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The highly unpredictable, complex, and dynamic business environment forces companies to innovate constantly. One organizational response to coping with environmental pressures is organizational ambidexterity, that is, the ability to pursue simultaneously the exploitation of existing capabilities and the exploration of new opportunities. It has an impact on the way of working, and consequently, organizations need to reevaluate their talent strategies. With this conceptual contribution, we first provide a fresh view on talent and talent management (TM) by suggesting an ambidextrous TM approach, including novel TM practices that have been rather neglected in the so far dominant traditional TM approach. It centers on the system-controlling element of an ambidextrous mindset. Second, in a theory-based framework, we explain how dynamic TM capabilities (hybrid, dual, and ambidextrous TM), which represent processes for deploying, developing, and shaping talent, can contribute to gaining competitive advantages in various ambidextrous structures reflecting the complexity and dynamism of and within human resource (HR) ecosystems. The authors advance the under-researched process perspective on TM by using the lenses of the HR ecosystems discussion, insights from a dynamic view on the person–environment fit, and dynamic capabilities. The authors conclude with a broad agenda for future research in TM in dynamic environments.

The philosopher Ludwig Wittgenstein once claimed that ‘what can be said at all, can be said clearly; and whereof one cannot speak, thereof one must be silent’. When the term talent transformed from being a rigid term referring to a specific object, e.g. a coin, in the actual world into an empty signifier referring to multiple objects, e.g. individuality or gifts, in a possible world then talent became something that we could not talk about in a clear and unambiguous way; something that talent management then should have been silent about. The reason is that such an unambiguous and accidental use of the term has led to an arbitrary understanding of talent and subjective bias in talent identification, recruitment, and selection systems and to talent management becoming dysfunctional. Moreover, it has also led to an absence of work identity in talent management that inhibits the individual talent and the talent manager in identifying and talking clearly about the qualification and competencies of the individual as they pertain to the job requirements. This could further enhance subjective bias and reinforce the arbitrary understanding of talent and, in the end, lead to insufficient and ineffective talent management processes.

South Korean multinational enterprises (MNEs) have developed rapidly since the late 1950s. This chapter investigates South Korean MNEs’ talent management, more specifically international recruitment and selection policies and practices in their Chinese operations.

Using the snowball method through Chinese and Korean networks we recruited ten Korean MNEs to participate in this research. We conducted semi-structured interviews with key individuals within the organisations.

It reveals that South Korean MNEs tend to adopt the polycentric approach or a mixed approach of being polycentric and ethnocentric to international staffing, with the number of expatriates reducing gradually over time. South Korean MNEs adopt ‘one-way selection’ in recruiting and selecting expatriates and localise recruitment procedures and selection criteria for host-country nationals.

South Korean MNEs have paid inadequate attention to: firstly, expatriates’ career development; and secondly, personal and family issues emerging from expatriation and repatriation. This study highlights these issues.

Talent management (TM) is widely seen as a key organizational challenge necessary to sustain competitive advantage. While academia has mostly focused on HRM practices associated with exclusive TM targeting organizational high performers at higher managerial levels, there are reasons why organizations should consider a more inclusive talent management (ITM) approach. They include the growing diversification of organizations and the global workforce caused by demographic changes and mobility across borders, overall talent scarcity and hard to predict market dynamics which all make future talent needs hard to anticipate. Issues such as employee perceptions of organizational justice and fairness are also important. Moreover, existing HRM orthodoxy concerned with investing in the company’s human resource and the wellbeing of employees pushes companies to invest in ITM as a path to a better working environment characterized by openness, trust and overall well-being. Few TM researchers, however, pay sufficient attention to the problems of organizational inequality and social segregation that exclusive TM might occasion and thus disregard how social exclusion and economic inequality continue to characterize many organizations. The ambition of this chapter therefore is to contribute to the development of an inclusive approach to TM. We add to the notion of ITM by bringing in literature on inclusive organizations which is absent from current theoretical development. Building on current conceptualizations in particular by Swailes et al. (2014) and Meyers and Woerkom (2014), we ask: How can literature on organizational inclusion contribute to developing more fair and equal organizations through inclusive TM practices?

To apply effective teaching and learning strategies, it is essential to understand the complexity of human groups, especially in educational contexts. To look for the relationship between the contributions that people make, it is critical to understand the singularities of cultures when developing innovations and to foster leadership in education. This chapter presents an experience developed in Higher Education in Chile focused on the ability of preservice teachers to enhance the development of individual talents as an active teaching and learning strategy to create a society made up of integrally developed people in educational contexts. In addition, we use virtual learning environments as a vehicle to connect students between physical and virtual boundaries. This strategy is based on the Talent Management Model which was implemented in intercultural primary schools by professors and preservice teachers from the south of Chile. The virtuality dimension promoted the detection of individual traits of students and contributed to the development of a cultural identity. Additionally, it offered theoretical and practical knowledge that implied an innovation in the training of future teachers.