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This study aims to explore the perceptions of staff in four teams regarding the implementation of psychologically informed environments (PIE) across a community service and three hostels supporting individuals facing severe and multiple disadvantage.

Using a pre-post design, the PIEs Assessment and Self-Development for Services (known as the Pizazz) was completed by staff before the implementation of PIEs and at a six-month follow-up. A narrative review of the results and thematic analysis of the qualitative data are presented.

The majority of the Pizazz elements were rated as improved following PIE implementation. Thematic analysis developed three themes influencing staff members’ ability to develop a PIE: Complexities of Our and Wider Systems; Ready-made or Baked from Scratch; and Reflective and Responsive Staff.

A planned one-year follow-up was obstructed by the coronavirus pandemic, limiting understanding of longer-term impact. Having only gathered data from staff members, the results cannot corroborate staff members’ perceptions. Further research could explore other stakeholder perspectives, as well as the impact of PIE implementation on staff perception of resources, and of a possible ceiling effect for hostels trying to develop PIE.

To the authors’ best of knowledge, this is the first UK study to use the Pizazz to evaluate the implementation of PIE.

Harriet G. Long in 1953 wrote about public library service to children in her book Rich The Treasure.

Advertising has always had a penchant for risque business—Calvin Klein's “Obsession” campaign is certainly one example that comes to mind. Now, however, the TV screen is steaming up with a most unlikely suspect: Campbell's Soup. The grande dame has ladled up a bold new campaign pointing out the wholesome truth that eternal health and beauty are packed into that familiar red and white can.

Improvisation techniques and theatre‐based games and exercises bring a new, active, dynamic dimension to training within companies. Particularly effective in developing leadership skills, communication skills, effective personal presentation, team‐building and trust. They help personnel to deal with change, and to bring imagination and creativity to bear. All the benefits of outward‐bound, with greater focus, less cost and more safety.

The premise is that simulation is a dynamic model of reality systems. This chapter proceeds with an operational definition of a simulation embodying a virtual world representing the real world of international business (IB) operations. The inference is made that participating “Company teams” of students get a pilot experience of running a multinational enterprise (MNE) and, what is more, an understanding of the problems and challenges faced by the MNEs as well as their regulators and customers. The dynamics inherent in simulation puts actual implementation of strategy in focus, setting it apart from traditional case discussion. Features beyond the inherent dynamics of IB simulations are discussed in some detail. The conclusion is drawn that such simulations should have a prominent role in IB curricula. Ideally, they bring to bear experiential learning from practice.

This article proposes that consumer purchase behavior may be viewed from three perspectives — the decision making, the experiential, and the behavioral influence. The decision‐making perspective holds that buying behavior results from consumers' engaging in a problem‐solving task in which they move through a series of stages. The experiential perspective argues that in certain instances consumers make purchases in order to create feelings, experiences, and emotions rather than to solve problems. The behavioral influence approach proposes that in other instances consumers act in response to environmental pressures. Each approach can be linked to the predominant effect of one of the three components of the classic hierarchy of effects. Managerial implications of the three perspectives on consumer buying behavior are discussed.

This paper aims to describe how knowledge management (KM) in planning can support the sustainability of innovation in a hybrid, joint-use facility. The case study research studies ImaginOn, a 15 year-old children’s library and theater for young people in Charlotte, NC.

This research used KM model analysis of qualitative data about tacit-explicit knowledge, intellectual capital (IC) and cognitive modes of collaboration. Both historic documents and primary data (from field study observations, interviews and a questionnaire) were analyzed for informal KM practices. Semi-structured and unstructured interview questions about innovation were used.

This study found evidence of tacit knowledge sharing, the growth of IC and the operationalization of collaboration to promote innovation. Although traditional KM terms were not used by staff, an integrated model framework demonstrates how KM practices promote innovation in planning joint-use facilities.

Although a study of a diverse cultural collaboration rather than two libraries, the KM practices that supported innovation and collaboration in this hybrid, joint-use facility might be applied to libraries. Future KM model research on joint-use organizations could investigate merged businesses, government programs and non-profits.

The library and theater institutions in ImaginOn impact the lives of children and parents in meaningful ways that support community understanding, art, diversity and social interaction.

Research on joint-use libraries began in the 1960s. This case study provides unique model analysis of KM practices in a hybrid, joint-use facility (a library and theater). The innovative success and sustainability of ImaginOn illustrates the application of KM for strategic planning and aligning IC and business assets.

The purpose of this article is to offer a new perspective on library instruction by examining its relationship with various aspects of theatrical performance.

The author uses personal observations as inspiration to examine what has been written in scholarly literature about various theatrical practices in instruction, applying the conversation to the library instruction context. Additionally, research from business and professional literature is also incorporated into the discussion. This literature review focuses on three general areas. First, a review on how to use tools and perspectives from the theater to help librarians prepare their lessons; second, an examination of the librarian as performer; and third, a discussion on how theater might help librarians deal with repetition and burnout.

The literature on this subject has been extensive and includes an all-encompassing range of practical suggestions, research findings and theoretical analyses.

This article looks at this subject through the lens of scholarly literature. Empirical research on this topic is still needed.

The author presents a number of theatrical practices librarians might consider incorporating into their instruction sessions.

Much has been written about the connection between teaching and theatrical performance, but seldom from a librarian’s point of view. This article is of value to librarians looking to develop a memorable one-shot instruction session and those looking to examine the connection between teaching and performance.