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The chapter summarizes key literature, including emerging ideas, that is pertinent to the question of how organizations and their leadership deal with and are resilient through crises – highlighting what works in surviving unexpected crises. The chapter presents an illustration of organizational response; it concludes with an analysis of what is missing from the literature and recommends a path forward to expanding actionable knowledge in this area. Multiple, interdependent factors that foster resilience are identified including (1) being sensitive to possible threats – even seemingly small failures, (2) not relying on simple interpretations of events but rather seeking diversity to create a complete view of the environment, (3) leadership that embraces communication, transparency, and continuous learning, (4) valuing expertise and allowing expert staff to make decisions during a crisis, and (5) a cultural commitment to a resiliency mindset that accepts failures as opportunities to learn and improve. Emerging concepts that may foster resilience but require more research include managing paradox, emotional ambivalence and diversity. Additional areas for fruitful research include: the impact of short-term versus long-term, or successive, crises; external versus internal shocks and the framing of the source of shocks; how crisis affect the pace of innovation and change; the role of diversity in organizational responses to crises; and a set of methodological opportunities to leverage natural experiments or simulations in ways that allow for longitudinal data illuminating the full cycle of crises across organizations from anticipation, to response, to longer-term adaptation to the new normal.

University students are a unique population with great potential to adopt eating habits that promote positive human and planetary health outcomes. The purpose of this study is to illustrate the current perceptions of sustainable eating behaviours among the students and to examine the determinants of sustainable eating behaviours.

Data were collected from December 2020 to May 2021 through focus group discussions among university students in Ontario, facilitated through synchronous online sessions. There were 21 student participants during the course of five focus group sessions (4–5 participants per session) from various departments within the university. The discussions were transcribed and analyzed for main themes and concepts using open coding; deductive coding based on the framework by Deliens et al. as well as the literature; and inductive coding for emerging themes.

The students had different perceptions about what constituted sustainable eating behaviours, some of which were not based on fact. A variety of individual, environmental (macro, micro and social) and university characteristics were mentioned as factors influencing sustainable food choices, with “food literacy” and “campus food” being the top two factors.

This study presents a novel and holistic overview of how sustainable eating behaviours and sustainable foods are perceived among university students and identifies the perceived determinants of adopting sustainable eating behaviours. This study helps with identifying opportunities to promote sustainable eating behaviours among university students and the design/implementation of informed interventions and policies aimed at improving eating behaviours.

Personality profiling in today’s business world has become an essential organisational development practice targeted at identifying a set of employees' traits, which differentiate an employee from one another. Given the assumption that personality traits form an essential indicator of developing the potential of an individual workforce, possible to establish how employees function in a certain job role and their suitability for the particular tasks in an organisation. This study aims to explore the relationship between personality traits, assessment centres (ACs) quality and management development in Nigeria telecommunication organisation among its managers.

The study employed multi-stage sampling techniques and further stratified the hierarchy of the management and finally used a simple random sampling strategy on each stratum. A combination of 482 managers in Nigerian telecommunication organisations participated in this study. The study investigated 12 hypotheses and 1 mediating postulation. Multiple scales were adapted to measure dimensions of endogenous and exogenous variables along the path of mediating variables of the study. The study employed a cross-sectional survey approach to administering the research instrument across all the departments among the managers of the organisations. A structural equation model of assessment was used to analyse the data collected from managers of the telecoms organisations.

The outcome of the study was significant, 10 of the postulated hypotheses were found to be significant while 3 were not significant. The study revealed that a combination of openness to experience, conscientiousness, neuroticism, agreeableness and extraversion personality have no significant relationship with the AC. Also, employees who are high in neuroticism like being emotionally unstable did not find a significant relationship with the AC. In a similar situation, the combined effect of all the big-five personalities was not significant in management development among the managers of the telecommunication industry. The AC is discovered to mediate between personality traits and management development. Individually, the big-five model finds a significant relationship with AC and management development, respectively.

The study is restricted to managers of the Nigerian telecoms industry alone and not all the entire workforce. It adopted cross-sectional analysis to make an inference on all the managers of the organisations. The implication is that the period of the view of a particular point in a sequence of the event may not be representative. Another implication is that the results from the cross-sectional design are for the relationship, and they do not indicate causation.

In practice, this study has shown that personality profiling is important to managing organisational behaviour to highlight a set of traits of employees suitable for peculiar roles. This study implies that personality elements constitute a vital signal of the potential development of the workforce. It helps to illuminate an individual functioning style in a certain task situation, therefore determining both professional and managerial suitability in performing a given role.

Despite a fast-growing interest in leadership development programs, there is limited research on the impacts of leadership development and a narrow focus on professional competencies as outcomes. The authors’ aim was to test whether authentic leadership development (ALD), an identity-based leadership development approach, is associated with positive changes in leaders' psychological well-being.

In a large sample of leaders (N = 532) from five different ALD programs, the authors conducted a pre-registered outcome-wide analysis and tested within-person changes in key indicators of psychological well-being and explored individual differences moderating these changes.

Results showed significant increases in self-concept clarity, sense of purpose in life and personal growth about two to three weeks after the programs ended. Changes in stress and health were not consistent. These changes did not differ across socio-demographic status (gender, age), work-related factors (leadership, industry and tenure) and most personality factors (extraversion, agreeableness, openness to experience). Those with high emotional variability experienced greater improvements in some outcomes of well-being while individuals with higher income and conscientiousness (who had high baseline self-concept clarity) experienced smaller improvements. Longer follow-up assessments were associated with smaller changes.

As one of the most comprehensive assessments of ALD outcomes to date, this study shows the potential of ALD for improving outcomes beyond leadership skills, the well-being of leaders, highlighting the return on value in leadership development and pointing to learning and development as a workplace well-being intervention.

The National Association for Professional Development Schools (NAPDS) recognizes that there is a tendency for the term “PDS” (Professional Development School) to be used as a catch-all for various relationships that constitute school–university partnership work. The intent of this NAPDS statement is to assert the essentials, or fundamental qualities, of a PDS. NAPDS encourages all those working in school–university relationships to embrace the Nine Essentials of PDSs communicated in this statement. The Essentials are written in tangible, rather than abstract, language and represent practical goals toward which work in a PDS should be directed.

Policy statement.

NAPDS maintains that these Nine Essentials need to be present for a school-university relationship to be called a PDS. Without having all nine, the relationship that exists between a school/district and college/university, albeit however strong, would not be a PDS. How individual PDSs meet these essentials will vary from location to location, but they all need to be in place to justify the use of the term “PDS.”

For those in established PDSs, some aspects of this document will be confirmed, while other aspects may be identified as needing attention. For those aspiring to establish PDSs, the authors offer this statement as a useful guide for their work. NAPDS invites individuals involved in school–university partnerships to share this statement with colleagues in the spirit of continuous improvement. By coming to terms with the challenges and opportunities inherent in this statement, the study can collectively fulfill the vision of this remarkable and distinct partnership called PDS.

This policy statement articulates how the Nine Essentials are the foundation of PDS work.