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Report on the NAHSPO Scottish branch conference of 3 April 1992 with the umbrella title of “Empowering Staff”.

Discusses the need to view HCAs in a multiskilled generic context, irrespective of function (for reward purposes). Suggests three groups (direct care, indirect care and support). Mentions assimilation, then some NHS examples. Refers to a previous article in Health Manpower Management, Vol. 18 No. 1 and updates a Table therein. Mentions surveying the local labour market. Suggests a possible logical route, then an alternative scenario. Concludes that there is no one route owing to local variations, but there is a common need to separate NVQ training, skill‐mix and reward issues first – then link all together into one overall strategy comprising all component parts.

Provides an update on various National Association of Health Service Personnel Officers (NAHSPO) activities: the forthcoming annual conference in October at Blackpool; link groups; and NAHSPO′s development plan, including its vision as to purpose and future, a code of practice, public relations strategy and counselling network.

Reviews various options for a salary structure for health care assistants within the National Health Service and provides an appendix detailing the present salary structures of the main groups within the Health Service.

Choice of benefits in addition to (or as an alternative to part of) base pay. Lessons from the USA. How much applies to the NHS in the UK? Discusses some examples and describes a process of devising such a scheme. Concludes that there is a need to consider such a scheme in relation to an organization′s labour market and culture. Is it appropriate? Or are there better ways to the same results?

The first season of HBO's Lovecraft Country is based on Matt Ruff's 2016 novel and explores the horrifying world of H.P. Lovecraft and the very real Jim Crow-era racism that plagued the United States in the 1950s. The series, developed by Misha Green and produced by Jordan Peele, places Black protagonists at the centre of a Lovecraftian horror story. The Black characters have to face shoggoths, grand wizards and magic but they also have to deal with and escape very realistic horror, in the form of racist police violence and white supremacy. By bringing the Black characters into the centre – often the metaphorical villains of Lovecraft's stories – the series allows for a new layer of meaning to Lovecraft's fear of the other. Atticus, Leticia, Uncle George, Hippolyta and the rest of the cast are struggling to escape the everyday real and supernatural manifestations of racism. Their struggle can be seen as a reflection of the actual struggle of the Black communities today, who are trying to liberate themselves from the shackles of oppression and systemic racism once and for all, so all people regardless of the colour of their skin, gender, race and ethnicity can finally be free. Lovecraft Country can be read as a symbolic yet crucial contemporary representation of this struggle for freedom. The series was created before George Floyd's and Breonna Taylor's murders, but it came after the deaths of Trayvon Martin, Philando Castile and Sandra Bland. Once the viewers search deeper and look past the dark mansions, the wicked wizards and the shoggoth monsters, they can understand that the supernatural and fictional land of Lovecraft Country is not a distant place after all.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).

This chapter summarizes the specific challenges for leadership in academia with a focus on universities, and discusses recent approaches to facilitate the development of leadership abilities in this context. Individuals and groups in academia essentially strive for creativity and innovation through knowledge creation and transfer. Their performance is measured relative to specified targets (e.g., quality and quantity of publications, third-party funding, teaching and student supervision). We argue that in academia constant tensions between creativity and innovation on the one hand, and structures, procedures, and (legal) regulations on the other hand persist. This poses significant challenges to leadership. The chapter starts with a short characterization of the most pressing challenges and their implications for leadership. We then distinguish between leadership of universities (i.e., administrative leadership) and leadership in universities (i.e., research leadership). Next, we depict approaches that highlight leadership as a property of individuals and as a collective phenomenon in academia. Finally, we draw lessons for leaders and organizations who seek to create enabling conditions for sustained successes in the quest for creativity and innovation.