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Suggests how producers, marketers and advertisers can respond to the debate on marketing to children, especially the concerns about obesity. Emphasises that denial of the problems is not an option, and that simple unawareness on the part of parents accounts for some of the unhealthy eating habits of many children. Contrasts the socially responsible actions of older entrepreneurs like Cadbury and Lever with the more complex attitudes of today’s companies, who know how to avoid prosecution and protect their brand names, but are not actually socially and environmentally responsible, largely because the costs of such behaviour are considerable. Outlines principles for leading transformation in this complex and uncertain world.

This paper addresses the challenges associated with defining and conceptualizing leadership amidst the plethora of theoretical constructs and definitions of leadership and proposes a model for developing transcendent servant-leaders. Based on a review of the literature, three categorical levels of leadership are outlined and discussed that describe the motives that drive leaders, their means of influence, and the outcomes they strive to achieve at each level. These levels include everyday leadership, effective organizational leadership, and transcendent servant leadership. Having delineated these leadership levels, a holistic model for leadership development and education that facilitates the transcendence of effective organizational leaders and ensures their sustaining power of influence is outlined and described.

The purpose of this chapter is to show how organizational change could be applied to local public libraries in a post-war country, in this case Kosovo. After decades under the communist system and a decade of conflict and political instability, Kosovo gained its independence in February 2008. Local libraries in Kosovo, fully developed under the previous communist system, almost collapsed in the post-communist period, which was characterized by conflicts that finally ended with the NATO bombing in 1999. They are now trying to catch up to western styles of work and development, trying to function within a region still governed by the UN, secured by NATO forces, and dealing with library users who have increased significantly their expectations of library services.

Globalisation and the technological revolution have transformed our world. It is exciting and offers abundant possibilities. For leaders it is hugely challenging. It is characterised by constantly shifting global competition, faster and faster change, increasing complexity, unpredictability, instability, ambiguity, interdependence and growing global crisis. This means learning how to handle and thrive on chaos. In this situation, old didactic or management training approaches for developing leaders are not likely to be effective. Over the years one has been working with one’s clients, helping them learn and transform their companies in ways that reflect the different skills they need today. One has worked hard to create an approach that really works, making mistakes, learning and gradually getting it to work better and better. This is now shared with the readers.

“No one can predict the extent or nature of the disruptions that Y2K will cause. Yet the list of potential consequences from the failure of computers and embedded microprocessors to deal with the calendar shift to a four‐digit year only keeps growing.”

Leadership scholar Margaret Wheatley (2006) observed that “Each of us seeks to discover a meaning to our life that is wholly and uniquely our own. We experience a deepening confidence that purpose has shaped our lives even as it moved invisibly in us. Whether we believe that we create this meaning for ourselves in a senseless world, or that it is offered to us by a purposeful universe, it is, after all, only meaning that we seek” (p. 134). At a small, private liberal arts institution in the southeast, educators attempt to traverse the complexities of chaos and meaning by integrating film into many facets of the curricular and co-curricular leadership learning process. This article highlights the background, pedagogy, and impacts of this integration and the bridge thus created between the in- and out-of-class experiences for students.

Twenty years ago, Senge's, 1990 pioneering article, ”The learning organization,” published in MIT's Sloan Management Review, received center‐stage attention. The concept received much support and was followed with articles by prominent writers and educators, Margaret Wheatley amongst them. Only ten years later, however, another prominent writer and educator, David Garvin, remarked, “Learning organizations have been embraced in theory but are still surprisingly rare.” The purpose of this paper is to argue and present support for a perspective that learning organizations have existed for over 100 years. Linking this concept to the past versus arguing that learning organizations are new will better pave the way for learning organizations to achieve a status of being more than simply “embraced in theory.”

Three objectives were presented. The first developed an historical link, with the goal of showing that learning organizations have had a rich history and did not simply appear in 1990. The approach to the second was based on drawing implications from literature about the learning process. The very heart of competitiveness depends on how firm members experience the learning process. The process is a function of the use of tools (T) within a learning climate (C) and their interaction (T x C). The approach to the third objective was to conceptualize learning climate dimensions, old compared to new learning organizations.

First, the idea that learning is always a competitiveness issue has not been consistently advanced in the literature, if hardly at all. Second, the internal learning climates within firms are what is at the heart of other cultures' successes. Much time has been spent studying the tools used in these firms, for instance quality circles, but little time with the climate learning dimension. The climate dimension has been the reason for their success.

The paper presents a tools/climate learning dimensions matrix (a 2x2 matrix) and develops the understanding that all learning stems from two learning dimensions, tools, and the learning dimension, climate, within which the tools are employed. Within this discussion, the authors present the idea of the competitive advantage of cultures; this advantage appearing in a firm as a consequence of the “climate learning dimension” of various cultures. The concluding section of the paper presents five climate dimensions; those of yesterday compared with those of today. These well known management perspectives (e.g. single loop learning/double loop learning, independence/interdependence) are linked to the learning process with a special focus on the climate dimension of the process. It is there that the degree of the firm's competitiveness is enhanced.