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Lucy McGee, director of consultancy DDI UK, discusses how HR can best engage and deploy the CEO in the execution of talent strategies.

Employees who get feedback on their performance are twice as likely to commit to their organization. In conversations with your team, and when training line managers, the matter of how individuals can raise their game needs to be addressed if your talent is to become a differentiating force.

Many costly training initiatives fail to yield the desired outcomes. From an organization’s perspective, learning tension is a combination of activities designed to ensure change is sustained and has the intended, lasting impact on individual and business performance.

Studies have suggested that entrepreneurship is a key mechanism for rejuvenating and facilitating economic growth in deprived areas. To provide further understanding of the persistently low entrepreneurial intentions found in deprived areas this chapter identifies key mechanisms and theoretical frameworks that link the formation of appropriate human capital to the prevailing environment, and that influences may flow in both directions. This contributes to the existing literature to provide a fuller understanding of interest to policy-makers of why past interventions have struggled to boost entrepreneurial intentions and where new interventions may be most effective in generating more positive entrepreneurial intentions in deprived areas.

Consideration needs to be given to the difference [that] the diversity of cities makes to theory.Robinson (2002, p. 549)

Outdoor education was first included in the formal (written) curriculum for New Zealand schools in 1999. This article explores New Zealand outdoor education as a product of a particular coincidence of social and economic conditions and the contested domais of pedagogy and curriculum during the period 1935‐1965. Popkewitz, among others, views school curricula and associated practices as emerging from ‘systems of ideas that inscribe styles of reasoning, standards and conceptual distinctions’ which ‘shape and fashion interpretation and action’. It is these ‘systems of ideas’, or ‘traditions’ in Goodson and Marsh’s terms, that provide a framework for understanding outdoor education in New Zealand schools. Since the 1930s, outdoor education in New Zealand appears to have consolidated from, and been shaped by, competing educational ideologies and changing social and economic influences. The way in which outdoor education accommodated competing traditions is the focus of this, necessarily broad, analysis