the full institutionalization of the shared services model to be completed.

The paper provides a nice step up from other consulting courses offered. It is subject matter relevant – especially with the focus on relationship management.

The paper provides strategic insights and practical thinking that can have a broader social impact.

Nearly 70 percent continue to utilize most of the skills taught months after attending the Advanced Consulting Skills program.

Shares best practice from a global, front‐line leadership‐development program at medical‐supply manufacturer Hollister Incorporated.

Describes how Lake Forest Graduate School of Management worked with Hollister to develop and deliver the program, which provided consistent leadership growth for global front‐line leaders of the organization.

Finds that live, classroom‐based leadership development brought added value through informal learning and networking.

Reveals that 94 percent of participants reported that they acquired new knowledge and skills and changed their behavior as a result of the learning, while 84 percent reported that new management behaviors led to positive business results. The greatest improvements were in communication styles, performance management and coaching.

Details ways in which Hollister has been able to forge a single organizational culture at its sites across the world.

Highlights the value of the close involvement of senior managers in devising, monitoring and delivering the program.

Probleme des Plastizitätsthcorie (Problems of the Theory of Plasticity). By William Prager [Birkhäuser Verlag, Basel and Stuggart, Sf 12.50].

The work connects classic theories of selfing to the COVID-19 pandemic to make fresh connections between pandemic-induced trauma to the self and digital resources. This research introduces the concept of the “traumatized self” emerging from the COVID-19 pandemic in relation to digital disadvantage and digital hyperconnectivity. From Cooley’s original “looking glass self” to Wellman’s “hyperconnected” individualist self, social theories of identity work, and production of the self have a long and interdisciplinary history. In documenting this history, the discussion outlines key foci in the theorizing of the digital self by mapping how digital selfing and identity work have been treated from the inception of the internet to the epoch of the pandemic. The work charts the evolution of the digital selfing project from key theoretical perspectives, including postmodernism, symbolic interactionism, and dramaturgy. Putting these approaches in dialogue with the traumatized self, this research makes a novel contribution by introducing the concept of digitally differentiated trauma, which scholars can employ to better understand selfing processes in such circumstances and times.

A brief quality assessment exercise conducted among officers of Malaysia's Public Works Department (PWD) on outsourced quantity surveying services affirmed the view that the consultants' performance was generally unsatisfactory. The performance dimensions cover from preliminary estimates and cost plans to final accounts. The result of this purely academic exercise generated sufficient interest among top decision‐makers at PWD's Contract and Quantity Surveying Division to render quality improvement initiatives feasible. For a large public sector organisation usually afflicted with inertia, the changes that have taken place within such a short space of time are encouraging. What this case study points to is that given sufficient motivation, even a simple quality assessment exercise is able to prompt quality changes.

Post-secondary institutions are at a crossroads. Students from various marginalized communities are increasingly encountering hostile environments. Fortunately, historically Black colleges and universities (HBCUs) offer students safe spaces to deconstruct vital issues. However, they have struggled to keep pace with other colleges and universities committed to supporting LGBTQ students. As a result, LGBTQ students feel isolated and abandoned because of conservative ideas rooted in heteronormativity. This chapter will explore: (1) findings from a study that examined the perceptions and attitudes of undergraduate students from a public HBCU regarding the LGBTQ community; (2) how conservative tenets impacts LGBTQ students’ experiences; and (3) university support systems for LGBTQ students. In addition, the chapter includes recommendations and implications for HBCU administrators.

The differences that exist in manufacturer – distributor relationships across diverse markets and countries have been largely ignored in the marketing channels literature. A conceptual framework is built designed to explain how the initiation, implementation, and review of manufacturer – distributor relationships are likely to vary, based on whether such relationships take place in buyers′ markets in developed countries or in sellers′ markets in developing countries. Several cultural and structural dimensions of markets in developing countries also play an important role in the conceptual framework. A comparative channel systems approach is taken and a number of propositions are developed that require empirical testing in the future.