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It is now accepted that a course of personalised, well‐planned support services for up to six weeks can prevent or delay the need for an older person to receive long‐term homecare and other labour‐intensive community services. Telecare can play an important role in managing the risks, both during the reablement period, and in the months following service delivery, irrespective of whether the individual needs long‐term homecare. This paper describes an innovative approach to provision that has been adopted in the Vale of Glamorgan, in which the service has been designed and is delivered by the Reablement Team. It is planned to expand the number of people being offered the service in the future by stratifying them using a new algorithm, and then support them subsequently with a pro‐active telephone calling service called CATRIN.

The design of participation processes influences their effectiveness. In light of processes which include both mandated and non-mandated direct participation and take place in collaboration with other actors, adequate leadership roles are an indispensable but challenging process element. The purpose of this paper is to analyze how mayors exercise leadership roles in such processes and how this relates to effective participation processes.

Applying a qualitative comparative case study design (n=7), this study investigates mayors’ leadership roles relative to other actors’ roles in the process of establishing a community-owned wind farm. Data collection relied on 21 semi-structured interviews, triangulated with documentary analyses and nine field-level expert interviews.

Findings reveal mayors’ exclusive roles of guarantor, formal convener, facilitator, and sponsor based on authority. Mayors’ various shared roles relate primarily to non-mandated participation. Mayors face tensions in their role exercise due to citizens’ expectations and their personal involvement. They experience a positive impact of shared leadership on the effectiveness of the participation process.

Mayors need to exercise specific leadership roles relative to other actors to effectively manage participation processes. Adequate role exercise relates to sensitization and mobilization for the issue, weakened opposition, and project adjustment to citizen demands. A strategic approach to process design can support mayors in their leadership efforts.

This paper adds to the knowledge on mayors’ leadership roles in participation processes and concretizes tensions and effectiveness of collaborative leadership. The paper reflects on the inference of findings for administrators as compared to mayors.

The research aims to investigate the impact of transformational leadership on employee championing behavior and to determine the mediating effect of work engagement in the context of organizational change.

This is a quantitative approach, which is based on cross-sectional data. In total, 300 available cases are processed through structural equation modeling in order to infer the results.

The results indicate that transformational leadership is significantly related to championing behavior during organizational change. Moreover, work engagement fully mediates the relationship between transformational leadership and championing behavior in the context of organizational change.

Managers should emphasize the practice of the transformational leadership approach, as well as should stress the antecedents of work engagement in order to foster the employee championing behavior in the context of organizational change.

The research contributes to the change management and human resource management literature by providing a plausible explanation of the mediating role of work engagement in connecting transformational leadership and employee championing behavior in the context of organizational change.

Mentally Healthy WA developed and implemented the Mentally Healthy Schools Framework in 2010 in response to demand from schools wanting to promote the community-based Act-Belong-Commit mental health promotion message within a school setting. Schools are an important setting for mental health promotion, therefore, the Framework encourages schools to adopt a whole-of-school approach to mental health promotion based on the World Health Organisation’s Health Promoting Schools framework. The paper aims to discuss these issues.

A process evaluation was conducted consisting of six-monthly activity reports from 13 participating Western Australian schools. Semi-structured interviews were also conducted with key school contacts in November 2011 with nine schools who had signed partner agreements prior to July 2011.

The schools valued promoting the mentally healthy message and the majority felt the programme was implemented successfully. More intensive implementation was facilitated by a proactive and enthusiastic school “champion” who had influence over other staff, and who did not have too many competing priorities. Factors inhibiting implementation included a lack of effective time management, lack of whole school commitment, and evaluation demands.

Act-Belong-Commit is a positive, proactive message making it easier for teachers to talk about mental health with their students. For schools reporting implementation success, the Mentally Healthy Schools Framework raised the profile of mental health in the school setting and fostered a sense of belonging among students.

The purpose of this paper is to examine how discourse used as a strategic resource can facilitate change in gender and corporate social responsibility (CSR) policy and practice in a global mining company.

An existing model of discourse and organizational change was applied to illuminate the contours of a particular organizational change process. This paper draws on empirical data in the form of talk and text in oral and written form.

The research highlights the challenge of finding the right balance between organizational receptivity and resistance, so that discursive boundaries around gender and CSR can be contested and challenged, but where new concepts and subjectivities are not rejected before they have an opportunity to generate shared meaning within the organization. Findings confirm that the involvement of a range of company personnel, particularly from the operational level, is important for generating knowledge and shared meaning, which can lead to enactment. This aligns with observations made in this journal that the management of meaning as opposed to management of change provides a useful analytical and practical focus.

The paper analyses one of the first attempts by a global mining company to articulate a change agenda for gender and community relations within a CSR framework. Unique insights into the internal world of a global mining company and CSR change processes are provided. The paper utilizes a well‐articulated model that facilitates a discursive analysis of organizational change to advance knowledge and understanding.

Anna Julia Cooper and Septima Poinsette Clark were two prominent late 19th- and early 20th-century educators. Cooper and Clark taught African American students in federally sanctioned, segregated schools in the South. Drawing on womanist thought as a theoretical lens, this chapter argues that Cooper and Clark’s intellectual thoughts on race, racism, education, and pedagogy informed their teaching practices. Influenced by their socio-cultural, historical, familial, and education, they implemented antioppressionist pedagogical practices as a way to empower their students and address the educational inequalities their students were subjected to in a highly racialized, violent, and repressive social order. Historical African American women educators’ social critiques on race and racism are rarely examined, particularly as they pertain to how their critiques influence their teaching practices. Cooper and Clark’s critiques about race and racism are pertinent to the story of education and racial empowerment during the Jim Crow era.

The purpose of this paper is to explore how career identity informs employees’ willingness to engage in organizational change initiatives.

The paper draws on the findings of a qualitative case study exploring the experiences of 29 employees involved in a planned “bottom-up” organizational change initiative. At the time of the study, all interviewees were employed in a Dutch non-profit organization.

Drawing on protean career theory and the literature on other-oriented work values, we show that career identity informs both how employees make sense of the respective organizational change and their willingness to engage in it. The authors found that proactive career behavior and a focus on other-oriented work values inform higher levels of employees’ engagement in the change, while passive career behavior and self-centered work values inform employees’ lower levels of involvement in the change initiative. Based on the findings, the authors conclude this paper with a conceptual model which captures the cyclical relationship between career identity and employees’ willingness to engage in organizational change initiatives.

Future research should consider both the individual characteristics of employees involved in change initiatives and content or contextual factors when exploring willingness to engage with change.

Organizational change consultants and managers need to be aware of the influence of career identity on employees’ willingness to engage in organizational change and use this information during the implementation of change initiatives.

The paper explores employees’ willingness to engage with organizational change initiatives through the lens of career identity.

The purpose of this two‐part article is to introduce engagement and review key research on engagement‐related factors.

The author conducted a literature search on employee engagement and pilot interviews with ten professionals.

Environment, leadership, job, and individual factors are connected to employee engagement. Environmental engagement factors include congruency between organizational and individual values, the quality of the workplace relationships, and work‐life balance. Leadership engagement factors include vision and integrity. Job engagement factors include the meaningfulness of the job, itsw level of challenge, and the amount of control the employee has on the job. Finally, individual factors related to engagement include resilience, locus of control, active coping style, self‐esteem, neuroticism, and extraversion. The author suggests that the connections (or the match) between organizational, leadership, job, and individual characteristics is particularly relevant for engagement.

The article includes a preliminary investigation of engagement. Further research is needed connecting environmental, leadership, job, and individual engagement factors, and confieming the importance of the “match” for engagement.

The implications are that leaders should be educated on engagement, that career development opportunities are particularly important, that performance improvement professional should champion work‐life balance, and that initiatives enhancing workplace relationships are likely useful to increase engagement.

This paper connects research on various engagement factors, making it easier for performance improvement professional to gain an introductory yet holistic view of the topic.

Part I of this paper addressed the environmental and leadership factors that contribute to employee engagement. Next, the purpose of this paper is to add the job and person to the engagement equation.

Summarizes the characteristics of engaging jobs. Then, reviews individual personality traits that engaged individuals are more likely to exhibit: hardiness, internal locus of control, active coping style, high self esteem, low neuroticism, and high extraversion. Finally, discusses the importance of a “match” between the employee's preferences and the general work conditions and offers performance improvement implications.

Engagement is a complex topic and a challenging goal. An engagement‐friendly culture values the diversity of talents employees bring to the table, respects individual needs, and inspires all employees to pursue a common and exciting vision of the future. Logically, engagement will not be impacted by a single training program, regardless of its quality. Enhancing engagement is a long‐term proposition.

Individuals are unlikely to become engaged because someone told them they should. Engagement occurs naturally, when the conditions are right, when the leaders are inspiring, when individuals find the ideal place in which to apply their strengths. If this is true, performance improvement professionals might consider the following interventions: educate the leaders; focus on career development; champion work‐life balance; encourage relationships.