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Profiles the Hilton Group plc and some of the human resources issues that arise from operating an international portfolio of 500 hotels, with more than 60,000 employees in 50 countries. Expansion in 1999 triggered an extensive market research exercise to determine customer expectations of the Hilton hotel brand. This led to the development of Hilton’s worldwide quality initiative, “Equilibrium”. The aim here is to ensure that individual guest needs are met, and because service quality is central to this, a human resource policy initiative called “Esprit” has been developed to embrace the key principles of employee recognition, respect and reward. What then are the strategic linkages between these initiatives? The article draws on practitioner perspectives to explain the relationship between the strategic human resource management and business performance challenges for the business.

This paper analyses the nature of, and relationship between, a quality service initiative and the concept of strategic human resource development. Hilton International is the case study used for this analysis. The principal finding is that the quality initiative is acting as a catalyst for a strategic approach to human resource development to emerge in the case organisation. However although many of the factors identified with the concept of strategic human resource development are evidenced, it is proposed that the standards set by academics in the field of human resource development may be too aspirational for the hotel sector.

The purpose of this paper is to show how human resources (HR) can influence sustained engagement by supporting managers to be expert engagers of others.

This article discusses the limitations of organizational level engagement strategies in relation to sustained engagement. It outlines the critical task managers and leaders play in securing meaningful, long‐term engagement, based on the author's personal views, experience and analysis of effective engagement strategies. The article outlines five key roles that managers need to be proficient in if they are to influence high performance in others. The effectiveness of the roles is supported with the author's observations of managers, leaders and HR practitioners who all excel as engagers.

Whilst organizational level engagement strategies play a key role in building understanding and awareness for employees, this is rarely enough to secure deeper and more meaningful levels of engagement that endure. Managers are the missing link in building cultures of performance but they cannot do so alone. HR must support their managers and leaders as engagers with the practical skills and personal development they need to ensure they can deliver.

The article refers to the type of support and counsel managers require of HR to help them fulfill their five roles as engagers. Some practical steps are given within the article for this specific purpose.

In the world of hospitality the customer reigns supreme. In order to remain competitive it is essential for hoteliers not only to meet consumer expectations, but also to exceed them. Hilton International – the hotel part of The Hilton Group plc that also includes betting and gaming, and Living Well Fitness Centers – realized that in order to deliver the quality service associated with the brand, it needed to invest in the training and development of staff who are essential to ensuring that guests have a good experience during their stay.

In this chapter, I will draw upon East-Asian wisdom traditions, quantum, transpersonal, and integral theory to posit consciousness as fundamental. In doing so, the relationship between Self and reality will be articulated as nondual. I will argue that knowledge about the nature of Self is both an educational entitlement and learning process. Such understanding is generally thwarted by the impact of scientific materialism and behaviorism on educational orthodoxy, which instead promulgate a separate sense of self with destructive individual and collective consequences. Moving from philosophical theorization to application to teacher education, I will argue that a massive program of deconditioning and unlearning is necessary within education and show how a module I teach, “Responding Mindfully to Challenging Behavior,” attempts to do some of this work via a focus on “discipline.” The focus of the module invites us to question the nature of Self when difficulties arise. As explored, this is often a conditioned self with automatic reactions that can shift toward a “witnessing consciousness” when experiential learning and contemplative practices are integrated with theories of human flourishing.

The purpose of this paper is to present a case study about how academic librarians can contribute to the interdisciplinary research endeavors of professors and students, especially doctoral candidates, through an intellectualized approach to collection development.

In the wake of protest movements such as the Tea Party and Occupy Wall Street, colleges and universities have begun to develop courses about these events, and it is anticipated that there will be much research conducted about their respective histories. Academic librarians can participate in those research efforts by developing interdisciplinary collections about protest movements and by referring researchers to those collections.

Through a case‐study approach, this paper provides a narrative bibliography about Southern Agrarianism that can help professors and students interested in the Tea Party or Occupy Wall Street movements to see their research endeavors from a new interdisciplinary perspective.

The value of this paper lies in presenting a concrete example of the way in which academic librarians can become active research partners through the work of building collections and recommending sources in areas that professors and students may not have previously considered.

The purpose of this paper is to examine the leadership role(s) of vice-principals in diverse, multi-ethnic schools and communities and understand the supervision and mentoring support they require to help them become more effective leaders within them. The research questions guiding this study were: what forms of mentoring do vice-principals, who serve in diverse schools in rapidly changing communities, require? Who is in the best position to provide mentoring for them?

The author used a qualitative case study methodology. Data that were analyzed for this paper were drawn from surveys, semi-structured interviews, one focus group interview and school and community documents from three data sets within two case studies in Canada. The first data set was part of the author’s doctoral research program in a diverse school in Alberta; the other case study was part of a larger collective case study that the author is currently involved with and leading in New Brunswick. Several vice-principals were part of both studies. The author then constructed a survey questionnaire specifically focused on mentoring vice-principals in diverse schools. Vice-principals in both provinces, who were part of the two studies, were invited to respond to the follow-up survey. Using a constant comparative analytical approach, the author coded and analyzed the data from all three sets together. The author formed several categories and ultimately collapsed the categories into five distinct themes that illustrated and confirmed the social realities of the vice-principals in their schools and communities.

Five key findings emerged from the analysis of the data sets. They were building leadership capacity, fostering positive relationships, increasing global awareness, reducing stress and anxiety and becoming a diversity champion and peace-builder.

To this researcher’s knowledge, this paper contributes to a significant gap in the literature on vice-principals who serve in diverse schools and communities.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

This paper aims to describe in depth case studies demonstrating that many small companies that participate in collaborative relationships are not realising the knowledge and skill acquisition benefits that policy makers envision when they formulate public policy that promotes creation of collaborative business relationships.

Hamel's theory of inter‐partner learning is built upon to explain the possible reasons why firms fail to derive learning‐related benefits from participation in collaborative relationships, and the implications for public policy, for firms participating in collaborative relationships, and for future research are discussed.

Key findings reveal that small companies are not realising the intended benefits of collaboration. Many New Zealand firms that participate in alliances are not using them to develop new skills and competencies.

Learning was neither an objective nor an outcome of most of the collaborative business relationships investigated in this research. The cases studied were selected from a large database of collaborative business relationships involving New Zealand firms, so there is no reason to believe that these findings are unique to the particular relationships examined; however, it would be useful to investigate the extent to which the findings generalise to other collaborative relationships in New Zealand and in other countries.

Policy makers should carefully consider the types of collaborative relationships that they promote as not all relationships generate public benefits. Firms should consider collaborative relationships as a possible option for acquiring new skills and, if they wish to learn through participation in such a relationship, then they should make this a specific objective.

The paper shows that the adoption of a qualitative approach allows a more insightful examination of collaborative relationships and learning.