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The purpose of this paper is to critically review the research literature on training interventions to increase the workplace application of improvisation.

A literature review was undertaken, work was considered in light of research methodology (qualitative, quantitative and discussion) and themes were identified and coded in Nvivo.

Although there is a substantial body of research on improvisation as a workplace phenomenon, there is only limited empirical research on the workplace application of improvisation training.

Further research is needed in the field, specific recommendations are made.

This paper provides an in-depth briefing on the current state of the literature for trainers and HR professionals who are considering the merits of using improvisation training in their workplace.

Mintzberg (1973) suggested that up to 90 per cent of managerial behaviour is improvised. This paper provides a new depth of understanding on the workplace application of improvisation training and the paucity of knowledge in the field.

Organizations are becoming more focused on time pressures when introducing innovation and creativity into their organizations. The purpose of this paper is to discuss the opportunity for organizations to focus on improvisation training as a way to gain a competitive advantage and leapfrog their competitors.

This paper takes the approach of identifying a model of improvisation training for organizations that focuses on the convergence of planning and executive for promoting innovation training practices.

This paper’s main findings are that the time pressures faced by organizations means that there is a funnel limiting the link between creativity, adaption and innovation. This means that improvisation training needs to be done quickly, and organizations need to act efficiently when introducing new practices.

This paper’s key value is that organizations can use improvisers by using bricolage and ready-mades to take existing concepts and apply them to new situations.

Expertise in English language teaching (ELT) is determined by being a white native speaker of English. Therefore, ELT is a type of aesthetic labour because workers are expected to look and sound a particular way. As nonwhite teachers cannot perform this labour, they may experience employment discrimination in the form of racial microaggressions, which are everyday racial slights. The purpose of this paper is to investigate what types of microaggressions inform several nonwhite teachers that they cannot perform aesthetic labour in private language schools in Toronto, Canada.

The paper utilizes a critical race methodology in which several nonwhite teachers told stories of racial microaggressions.

The teachers were told that they lacked the right aesthetic through microaggressions involving employers being confused about their names, questioning their language backgrounds, and citing customer preferences.

Future research must find out whether nonwhite teachers experience discrimination throughout Canada. Other studies must investigate how intersecting identity markers affect teachers’ employment prospects.

To prevent the discrimination of nonwhite teachers (in Canada), increased regulation is needed. The international ELT industry also needs to fight against the ideology that English is a white language.

There is little literature that examines language/racial discrimination in the Canadian ELT industry and how this discrimination is articulated to teachers.

This chapter investigates how musicians at jazz jam sessions engage in what I term “aggressive emergence.” In so doing, they introduce novelty, unpredictability and creativity in their spontaneous interactions with other musicians. In order to discuss this emergence, a notion of signs in musical communications as indexes, in the Peircean sense, is developed. To produce emergence in the ongoing development of a jam session performance, musicians must produce signs that index new directions that jazz playing can take, such as different rhythmic or harmonic accompaniments, or changes to the volume at which individuals play their instruments.

This chapter looks at the presence of lesbian, gay, bisexual, transgender, queer, intersex, asexual, plus (LGBTQIA+) literacy practices in New Mexico schools, primarily Albuquerque Public Schools. When finding rates of homelessness, suicide, and mental illness to be high in New Mexico, the author tackles the question of what teachers can do in their spaces to be inclusive and supportive. The author analyzes what is present and what is missing. Through citing organizations GLSEN, The Trevor Project, and Equality New Mexico, the author suggests minor and major ways to make change in elementary, middle, and high school classrooms. The suggestions include adding LGBTQIA+ history to the curriculum, creating safe spaces for preferred pronouns, and reading LGBTQIA+ literature and legislature.

ARNOLD BENNETT was a man of two worlds. In the terms of Max Beerbohm's cartoon “Old Self” was plump, wealthy, self‐assured, a landmark of the London scene, a familiar of press magnates, the owner of a yacht; “Young Self” was thin, ambitious, far‐sighted, industrious, secretly terribly anxious to justify himself to himself and decidedly provincial.