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This paper aims to demonstrate how logistics company DHL's work on incorporating events into its internal‐communications strategy has enhanced employee engagement.

Draws specifically on one campaign within the company's Europe, Middle East and Africa (EEMEA) regions. Examines how this helped DHL to communicate with its diverse and widespread employee audience.

Highlights the benefits of incorporating events into an internal‐communications strategy. Reveals that DHL decided that one of the best ways to communicate with its selection of employees across the EEMEA region was physically to take the message to them.

Shows how investing in staff communication can have an impact on staff morale, communication and attitudes towards the company.

Highlights an increase in employee morale and engagement.

Multiagent systems, in which independent software agents interact with each other to achieve common goals, complete concurrent distributed tasks under autonomous control. Agent Communication has been shown to be an important factor in coordinating efficient group behavior in agents. Most researches on training or evolving group behavior in multiagent systems used predefined agent communication protocols. Designing agent communication becomes a complex problem in dynamic and large‐scale systems. In order to solve this problem, in this paper we propose a new application of existing training methods. By applying Genetic Programming techniques, namely Automatically Defined Function Genetic Programming (ADF‐GP), in combination with pheromone communication features, we allowed the agent system to autonomously learn effective agent communication messaging for coordinated group behavior. A software simulation of a multiagent transaction system aiming at e‐commerce usage will be used to observe the effectiveness of the proposed method in the targeted environment. Using the proposed method, automatic training of a compact and efficient agent communication protocol for the multiagent system was observed.

Building on a social‐technical approach to project management, the authors aim to examine the effect of action‐centered leadership attributes on team member's learning, knowledge collaboration and job satisfaction during IT‐related projects.

Structural equation modeling was utilized to assess the work environment of team members as well as the leadership practices of their respective project team leaders. Data were collected with a survey questionnaire from 327 team members in a variety of organizations in 15 industry sectors including financial services, software, manufacturing, retail, government and universities.

The identified action‐centered project leadership practices (effective task management, team efficacy cultivation, and individual autonomy support) create a project team environment that fosters individual learning and knowledge collaboration along with individual performance and job satisfaction, and ultimately project success.

The action‐centered leadership practices construct, developed in this study, can be a good surrogate measure of what is required to be an effective leader in an IT project team environment. The main limitations of the research are those inherent in the survey method (self‐reported; subjective data).

In a project team environment, it is essential that all team members collaborate effectively to increase the likelihood of project success. The implication for managers from these findings is that concentrating more on the identified action‐centered leadership practices can positively influence the team environment.

Although previous studies have described attributes that influence team performance, a clearer understanding of what team leadership practices enable a project manager to be effective warrants further investigation. A second order construct merges these team leadership practice attributes and validates its use.

AFTER some unsuccessful negotiations during the period when the first full‐time schools of librarianship were being established, the Birmingham School was founded in the autumn of 1950. Circumstances were not entirely favourable—the immediate post‐war generation of enthusiastic ex‐service students had already passed through other schools; the accommodation available was indifferent; the administrative support was bad; resources were weak, both in books and in equipment. There was, more importantly, a strong local tradition of part‐time classes in librarianship and little or no conviction that full‐time study was necessary or desirable.