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The adoption of a team approach in new product design, particularly in recent years, has shaped the nature and context of design activities. Concepts of teaming and team building have been around for many decades and are seen as the means for enhancing organizational and individual performance. It is assumed that through teaming, that is, more social interactions, shared focus and physical proximity, the design process and its outcome will be improved. Virtual teaming, a relatively recent phenomenon, is becoming increasingly attractive to organizations due to developments in communication technologies. The implications of a remote distributed working environment, though, are not illustrated or experienced extensively. This paper explores the evolution of virtual co‐location of product design teams within the context of concurrent engineering. It, thus, attempts to highlight paradoxes and dilemmas in setting up physically and virtually co‐located teams. These issues are illustrated in case studies from ongoing pan‐European projects that depict product design and development activities in certain manufacturing organizations. A survey of some manufacturing firms highlights these dilemmas as perceived by participating firms. The paper closes by examining the extent that teaming, as a performance enhancer, can be diffused to other activities than design, and thus the extent that experiences can be shared within the organization.

The SECURE STAIRS framework has promoted young person involvement as a key feature of innovative service provision. In the North East of England, Secure Children’s Homes (SCHs) have pioneered young person involvement in team formulation. Young people have also led on the development of formulation materials through a young person involvement project. Young people’s attendance at team formulation meetings has become embedded. These service developments have also begun to expand across broader SCHs, Secure Training Centres (STCs) and Young Offender Institutions (YOIs) and reflect the national impact of such pioneering developments. There is a notable lack of research examining the impact of young person involvement in formulation. The purpose of this study is to elucidate this area.

Between April and August 2019, there were 86 staff attendances at formulation meetings where young people were present across two SCHs in the North East of England.

Paired samples t-tests indicated staff-reported significant post-formulation improvements across all domains measured including knowledge [t(85) = 11.38, p < 0.001]; confidence working with the young person [t(85) = 5.87, p < 0.001]; motivation [t(85) = 3.58, p < 0.001]; understanding [t(85) = 9.03, p < 0.001]; and satisfaction with the treatment plan [t(85) = 8.63, p < 0.001].

Implications of findings are discussed and further developments outlined.

Young people attending team formulation is a new and evolving area, and to the best of the authors’ knowledge, there is no existing research evaluating this area. The current findings suggest that staff knowledge, motivation, confidence and satisfaction with the treatment plan is improved following attendance at team formulation where the young person is present and actively participating. Young people’s participation and involvement is central to planning, developing and progressing meaningful provision within children and young people secure provision.

Involving children and young people in decision-making, service development and evaluation are also key components of ensuring the voice of young people is central in our minds. It also supports empowering the young people we work with. Young people and their journey should always be at the heart of what we do.

Young people attending team formulation is a new and evolving area, and to the best of the authors’ knowledge, there is no existing research evaluating this area. This is the first study of its type evaluating formulation directions within the SECURE STAIRS framework.

Legislative guidance stipulates that people with a learning disability have the right to receive local provision of personalised support within the least restrictive environment. On these bases there is a growing emphasis on the requirement for local authorities to develop appropriate services for people who are currently in a hospital setting. The purpose of this paper is to examine the literature addressing factors influencing the provision of effective community-based forensic services.

The six articles were analysed separately using the evaluation tool – Currency, Relevance, Authority, Accuracy, Purpose. The six articles used divergent sample groups and employed both qualitative and quantitative methods to collate data. The articles shared a purpose of examining forensic community service provision with an aim to improve services.

There were three themes that emerged consistently across the literature these included: balancing risk management vs individual autonomy; multi-disciplinary and multi-agency working; service improvement. There is a growing emphasis on the need to replace long-term hospital placements with specialist, community provision, employing least restrictive methods and positive responses to crisis situations. In this climate, it is crucial that multi-disciplinary agencies from local authority, health and the charitable and private sector continue to work collaboratively on the integration of service provision in order to bring about the development of effective and responsive community services.

Research limited to peer reviewed and published research papers focusing on the subject of community forensic services with publications specifically made within the time frame of the Transforming Care Agenda.

This paper looks to examine the practical solutions to providing effective community forensic services for a person with an intellectual disability and makes recommendations for research into improving service specific training for support staff.

Following the Winterbourne View Hospital scandal (BBC One, 2011) instigations were made to make legislative change under the Transforming Care Agenda. Despite a renewed conviction in the rights of people to be a part of their local community without segregation or discrimination, professionals in the field continue to report a failure to reduce numbers of people in long stay hospitals and secure settings. With commissioning under pressure to make these intentions a reality it is a really good time to reflect on practice and evaluate service models to establish the factors that bring about positive outcomes for individuals enabling inclusion within community settings.

This review will focus on the literature evidencing positive intervention and outcome focussed methods of supporting people with a forensic history in the community. This is an entirely original piece of work analysing peer reviewed and published research.

This paper aims to present evidence for regarding reflexive practice as the crux of patient safety in tertiary hospitals. Reflexive practice buttresses safety because it is the precondition for flexible systematization – that is, the process that involves frontline clinicians in designing, redesigning and flexibly enacting care processes.

The paper presents an account of a collaborative video‐ethnographic project with a multi‐disciplinary team in an acute spinal unit. Video‐ethnography was combined with video‐reflexivity to provide practitioners with the opportunity to become involved in data interpretation and solution generation.

The study reveals that an outsider analysts/catalyst (or clinalyst) is critical to engaging frontline practitioners in reflexivity. The clinalyst is able to elicit insights and perspectives that assist practitioners in revisiting and revising their processes and practices, principally because video‐based reflexivity connects “what we do” directly to “who we are”.

Because complexity will be an indelible part of health care work, health care organizations should invest in developing “reflexive space” where learning about complexity becomes possible. Instead of continuing to invest in research efforts seeking to derive and test staff compliance with guidelines and protocols, and training centred on simulation, these organization must begin to engage with the lived complexity of clinical work in order to skill up incoming clinicians.

Enhancing clinical practitioners' capability to confront complexity in their practices is currently not a standard component of clinical training or work‐based learning. Video‐reflexive ethnography in tertiary health care is unique in involving clinicians in “making sense” of and deriving solutions from lived complexity.

Cooperation between organisations, particularly in the public sector, is often attempted through setting up small joint committees, teams or planning groups, with members drawn from each of the cooperating organisations. The experience of such teams is not always happy. Dixon has pointed out that the result of a joint approach may be an increase in conflict rather than cooperation. Their members may regard such interorganisational teams as, usually, a frustrating waste of time, but occasionally as a vehicle for achieving some of the things they want to achieve.

Asserts that the traditional approach to brand management is changing and there has been a quiet shift towards a new structural paradigm in the marketing organization. This change represents a move away from a system that focuses on the individual brand manager, who is responsible for all the business activities that relate to ensuring the success of a specific brand. Investigates the ways that these new marketing organizational structures will affect competitive advantage. Outlines a proposed holistic systems framework.

Challenging behaviour has been a concern across forensic services. Traditionally these have been managed reactively using medication, seclusion and restraint; however, there is growing evidence that these approaches are ineffective and counter-therapeutic. A number of reports have recommended the use of preventative approaches such as positive behavioural support (PBS). The purpose of this paper is to identify “how staff within a secure forensic mental health setting perceived the application of PBS?”

In total, 11 multi-disciplinary staff were interviewed and thematic analysis was used to identify themes.

Five themes were identified: “The Functions”, “Appraising a new Approach”, “Collaborative Challenges”, “Staff Variables” and “Organisational Issues”.

PBS enables staff to understand challenging or risky behaviour. It empowers patients via collaboration, although there can be some challenges to this. Services need to invest in training, support and leadership to ensure the model is embed and promote fidelity. Consideration needs to be given to how quality of life can be improved within the limits of a forensic setting.

No previous studies asking staff about their experiences of PBS within a forensic mental health context.

The purpose of this paper is to explore the role and approach to leadership for learning and knowledge management within integrated care arenas.

Following a critical review of the relevant literature, the paper analyses the findings from case study research in South Wales which generated evidence from in‐depth qualitative interviews with a diverse set of health and social care managers and professionals.

The paper argues that the leadership role for learning and knowledge management needs to focus on four main areas – promoting common purpose, developing a collaborative culture, facilitating multi‐disciplinary teamwork, and developing learning and knowledge management strategies. The most effective leadership approach to undertake these roles is predominantly collaborative and dispersed but may need to be flexible to reflect the hierarchical imperatives of performance and accountability.

The research study is limited to a small case study and more in‐depth examples involving different integrated services are necessary to begin to accumulate more knowledge in this area of study.

There a number of implications that flow from this paper for policy and practice both in terms of leadership development and training, and for the design of planned strategies for learning and knowledge management.

The paper addresses an undeveloped area of research and has value to both theory and practice. It frames the challenge of integration as one of learning and knowledge management and argues that this has significant implications for the role of, and approach to, leadership.

Looks at the implementation of total productive maintenance (TPM) at one South African mill and attempts to establish the influence that this journey has had on productivity, employee development, quality improvement and organisational change within the manufacturing unit. A literature survey was undertaken into the methodologies, including a look at the so‐called “soft issues” or people issues to evaluate the benefits of adopting a TPM strategy. Questionnaires were also sent out to a sample of selected people at all levels of the organisation to find out their views on the methodology being used. Concludes that this journey has been successful in spite of the difficulties specific to South Africa. The final objective of this research was to establish whether the implementation of this process had resulted in change within the mill. Increases in productivity, quality and a reduction in the cost of producing the product resulted in the mill winning a gold award from the National Productivity Institute.

This paper aims to provide an insight into the design, development and delivery proposals for a first of its kind “Liaison Mental Health Training Programme”. In the UK, there has been a significant investment in Liaison Mental Health Services and an expansion of the workforce (NHS England, 2016). However, the complexity and varied presentations of patients who attend to acute physical health services now requires a dedicated strategy to address any skills deficit in the mental health liaison workforce and to support core competency development (DOH, 2016).

This paper provides an overview of preparations to develop a regional educational pilot programme using a three-phased model: Phase 1 – Review of policy and best practice guidelines; Phase 2 – Stakeholder Data Collection; and Phase 3 – Synthesis and Development.

An insight into the developmental processes undertaken to shape a core competency liaison mental health training programme is presented. Additionally, the authors provide insight into educational theory and an overview of the LMH Core Competency Curricula.

This paper provides the reader with an insight into our findings and a focussed core competency training model for those working within LMH services. This programme development was reviewed throughout by both those using LMH services and the LMH practitioners working within them, ensuring the curriculum proposed was endorsed by key stakeholders. The three-phased model has transferable benefits to other training development initiatives.

To the best of the authors’ knowledge, this training is the first of its kind in the UK and addresses the education of essential core competencies of a regional liaison mental health workforce. The collaboration of clinical and academic expertise and model of co-production makes this endeavour unique.