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Provides an interview with Janice Caplan, author of Strategic Talent Development.

Provides an interview with Janice Caplan, author of Strategic Talent Development.

Discusses the importance of creating a talent management strategy that is inclusive, and focuses on developing talent across the entire organization

Provides insight from an industry expert, with practical advice on how to maximize the effectiveness of the appraisal process.

Outlines Caplan's four-point framework for developing a successful talent development strategy: Focus on the future; self-managed succession; people databank; and shared management.

This article aims to draw on some key ideas set out in Janice Caplan's book, Strategic Talent Development. In essence, Strategic Talent Development is about achieving business success in today's environment, which is so different from the one on which most management practice is based.

Caplan argues that conventional thinking has pushed too much onto line managers and given them an impossible task. She also debunks popular notions, such as we should invest differentially in high potential, or pivotal staff, or that leaders must win hearts and minds.

She shows how new ways of working are making current line management structures and processes unviable, and she proposes two key solutions. The first is to implement “shared management” structures that spread people management responsibilities so that individuals get the attention they need, when they need it. The second is to establish longer-term approaches to career development that ensure everyone keeps pace with change. This also takes care of high potentials and future leaders.

The author shows how the proposed solutions are critical to raising levels of employee engagement and therefore business profitability.

Examines the Singapore executive in the service sector – insurance, financial and banking – in terms of the level of stress experienced, coping styles, and personality (Type‐A/Type‐B). Tests the relationship between personality type, perceptions of stress and psychological wellbeing. Also examines the level of stress and psychological wellbeing across the three industries. Although Type‐A executives reported a significantly higher level of stress than Type‐B executives, they were not psychologically less healthy than their Type‐B counterparts. Executives across the three industries did not differ in terms of reported stress; executives in the finance sector tended to be more worn out and uptight than executives in the banking and insurance sectors. Work overload, role ambiguity and relationships with colleagues were cited to be the major stressors, while “switch‐off”, exercise and quiet control were the most common coping techniques. Discusses interventions aimed at changing work and task variables and changing characteristics of executives.

The present paper focuses on the level of attention and comprehension that Greek schoolchildren have of food labels. Three different age groups (8th, 10th and 12th years of age) are examined. A large dataset from various districts in the wider Athens region has been used.

The British Food Standards Agency questionnaire used for the same purpose in the UK was adopted and adapted to the local circumstances.

The sampled schoolchildren pay attention at certain food labels elements only, and they may do so only when they purchase a product for the first time. There is an associated lack of understanding, and medium to high levels of erroneous interpretation for some food label related information. No major differences are found to exist between age groups.

Methods suitable for fostering awareness and clarity in student mindsets regarding food label elements need development.

There is a substantial need to alter the method for the exchange and provision of information to schoolchildren regarding food label information is concerned, as the current status of affairs seems to be unsatisfactory.

The paper provides empirical results regarding the extent of attention towards, and understanding of, a wide range of different elements/information available in food labels. The dataset is large and it originates from various districts in the wider Athens region.

Using five categories summarized by Bass (1990), this chapter attempts to address three key questions about charismatic leadership:

• (1)

  What are the key behavioral dimensions of charismatic leadership?

• (2)

  How does charismatic leadership differ from other forms of leadership?

• (3)

  Who may become followers of charismatic leaders and when do they become followers?

What are the key behavioral dimensions of charismatic leadership?

How does charismatic leadership differ from other forms of leadership?

Who may become followers of charismatic leaders and when do they become followers?

By focusing on Weber’s original view of charisma, we suggest that his three dimensions of charismatic leader behaviors underlie most contemporary approaches. By considering these three dimensions in more detail, we demonstrate how this view allows for different views of leadership and is distinguishable from management. Finally, by extending Weber’s view and by identifying two types of charismatic leaders who differ in their power motives, we suggest how the characteristics of followers and the context influence followers’ acceptance of charismatic leaders as legitimate. Some implications for leadership effectiveness are discussed.

The purpose of this paper is to explore the concept of homelikeness from the perspective of family members and friends of nursing home residents across different models of nursing homes.

This mixed-methods study examined survey data collected from 397 family members and friends of residents living in 23 nursing homes representing three models of care (traditional, new augmented, and full scope). Participants completed a homelikeness scale and a measure of the importance of nursing home spaces to family members and friends. This study also involved conducting three focus groups with 20 family members and friends to provide further insights into the findings.

Analysis of survey data indicated quite high levels of homelikeness overall. Significant differences did emerge between traditional model nursing homes compared to new full-scope and new augmented models for all items in the homelikeness scale and for many items about nursing home spaces. Qualitative results provided insights into how homelikeness can be fostered through public and private spaces and through care and relationships.

As this study was conducted in one Canadian province, the results may not be applicable to other geographic areas. In addition, there are limitations in survey response rate.

Homelikeness can be supported across models of care by fostering relationships between residents and staff, ensuring that that family and friends feel welcome, and creating public and private physical spaces that are conducive to new and ongoing relationships.

The results provide evidence to nursing home decision makers about how to foster a homelike environment in various models of nursing homes.

Suggests that although stress research has burgeoned in recent years, little attention has been paid to the relationship between leisure satisfaction, work stress and psychological wellbeing. Presents data from secondary school teachers in a major UK city. A validated teacher stress measure comprising role‐related, task‐based, and environmental stress was used to tap the nature and prevalence of teacher stress. Results showed that overall teacher stress arose from five main areas: role‐related issues (e.g. overload, conflict, ambiguity); general job satisfaction; life satisfaction; supervisory support; and student discipline problems. A positive association was found between the amount of work stress reported and poor psychological health as measured by the General Health Questionnaire (GHQ). While no strong relationship was found between leisure satisfaction and stress, overall leisure satisfaction was significantly correlated with life satisfaction. The findings provide evidence that relaxational leisure satisfaction could well be a moderator of occupational stress for some teachers.