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This paper aims to provide an overview of the development of learning organization concepts from the perspectives of Dr Victoria Marsick and Dr Karen Watkins and presents an interesting evolution of their work together spanning over three decades.

Through a conversation with thought-leading scholars Dr Victoria Marsick and Dr Karen Watkins, this paper discussed serval topics pertaining to the evolution of the learning organization debate and provides their unique perspective on the development of their theories.

The learning organization debate has many foundations that today have led to differing perspectives, which Dr Marsick and Dr Watkins advocate. They developed their learning organization concepts from their particular background, which varies from others. To these thought leaders, cultural aspects are the critical focus of the learning organization.

The discussion with Victoria Marsick and Karen Watkins reveals their understanding of the evolution of the contested discussion around learning organization definition and implications. The understanding of this evolution, in their words, provides context for researchers and practitioners.

Education, education, education!That was New Labour’s priority when it came to government in the UK. How has it fared since? This article provides some information on how such statements were translated into action. It is written from both practitioner and academic perspectives, highlighting the impact psychology‐based research findings have had on educational attainment.

This article is a summary of consulting field research carried out by Hay Group to answer why leadership motivation matters to the drivers of share price. The summary also aims to explain how measuring organisational climate can help leaders better understand the effect they have on the motivations and performance impact of those they lead. As such it represents the business case for its use by organisations. There are practical guidelines on how to spot the early warning signs when climate starts to deteriorate; the key factors leaders need to focus on in getting it right; and how climate measures can be used as a macro change lever as part of an organisation talent review.

Often the person most knowledgeable about a particular job is the individual actually performing it. But all too frequently he is not offered the opportunity to say whether the job could be performed more effectively, or he hesitates to bring matters of concern or opinion to the attention of management because of fear of being misunderstood. As a result many problems go unsolved. To encourage upward communication a number of approaches may be employed; and where such schemes operate effectively, as with IBM's Speak Up, there can be a handsome pay‐off.

Jordan Peele’s critically acclaimed directorial debut Get Out (2017) highlights the issues regarding racism and Black identity that have seldom been the subject of horror film. More specifically, Get Out offers representations of Black masculinity that push against the stereotypical and reductive ways that Black men have often been depicted in horror cinema. The portrayal of Black men in Get Out takes shape in ways influenced by a range of relationships featured in the film. Amongst these is the dynamic between the leading character Chris (Daniel Kaluuya) and his white girlfriend Rose (Allison Williams), in addition to Chris’s interactions with Rose’s mother Missy (Catherine Keener), as well as his best friend Rod (Lil Rel Howery). As such, scrutiny of Get Out yields insight into the construction of Black masculinity in horror film, including how on-screen inter- and intra-racial relations are implicated in this. The writing that follows focuses on how Get Out offers complex and scarcely featured representations of Black masculinity, and boyhood, in horror. As part of such discussion, there is analysis of the entanglements of on-screen gender and racial politics, which contribute to the nuances of depictions of Black masculinity in Get Out.

This service evaluation aims to understand the experiences of service users (SUs) who accessed an early intervention in psychosis (EIP) service during the Coronavirus pandemic using qualitative and quantitative methodologies and compare these to a previous pre-pandemic study conducted within the same service (Watkins et al., 2018).

This paper collated experiences of individuals accessing an EIP service to inform service development. Questionnaires and individual interviews were conducted to provide quantitative and qualitative data. Descriptive statistics and T-test confidence intervals were created from the results and compared to findings of Watkins et al. (2018). Interviews were transcribed verbatim and analysed using Braun and Clarke’s (2006) thematic analysis.

Data showed participants were largely satisfied with all areas of the service with “work or education”, “living skills”, and “addictions” scoring highest. Though participants reported no overall dissatisfaction, satisfaction levels dropped in “social activities” compared to the findings of Watkins et al. (2018), perhaps due to the national restrictions put in place to manage the spread of Coronavirus during this time. Interview analysis identified three themes of importance consistent with prior literature, highlighting the importance of relationships and validation during recovery.

This evaluation did not consider whether participants had accessed the service prior to the pandemic or only during, meaning that some participants could have a point of comparison with the service pre-pandemic, whereas others might not. Similarly, the participants were not the same as those of the Watkins et al.’s (2018) evaluation, meaning that direct comparisons of pre- and post-pandemic experiences were not possible. In addition, this evaluation collected data at only one time point early in the pandemic; therefore, it is unknown if client experiences of services differed as the pandemic and restrictions continued over time.

The Covid-19 pandemic has been an unprecedented challenge for health services, and the effects of this are becoming widely reported. This evaluation of clinical services offers a valuable perspective of service user experience of receiving mental health services during a global health crisis further offering a comparison to pre-pandemic services and the experiences of those who used them.

The purpose of this paper is to gather the perspectives of individuals accessing an early intervention in psychosis service (EIPS), in order to inform service development.

Individual interviews (n=9) and one focus group (n=7) were conducted. Discussions focused on open questions pertaining to service users’ (SU’s) experiences of accessing the EIPS. The results were analysed using inductive thematic analysis.

Inductive thematic analysis was used and three main themes were generated: consistency and communication, facilitating therapeutic relationships between EIPS staff and SU’s; pushing boundaries, relating to the importance of services taking a graded approach to developing therapeutic relationships and (re)engaging in activities; and normalising and validating experiences of psychosis. Participants emphasised the importance of relationships with EIPS staff and fellow SUs and highlighted how SUs can feel fearful and vulnerable when staff are not accessible or they view their care as inconsistent. Participants further emphasised the need for practitioners to balance an approach that de-stigmatises psychotic experiences whilst validating distress.

Consistency of support from EIPSs can be as important as flexibility. Clinicians should carefully consider the balance between validating and normalising distressing experiences associated with psychosis. Offering social activities with other SUs can facilitate therapeutic relationships and recovery but the results suggest that this should be facilitated in a graded way.

The paper addresses current need in the literature to understand the experiences of people using services in order to improve the quality of the services provided.