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It is essential that the quality of residential services is monitored, both to identify service deterioration and to improve service quality. Current models of community services have produced fragmentation among service providers, and a separation of purchasers and providers. These different groups need to work together to share a vision and a model of good practice. Participation in the auditing of each other's services, and a focus from commissioners on being supportive rather than punitive, assist in this. Audit also enables a view of the strategic challenges which face services to be developed. These challenges include ensuring that staff are skilled in supporting clients to live as ordinary a life as possible, as well as meeting any additional complex needs they may have.

The annual fiasco of the performance review continues in many organisations despite evidence that it has the potential to be one of the most effective management tools in the entire executive toolkit. Senior executives in many countries indicate that they regard the performance review (particularly the part where they are required to have an open and honest dialogue with the people who report to them) as one of the most difficult things they are required to do. Perhaps that is why so many do not do it at all! While the number of organisations that utilise their performance review programmes is increasing, a virtually useless version of form filling‐in and filing that has become the annual fiasco of so‐called performance review continues in many organisations. The message is clear. People make the difference and the successful enterprises of the current decade will have an integrated performance management programme that effectively links corporate strategy and individual performance.

This paper aims to report on findings and methodological approaches of the artistic project “Sites for Unlearning (Art Organization)” in collaboration with the Team at Casco at Institute: Working for the Commons, Utrecht/NL, through which processes of unlearning are tested against the backdrop of established institutional structures. This paper constitutes a transdisciplinary contribution to the discourse, exploring its relationship with organizational unlearning, organizational change and feminist, decolonial trajectories.

This paper proposes a feminist, decolonial, arts-based approach to discuss “unlearning institutional habits” by means of the long-term project – Sites for Unlearning (Art Organization). This complements the organizational unlearning literature with an arts-based approach, which draws on alternative education and feminist and decolonial literature. This paper responds to the call of this special and introduces a new perspective to the discourse.

This paper gives insights into and elaborates on the findings of the artistic project “Site for Unlearning (Art Organization)” through which processes of unlearning are tested against the backdrop of institutional structures.

This methodology puts in evidence that there are two major areas of concern for those who desire to break established structures in contemporary life increasingly defined by economic, socio-political and ecological pressures – institution on the one hand and learning on the other; the artistic project Sites for Unlearning attempts to challenge both. It builds on the insights and energies developed in and around the studies on unlearning in the fields of alternative education and feminist and decolonial theory and connects them with organizational learning, knowledge management and theories of transformation (Andreotti, 2011; Spivak, 1993; Tlostanova and Mignolo, 2012).

Literacy research exploring multimodal composition and justice-oriented children’s literature each have rich landscapes and histories. This paper aims to add to both of these bodies of scholarship through the emerging assemblage of Studio F, a fifth-grade classroom. The authors share poststructural analytic encounters with attention to the unexpected multimodal relationships and the justice-oriented talk and texts that emerged, as well as the classroom conditions that produce them.

The authors think with assemblage theory to examine the newness that emerged as one small group of students wrestled with the emerging instances of racism present in Freedom Summer by Deborah Wiles.

Together, the living arrangement of bodies, materials and discourses created openings for students’ explorations of race and racism.

This paper offers teachers and researchers space to rethink what is possible in the literacy classroom when the authors re-envision classrooms as vibrant assemblages, support emergent multimodal composing processes and follow students’ critical encounters toward justice-oriented literacies.

Increasingly, supplier relationship management (SRM) is being viewed as strategic, process‐oriented, cross‐functional, and value‐creating for buyer and seller, and a means of achieving superior financial performance. This paper seeks to describe a macro level cross‐functional view of SRM and to provide a structure for managing business‐to‐business relationships to co‐create value and increase shareholder value.

In order to identify the sub‐processes of SRM at the strategic and operational levels as well as the activities that comprise each sub‐process, focus group sessions were conducted with executives from a range of industries. The focus groups were supplemented with visits to companies identified in the focus groups as having the most advanced SRM practices.

The research resulted in a framework that managers can use to implement a cross‐functional, cross‐firm, SRM process in business‐to‐business relationships.

The research is based on focus groups with executives in 15 companies representing nine industries and multiple positions in the supply chain, including retailers, distributors, manufacturers and suppliers. While all companies had global operations, only one was based outside of the USA. Nevertheless, the framework has been presented in executive seminars in North and South America, Europe, Asia and Australia with very positive feedback.

The framework can be used by managers and has been successfully implemented in large corporations. The view of SRM presented involves all business functions, which extends the current thinking.

The framework includes all business functions and was developed with input from executives representing major corporations with global operations.

The Looking Glass simulation was developed by behavioural scientists at the Centre for Creative Leadership, North Carolina. Looking Glass, Inc is one of the best known examples of a realistic behavioural simulation. Such simulations allow managers to be studied and trained in situations closely approximating their natural environment. A condensed version of an article which follows one manager through the simulation is presented, giving an insight into the process of self‐assessment and self‐discovery that can take place.

Entitlement persists on the basis of race, gender, age, sexuality, language and able-bodiedness, despite all efforts to eradicate it – and abetted by some efforts to preserve it. Compounding this, as teachers, it is easy for us to become habituated to possessing the only knowledge of value in the room. This chapter takes place against a backdrop of movements such as Black Lives Matter, and its Australian manifestation, Aboriginal Deaths in Custody, the Me Too movement, on women's workplace rights and freedoms, movements against homophobia and transphobia, and quests for equality of accessibility. In particular, we explore the notion that Australia is a haunted nation – one that has not confronted its colonial past or properly reconciled with its first peoples and their descendants. Just as the nation needs to come to terms with its past, our conversations for this chapter will confront us with our own pasts and differing subjectivities. We make use here of our own stories in challenging entitlement, in ourselves and others.