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The purpose of this paper is to propose a framework to capture and potentially disseminate knowledge in the supply chain. It is theoretically developed primarily from previous published work and empirically improved by further fieldwork within a sample of SMEs.

The methodological approach is inductive in nature with no predetermined hypothesis. The literature review addresses a number of influential scholars in the area and focuses in particular to the work of specific authors. The relevant field work is based essentially on the administration by interview of a questionnaire with a series of open and closed questions.

Conflict exists over how knowledge should be captured, managed and disseminated by small to medium enterprises (SMEs) within any given supply chain. The literature review indicates the gap in knowledge management that exists generally in the industry and specifically within the SME sector in novel contexts of application. The field work further reinforced the literature findings within a sample of 40 SMEs from a number of industries.

The newly proposed model will have to be further tested to ensure validity and applicability in industry. The first author only is currently in the process of undertaking that testing.

The work looks specifically at developing a knowledge management framework to complement previous research reported in the literature. The framework will enable partners in the supply chain to harness and potentially disseminate skills and knowledge.

Using a simulated employment negotiation, this experiment examined the relationship between dyad composition, negotiation strategies and levels of joint gain. Three dyad types were created on the basis of social value orientation, proself, prosocial and mixed. A log linear analysis showed that dyads were differentiated on the basis of the strategies associated with high joint gain. We identified a generic path to high joint gain in which all dyads increased priority information and decreased contention. Overlaid on this path, we identified dyad‐specific strategies and strategy sequences associated with high joint gain. Cooperative reciprocity was critical to high joint gain only in prosocial dyads. When dyads contained at least one prosocial negotiator, process management played an important role in determining the level of joint gain. When dyads contained at least one proself negotiator, the sequences associated with high joint gain functioned to divide resources.

Interest in psychological resilience has grown rapidly in the last couple of decades (Britt, Sinclair, & McFadden, 2016; King & Rothstein, 2010; Youssef & Luthans, 2007). Psychological resilience occurs when a person can “recover, re-bound, bounce-back, adjust or even thrive” in the face of adversity (Garcia-Dia, DiNapoli, Garcia-Ona, Jakubowski, & O’flaherty, 2013, p. 264). As such, resilience can be conceptualized as a state-like and malleable construct that can be enhanced in response to stressful events (Kossek & Perrigino, 2016). It incorporates a dynamic process by which individuals use protective factors (internal and external) to positively adapt to stress over time (Luthar, Cicchetti, & Becker, 2000; Rutter, 1987). Building on the dual-pathway model of resilience, we integrate adaptive and proactive coping to the resilience development process and add a heretofore unexamined perspective to the ways in which resilience changes over time. We propose that resilience development trajectories differ depending on the type of adversity or stress experienced in combination with the use of adaptive and proactive coping. We outline the need for future longitudinal studies to examine these relationships and the implications for developing resilience interventions in the workplace.

This study aims to investigate the implications of applying critical realism to the study of organizational learning. It considers critical realism as an alternate theoretical science foundation to the domains of empirical realism and social constructivism that characterize most of the field of organizational learning.

This study adopts the approach of a philosophical/conceptual discussion.

This study finds that the critical realist approach makes it possible for organizational learning researchers to apply a prescriptive change agenda. It requires researchers to study the context in which organizational learning occurs. These two features enable the researcher to propose what the world must be like for organizational learning to occur. Hence, a critical realist foundation moves organizational learning theory a step closer to its theoretical sibling, the learning organization.

This study reveals the potential in applying critical realism to the study of organizational learning and identifies its related strengths.

Buying secondhand clothing is not only interesting for consumers wanting to save money but also for sustainable clothing enthusiasts. It is now among a number of consumption practices which slow down fast fashion production while saving 10 to 20 times the energy (Fletcher, 2008, p. 100). While most of the recent scholarly work focuses on secondhand consumers (Bianchi & Birtwistle, 2010; Franklin, 2011; Norum, 2015), this paper aims to examine business activities. This perspective from economic anthropology enhances understandings of secondhand clothing, as research to-date has tended to neglect the semiotic function of clothing while underlining exchanges. To gain insight into the dynamics of the sector in Germany today, two businesses from Hamburg have been ethnographically examined by the author since 2014. This study outlines their work practices and explains the development of this high-end segment of the market from the 1970s until the digital age. For businesses, the digitalization of the trade has had massive effects on their business practice because it seems to solve inherent problems connected to the selling of pre-owned clothing. I argue that the digitalization did not only promote acceptance of buying secondhand clothing in Germany but also the emergence of new businesses models.

The purpose of this paper is to explore factors contributing to non-participation in a workplace physical activity (PA) intervention in a large UK call centre.

In total, 16 inactive individuals (nine male/seven female), aged 27±9 years, who had not taken part in the intervention were interviewed to explore their perceptions of PA, the intervention and factors which contributed to their non-participation. Transcripts were analysed using thematic analysis.

Six superordinate themes were identified: self-efficacy for exercise; attitudes towards PA; lack of time and energy; facilities and the physical environment; response to the PA programme and PA culture. Barriers occurred at multiple levels of influence, and support the use of ecological or multilevel models to help guide future programme design/delivery.

The 16 participants were not selected to be representative of the workplace gender or structure. Future intentions relating to PA participation were not considered and participants may have withheld negative opinions about the workplace or intervention despite use of an external researcher.

In this group of employees education about the importance of PA for young adults and providing opportunities to gain social benefits from PA would increase perceived benefits and reduce perceived costs of PA. Workplace cultural norms with respect to PA must also be addressed to create a shift in PA participation.

Employees’ reasons for non-participation in workplace interventions remain poorly understood and infrequently studied. The study considers a relatively under-studied population of employed young adults, providing practical recommendations for future interventions.

The purpose of the paper is to examine the policy and organizational implications of gender imbalance in management, which research suggests exists in the NHS.

The research in this paper involved a qualitative approach with an analysis of élite interviews conducted with a non‐random sample of officials involved in health policy and interviews with a random sample of senior managers in NHS Scotland. The research formed part of a larger study, which explored the enablers and inhibitors to female career progression in various Scottish sectors.

The paper finds that gender imbalance in management exists in the NHS. This is manifested in a masculine organizational context, leadership and policy decision‐making process, which have implications for female career advancement opportunities and subsequently access to macro policy decisions.

The paper involved a sample (30 percent) of senior managers and examined policy processes in NHS Scotland. To improve the external validity of the findings further research should be conducted in NHS organizations in England and Wales.

The findings in the paper suggest that gender imbalance in management and a masculine organizational context and leadership style within the NHS create a less than conducive environment for female employees. This has practical implications in terms of levels of part‐time employment, career progression and attrition rates.

The paper adds to the debate of gender and organizational studies by examining the health sector, which has high levels of female employment but low levels of female representation at senior management levels. The paper therefore adds to an often‐neglected area of study, women in leadership and senior managerial positions. The paper is original in its approach by examining the micro and meso organizational dimensions which impact on women's ability to influence macro health policy.

There has been little research into the use and efficacy of Mental Health First Aid (MHFA) across UK workplaces. This paper aims to investigate the implementation of MHFA across six UK organisations, identifying key barriers and facilitators.

Twenty-seven workplace representatives were recruited from six organisations through purposive sampling and took part in semi-structured interviews exploring their experiences of workplace MHFA. The data underwent thematic analysis, identifying key themes around implementation.

Implementation varied across organisations, including different reasons for initial interest in the programme, and variable ways that MHFA-trained employees operated post-training. Key barriers to successful implementation included negative attitudes around mental health, the perception that MHFA roles were onerous, and employees’ reluctance to engage in the MHFA programme. Successful implementation was perceived to be based on individual qualities of MHFA instructors and good practice demonstrated by trained individuals in the workplace. The role of the inner organisational setting and employee characteristics were further highlighted as barriers and facilitators to effective implementation.

MHFA is a complex intervention, presenting in different ways when implemented into complex workplace settings. As such, traditional evaluation methods may not be appropriate for gaining insights into its effectiveness. Future evaluations of workplace MHFA must consider the complexity of implementing and operationalising this intervention in the workplace.

This study is the first to highlight the factors affecting successful implementation of MHFA across a range of UK workplaces.

There is a lack of evidence for effective school-based prevention programmes to reduce alcohol misuse in adolescents. The purpose of this paper is to explore teacher’s views about alcohol education in secondary schools in order to inform the subsequent development of new educational and intervention measures.

Semi-structured interviews were conducted with nine female teachers from a range of schools who had responsibility for designing and delivering personal social, health, and economic education (PSHE).

Three main themes were identified in a thematic analysis of the interview transcripts. The themes demonstrated the importance of PSHE to these teachers, who faced challenges in delivering a comprehensive enough curriculum. Alcohol unit knowledge and responsible drinking were priorities for the teachers. However, given the many pressures faced by young people, alcohol could be viewed as just one challenge amongst many.

Interventions may be seen as too compartmentalised by teachers if they fail to address the wider concerns of adolescents. Intervention developers should consider gaining input from teachers on the content of their programmes prior to running a trial to enhance feasibility and acceptability.

There are few studies that have explored what teachers think about alcohol education in general or about the content of specific interventions prior to their implementation. This study adds their voice to the literature and highlights the importance of considering the views and first hand experiences when developing new alcohol interventions aimed at adolescents.