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This article will provide an overview of the national child and adolescent mental health service (CAMHS) workforce planning programme 2006‐7, which used early implementer sites in each of the eight English regions to produce a specialist CAMHS workforce plan and explores the potential transferable learning from the CAMHS experience to workforce planning across a range of other settings.

This paper focuses on the policy context that led to the development of the New Ways of Working in child and adolescent mental health services (NWW CAMHS) project and the future direction of change that is its legacy. NWW CAMHS represents a merging of policy and practice across what is sometimes a divide between adult and child services. In some aspects, CAMHS had already adopted what became known as a NWW in adult mental health with multidisciplinary teams characterised by dispersed patterns of responsibility and leadership. In other areas, particularly the involvement of service users and carers, CAMHS has been less forward‐thinking. There continues to be a significant workforce challenge for children's services and a risk that innovation and development will not be fully inclusive of the full range of service users' needs. It is important that the lessons learned from the national workforce programme are kept while the usual boundaries to development across services are broken down.

This paper seeks to enhance understanding of the role and effect of corporate culture as a unique strategic asset on the success of business models.

The paper is a conceptual exploration of several key constructs and their interrelationship. The argument is based on four related notions: that corporate culture is an “asset”; that it is a “strategic asset” in the sense of comprising a source of competitive advantage; that it might well be the “ultimate strategic asset”; and that culture as a strategic asset can be the essence or core of a business model. The paper also uses “empirical examples” of actual companies to study and demonstrate the core constructs and ideas. It also examines issues involving the key dimensions of corporate culture, the measurement of corporate culture, and certain related performance measurement issues.

The paper shows that corporate culture is a strategic asset, which, if managed properly, can be the key differentiating factor in a successful business model. It also shows that when not managed properly, can actually transform into a “liability”.

This paper demonstrates that corporate culture is a critical strategic asset because of its role in creating competitive advantage and successful business models. It suggests that corporate culture can also be the single most important source of competitive advantage in business models. Finally, it suggests that practicing leaders as well as investors and academics need to pay attention to corporate culture as a component of business strategy.

This paper contributes to the literature and to practice by examining the notion that corporate culture is a strategic asset in depth and examining the relationship between culture as a strategic asset and business models. It also takes steps towards a coherent framework for both scholars and practicing managers to frame and understand the issues involved in the management and measurement of this critical strategic asset.

Hugh Africa, Council on Higher Education (South Africa)

Universal workers, or Tier 1 workers, as the CAMHS service structure suggests they are called, are in excellent positions to influence the mental health of children and young people. Many government policies and guidance suggest that Tier 1 workers have a part to play in promoting mental health, early identification of problems and offering general advice about being mentally healthy. To fulfil these roles these workers need to learn about children's mental health and their roles within this field. A CD‐rom trainer's package was developed to help trainers deliver this type of training, which was later converted into an e‐learning package. The implications of developing e‐learning are considered.