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Investors in People (IIP), the government initiative designed to enhance organisation training and development practices, adopted a new standard in 1999, which focuses on the development of a “training culture” within an organisation. Previous studies of IIP have been conducted on firms accredited using the old standard, and most of these have focused on large firms. Few studies have examined the process of implementing IIP through the eyes of people within the firm and from the point of view of all organisation members. Likewise few studies have examined the process by which accreditation for IIP is achieved under the new standard in small firms where various pressures to adopt the standard may result in significant and wide‐ranging effects on existing organisation culture. This paper discusses the differences between the old and the new standard from a cultural perspective and explores the challenges and impact of implementing the new standard in one small printing firm, Checkprint Ltd, through the eyes of those in the firm. The paper considers possible changes required in the way IIP is implemented and evaluates the applicability of methods used by IIP to determine qualification for accreditation. The paper concludes with implications and recommendations concerning the implementation of IIP.

Global leadership involves the ability to connect with individuals from different cultures. Connecting is an actionable process that creates mutual understanding, positive feeling, and a common approach to collaborate. Forming interpersonal connections can be an effective way for global leaders to cut across cultural differences as it is based on a universal human need for belonging. Our study aims to understand the specific actions global leaders engage in to connect with people across cultures. Furthermore, we examine how identity experiences of multicultural individuals contributed to their capabilities of connecting with people from different cultures in their role of global leader. Through a qualitative analysis of in-depth interviews with multicultural individuals in global leadership positions, we develop a model of connecting across cultures involving specific leadership actions that lead to emotive, cognitive, and behavioral dimensions for connection. Our model also illustrates how multicultural identity experiences equip global leaders with qualities such as empathy, perspective-taking, and integration, which enable them to engage in actions for connecting to people across cultures. The research in this chapter contributes to a better understanding of global leadership with novel insights into how global leaders connect to people and sheds light on the advantages of multicultural identity experiences in this process.

An overview of all the elements that go into formulating a business strategy – including received wisdom from the gurus, vision and values, ideas on growth, forecasting, information, objectives, audits, customers, markets, competition, finances, structure, training – with the focus on how to make it happen. Directed at practising managers whose task this is. Making strategic plans is the easy bit; enacting them requires changing things, getting things done through people. Discusses learning, training and development, culture, quality, with the emphasis on real people in real businesses. Underpinned by the philosophy of “action learning”.

The purpose of this chapter is to build a new framework for understanding the antecedents of emotional well-being across different psychological states, situations, and cultural settings. In this regard, we develop propositions regarding causal relationships between self-uncertainty and emotional well-being in the context of social comparison and in two different culture types: dignity and honor.

Based on a literature review, this chapter connects empirical evidence in three areas of research. (1) self-uncertainty literature, (2) emotional well-being, and (3) cross-cultural psychology to propose a new conceptual framework for understanding the relationship between self-uncertainty and well-being across different cultural settings.

The main finding of this chapter is a model that explains how emotional well-being is comprised of three elements of the psychological state, situation, and culture. We seek to explain how and why different cultures and psychological states might have different effects on human emotions. We propose mediators in order to demonstrate how culturally determined notions of self-construal, self-worth, and social order mediate the relationship between self-uncertainty and emotional well-being.

We limited our theorizing to investigate only two broad culture types: honor and dignity. Clearly, there are many more nuances of national culture than this. In addition, our model limited to investigate the role of social comparison among other possible mechanisms to reduce the uncertainty.

The practical implication of our theory is that it enables leaders to gain a more holistic perspective of emotional well-being in their organizations. In particular, in international organizations, leaders have to pay attention to the cultural background of their employees. This, in turn, enables leaders to understand the antecedents of social comparison and emotional well-being in their employees.

This chapter proposes a holistic model that explains the simultaneous effects of different psychological states, situations, and cultures.

The purpose of this paper is to discuss cultural causes of conflict in the workplace and call for research to address what happens when cultures collide generating workplace conflict. The author assumes that because cultures differ in terms of functional solutions to problems of social interaction that there will be conflict when people from different cultures are interdependent in the workplace. The author discusses types of culture and their conflict management profiles with respect to three characteristics of conflict management: direct vs indirect confrontation; emotional expression, and third party conflict management. The author proposes what happens when cultures collide and calls for research on those collisions.

Application of the cultural literature on self-worth to three elements of workplace conflict: direct vs indirect confrontation of conflict, feelings and expressions of negative emotions associated with conflict and timing and type of third party intervention.

When people from dignity, face, and honor cultures are working together the fundamental differences in the logic of self-worth in these three types of culture may cause conflict. People from dignity and honor cultures are likely to confront conflict directly, while those from face cultures are more likely to confront conflict indirectly. Workplace conflict generates negative emotions, but culture seems to affect whether that emotion is anger, shame or both. The timing of third party intervention into workplace conflict, that is, how managers intervene in workplace conflict has some parallels with how community mediators act in that culture.

There is limited research comparing management of workplace conflict in dignity, face, and honor cultures. The author generates propositions and suggests a research strategy for collecting data to test propositions.

Understanding what is culturally normative in terms of self-worth, confrontation, emotional expression, and managerial intervention can help people involved in workplace conflict understand what they are experiencing. It can also help managers intervene effectively.

How people react to workplace conflict varies with culture as does how managers intervene. Knowing this provides people with the first element of cultural intelligence that may help them manage conflict to facilitate a more creative and effective multicultural work environment.

This paper integrates theory and research from cross-cultural psychology, the psychology of emotion and the literature on third party intervention into community conflict to explain the patterns of cultural conflict and conflict management in the workplace. It also suggests what it may take to manage cultural conflict in the workplace successfully.

The purpose of this paper is to define different types of culturally commensurate experiences, events, activities and interventions which Indigenous people find relevant for improving cultural diversity.

Based on interviews and surveys with Indigenous Probations Officers, the authors define a framework of nine experiences and events relevant to the organization, team and cultural development.

The key finding lies in proposing a framework of what Indigenous Probation Officers finding lies view as commensurate experiences, activities or interventions which recognize their cultural context (American Psychological Association, 2003).

The key limitations to this study are the size of the sample and the inability to conclusively argue that the framework of experiences developed can claim to represent those important for improving recruitment and retentions of all Indigenous Probation Officers. Further exploratory research of this type is necessary to add to this research in guiding future research and practice.

The definition of a multicultural experiences offered here might be useful in encouraging Probation Officers and others in developing a deeper appreciation of cultures of Indigenous peoples and other groups.

The purpose is to better understand an Indigenous perspective on enhancing a connection to culture within the Corrections system.

Rather than using a list of competencies to shape behaviors and experiences that people practice, the underlying assumption is to encourage cultural multiculturalism framework competency development by focusing on experiences and events important to objectives related to improving diversity.

This article describes a study examining the influence of a curricular intervention on 25 third-graders' stereotypes and biases related to world cultures and the people who embody them.

The qualitative study focused on privileging student voice through an inductive analytical approach. Triangulated data sources include focus group and paired interviews, recorded lessons, student and teacher curricular documents, as well as field notes.

Results—primarily reported through the children's own thoughts and voices—describe students' initial ideas about world cultures and people prior to experiencing the curriculum, and afterward, documenting shifts in stereotypical beliefs and biased attitudes. Findings indicate many students made positive changes, altering incorrect assumptions about other cultures and people. In addition, some children became able to recognize stereotypes and biases, generalize what they learned to other situations beyond those addressed in the curriculum and identify their own bias.

This study provides insight into an understudied topic and population in social studies education. It presents evidence that young children are capable of successfully engaging with the complex topics of bias and stereotypes in meaningful ways, thus providing a rationale for addressing stereotypes and bias concerning world cultures in elementary classrooms.