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Although businesses face various types of risks because of climate change, the level of concern among managers seem to lag behind the institutional pressure to deal with the climate change issue. This paper aims to bridge this gap in perceptions by presenting a framework to assist business leaders in translating the climate change issue into a format that managers can appreciate.

Drawing from the supply chain literature, this paper presents a model that shows how climate change-related policy and resource risks affect a firm’s supply, operations and demand domains and the risk management approaches appropriate for each type of risk. Excerpts from 10-K annual reports filed by US automotive and food retailers are used to show how the model works.

Although majority of companies examined do not report climate change-related risks, the evidence from those that do affirm the framework’s ability to translate these risks into manager-friendly supply chain terminology.

Managers can participate in sustainability actions by focusing on the risks and effects of climate change. Business leaders, researchers and policymakers can adopt supply chain risk management terminology to connect with otherwise indifferent managers.

Businesses have increasingly relied on educators to train students on teamwork skills that are valuable in a highly competitive marketplace. But what are students actually getting from these initiatives? Are they seeing the linkage between teamwork skills and goal accomplishment? Are they developing positive attitudes toward teamwork? What skills are they learning from their teamwork experiences?

This study investigated the relationship between student team member outcomes and the team activities that they engage into achieve these outcomes. Students were surveyed using items developed from a taxonomy of team processes found in the management literature, and measures of goal attainment, satisfaction and learning.

Results show that students derived different outcomes when practicing specific team process activities. Students who engaged in transition and action processes perceived that their goals were accomplished through teamwork. Those who engaged in transition and interpersonal tasks developed a more positive attitude toward teamwork and felt that they learned significantly from their teamwork experience.

This study is meant to help educators fine‐tune their understanding of the linkages between teamwork skills and team performance outcomes in student team projects so that they can structure the teamwork experience more effectively. The reader, however, is reminded that the findings were obtained in the context of student team projects.

Unlike most of the past research on team processes and outcomes, this study examined which team processes are linked to each of several team performance dimensions.

Provides a brief outline of the Philippines before looking at the values held by the culture and the management style commonly adopted. Outlines personnel management practices with references to short case studies. Concludes that one must first understand the culture in relation to feelings, honour and relationships and the successful company is one which has formed effective relationships with not only customers but employees, suppliers and dealers and also provides staff with development opportunities.