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The basic information required by trainers who wish to use video to achieve training outcomes is presented for those who are not experts at video production, do not have the time or the interest to become expert, do not have, and do not wish to develop, expertise in electronics and do not have access to sufficient organisational resources to hire an expert. The essential information needed to make experiences with video as productive, creative and problem‐free as possible is included.

Posits that every enterprise must institutionalize its workplace learning systems and opportunities in such a way that it radiates what it has already achieved and from this moves on to realize its full potential – in short, the enterprise itself is the key. Examines in successive chapters: the individual manager and questioning insights (Q); the major systems which the enterprise uses to capture and structure its learning; a SWOT analysis of the enterprise′s total learning; action learning, its contribution to the achievement of enterprise growth, and the role of programmed knowledge (P); the Enterprise School of Management (ESM) as a phoenix of enlightenment and effectiveness rising from the ashes of traditional, less effective management training initiatives; and, finally, the practical realization of the action learning dream, as evidenced by emerging examples of successful and profitable implementation worldwide. Concludes with a selection of pertinent abstracts.

Research has shown mindfulness-based therapies to be an effective therapeutic intervention for a wide range of illnesses and disorders. However, little is known about how it may be helpful to individuals with addiction problems. The purpose of this paper is to evaluate by qualitative approach the impact of the newly introduced mindfulness-based relapse prevention programme (MBRP) programme on the TC to which it was introduced and to explore clients perception of and attitude to the programme. More specifically it aimed to examine how it may be helpful for individuals with substance abuse problems.

A qualitative approach was drew upon using both focus group methods and individual semi-structured interviews with clients of the TC to which it was introduced. Thematic analysis was performed on data collected.

Notwithstanding implementation issues, findings suggest MBRP to be a valuable and worthwhile programme with real perceived benefits.

Clients’ detoxing cited real perceived gains as a result of participating which has clear implications for a TC which offers methadone detoxification.

It is noted that MBRP research is in its infancy, and whilst a number of quantitative studies have been carried out, little qualitative research exists. If MBRP is to be considered an effective relapse prevention strategy, research must clarify the process underlying participant’s use of mindfulness in a drug-free setting.

BUSINESS SCHOOL GRAFFITI is a highly personal and revealing account of the first ten years (1965–1975) at Britain’s University Business Schools. The progress achieved is documented in a whimsical fashion that makes it highly readable. Gordon Wills has been on the inside throughout the decade and has played a leading role in two of the major Schools. Rather than presuming to present anything as pompous as a complete history of what has happened, he recalls his reactions to problems, issues and events as they confronted him and his colleagues. Lord Franks lit a fuse which set a score of Universities and even more Polytechnics alight. There was to be a bold attempt to produce the management talent that the pundits of the mid‐sixties so clearly felt was needed. Buildings, books, teachers who could teach it all, and students to listen and learn were all required for the boom to happen. The decade saw great progress, but also a rapid decline in the relevancy ethic. It saw a rapid withering of interest by many businessmen more accustomed to and certainly desirous of quick results. University Vice Chancellors, theologians and engineers all had to learn to live with the new and often wealthier if less scholarly faculty members who arrived on campus. The Research Councils had to decide how much cake to allow the Business Schools to eat. Most importantly, the author describes the process of search he went through as an individual in evolving a definition of his own subject and how it can best be forwarded in a University environment. It was a process that carried him from Technical College student in Slough to a position as one of the authorities on his subject today.

Discusses principles of equality and justice in order to justify affirmative action and clarify its need. Posits that in both the USA and South Africa, issues of segregation and discrimination are not new and both countries have had the opportunity to address their past policies by way of affirmative action programmes. Looks at what determined the denouncement of the affirmative action in the USA and why the answer to this question may have a great impact on South Africa’s attempt to improve its own affirmative action programmes. Concludes that, although 30 years of affirmative action was deemed unconstitutional, how can South Africa derive and make use of the knowledge gained to help in stopping reverse discrimination.

The growing awareness in the past few years of the increasingly acute nature of unemployment levels throughout industrial society has been reflected in the adoption by a variety of countries of a number of special work creation schemes for social groups experiencing particular difficulties in finding and sustaining employment. While cynical commentators in individual countries have dismissed in varying degrees such programmes as being essentially synonymous with the special employment measures of the Great Depression, there seems little obvious justification or merit in identifying, for example, Job Creation in Britain with the former Public Works Programme; the Neighbourhood Youth Corps, Emergency Employment Act and the more recent Comprehensive Employment and Training Act in the US with the New Deal Public Relief Acts or the “ArbeitsBeschaffungsMassnahmen” in Germany with the ReichsArbeitDienst. While the new schemes may at their weakest moments reflect a superficial similarity with aspects of such older programmes, there is little doubt that, in the main, job creation measures of whatever type, which have been introduced since the early 1970s, differ in scope, orientation and intention from their traditional public works predecessors. Such an interpretation seems not only to be supported by the fact that countries which introduced such schemes some years ago, are continually updating, revising and refining the structure and conditions of their programme and evaluating their performance in meeting the needs of the client groups but that such early experiences and their subsequent restructurings constitute examples of particular manpower policy initiatives which continue to be followed as operating models for countries newly embarking on programmes of a similar type.

As a follow‐up to a study carried out in 1984 of the constraints upon curriculum development in Schools of Librarianship and Information Science (SLIS), the British Library Research and Development Department (BLR&DD) commissioned a survey of other types of ‘information education’ in the United Kingdom. It was hoped, thereby, to recognise new challenges and opportunities for SLIS and whether serious competition was to be expected from other educational provision. There were some difficulties in recognising and categorising information education programmes. Most were found to be technology‐based with little interest in the user dimension of information provision. Those with such an interest had problems in securing resource provision. SLIS did not appear to be seriously threatened by other information education provision in their traditional roles as providers of personnel for institutionally based information activities. Credibility as providers of information technology‐based programmes required SLIS to develop radically different course programmes with substantial additional resourcing. The poor public image of library and information work and the lack of coherent measures to tackle this imply that SLIS will continue to have difficulty in securing the resource base to compete effectively in the information technology field.

The purpose of this paper is to investigate how teachers received and perceived the school programme Prevention in School (PS), a positive behavioural support programme; how did the teachers perceive the programme characteristics and themselves as providers; and how did this affect programme implementation?

Qualitative methods with semi-structured interviews with 13 teachers and thematic content analysis were used.

The teachers were heterogeneous in their views, with professional identity, programme understanding and experiencing change being important factors for the implementation. Ambiguities regarding the boundaries of the social assignment, opposition against the theoretical underpinnings and an unclear nomenclature in a core component affected the implementation negatively. Among the perceived benefits were instant rewards in the form of aha moments and increased self-awareness. The nature of the implementation barriers indicates that PS is in need of further development.

Compatibility with teachers’ ideologies, clarification of the social assignment and enough time to consider programme adoption are vital when implementing a programme like PS.

The study provides context-specific understanding of teachers’ perceptions of a behavioural support programme and of their role when trying to implement it. It is known that providers’ perceptions affect the implementation and this study contributes to the field of implementation research, with particular respect to the school setting and comprehensive programmes like PS.

This chapter maps out and provides a rapid assessment of, the successes and shortcomings of key national interventions on youth employment in South Africa. It focuses on programmes intended for young people aged 15–34 years of age, considering the specific needs of 15–24 year olds as compared 25–34 year olds and the particular needs of young women, youth with different educational qualifications, youth from the rural areas, youth with disabilities as well as youth from varied socio-economic backgrounds and social issues. The conceptual framework underpinning this chapter informs the way in which the data has been categorised and analysed. The framework is underpinned by a core assumption, that, while unemployment is a national challenge in South Africa, there are particular challenges that specifically affect youth. This requires a youth employment strategy that addresses the needs of different cohorts of young people and specifically addresses the myriad of ways in which young people transition into the labour market. The chapter further proposes that we need to understand that enabling successful Labour Market Transitions necessitate a strategy that can overcome ‘failures’ with respect to both supply and demand as well as ‘failures’ of alignment between supply and demand.

The purpose of this paper is to explore the roles of work integration social enterprises (WISEs) in the Swedish establishment programme for newly arrived refugees, and how its set-up affects WISEs preconditions for social innovation.

The paper builds on a longitudinal and qualitative action research study of a WISE and its work in organising a course for labour market integration, in the context of the Swedish establishment programme. The authors were actively involved in the study as embedded researchers.

The exploration identifies a number of roles that WISEs take on in the establishment programme. It illustrates how WISEs hybrid character places participants at the centre of the innovation process, where their opinions and knowledge are considered crucial, and how this positively affects their ability to gain skills and confidence. However, the study also makes visible how issues of coordination between stakeholders in the programme lead to mismatches between course content and participant profiles, colliding activities and sporadic participation. In short, the bureaucracy embedded in labour market integration systems erodes the preconditions of WISEs to foster social innovation.

The embeddedness of the authors provides in-depth knowledge regarding how complex state systems affect WISEs in practice. Importantly, it also gives insights into the experiences of refugees, a group that is often mentioned in the literature on WISEs, although mainly in passing.