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The purpose of this study was to take a fresh look at how well instruments commonly used to calibrate teamwork skills reflect the reality of today’s workplace. Given the number of teamwork skills instruments that have been available for many decades, the question was, why still are so many workplace teams not successful?

This practitioner exploration identified insights from a small group of experienced Indian managers on what makes a successful team. It compares these insights to the dimensions identified in one readily available practitioner-developed teamwork skills instrument and to those characteristics identified in the literature.

The match was less than perfect between the criteria these experienced managers used to predict team success and the combination of the dimensions in the literature and what the tool measured. Analysis indicated these managers felt that successful teams indeed required good communication among members (as identified in the literature), but they added the specificity that the element of communication characterized as effective listening was a key contributor to team success. Additionally, they did not just exhibit effective conflict resolution techniques (as identified in the literature), but also relied upon debate, discussion, flexibility, trust and cohesiveness. The findings also suggested the importance of understanding each other’s strengths and weaknesses and of giving credit, which were not included on the instrument used.

Given the growing importance of diverse international teams and the continued high failure rate of many teams, there is a need to take a fresh look at evaluating insights of successful team members using the additional lenses of culture, technology-enhanced communications and distributed work approaches. These insights should be compared to those skills that have been historically measured by instruments commonly used to calibrate teamwork skills and described in the literature. If the measuring tools are accurate, why do so many teams fail? If instruments are to be useful in guiding improvement of teamwork skills, they need to calibrate the specific skills that differentiate success from failure in today’s real world.

This study aims to document the emotions experienced by women achieving high levels of organizational success and investigate what differences, if any, existed between C-Suite women in the West* and China** in this regard.

In total, 105 senior female leaders in Mainland China and the West participated in an in-depth electronic survey about their leadership journeys.

The emotional associations with the pathway to high-level positions were generally positive with gratitude, hope, excitement and pride standing out, but Western female leaders were significantly more likely to express fear and feeling overwhelmed than their counterparts, whereas significantly more Chinese female leaders reported feeling inadequate than the Western women. The Chinese sample reported directionally more positive emotions than Western ones. The Chinese women cited curiosity, joy and relief, but Western female leaders made no mention of these emotions in their leadership journeys.

Little has been published on the emotions that women experience on their way to very high-level positions. Many of these studies used other people’s perceptions of female leaders to understand their reactions to the biases and challenges facing them. This study elicited direct responses from female organizational leaders. Research comparing the journeys of Western and Chinese C-Suite women is limited. These results can be useful for educators and human resource professionals in supporting female career advancement in Mainland China and the West.

In order to increase students' awareness and usage of the college library, an undergraduate marketing class collaborated with an academic librarian to create and develop new marketing ideas for the library. This case study aims to detail the results of the class‐faculty‐librarian collaboration.

Student teams produced marketing plans for the library as their semester project.

Students became strong advocates of the library as they became familiar with its resources, collections, and its overall value to them. A variety of feasible ideas for promoting the services and resources of the library resulted from student‐led research. This study confirms the value shown in previous studies of including students in the development of library marketing plans. It also shows that student learning interest and engagement significantly increases with the opportunity to solve a real‐world problem. This insight corroborates user‐centered and problem‐based learning methods for marketing classes and for identifying and improving students' information literacy skills.

The study was limited to one undergraduate college in a major northeastern city in the USA; therefore, the results may be only generalized to similar contexts.

In total, nine specific recommendations for practitioners are offered.

This case study documents the use of a real‐world problem in marketing a library from conceptualization, class study and original proposals, through to implementation of ideas.

Based on personal observations of several thousand managers, in both business and simulated business settings, four elements are identified that are frequently associated with leadership effectiveness. These elements are: (1) consistently and routinely applying a small number of key concepts, (2) developing skill at thinking and acting strategically, (3) taking advantage of knowing one′s personal style and its impact on others, (4) understanding the non‐linear and iterative nature of strategic management processes. These four elements ‐concepts, skills, personal style, and process – had the most impact on the organisations run by the managers in our study when the elements had been developed in proportion to each other. Too strong a focus on an element, or a noticeable lack of ability with respect to an element, was counterproductive.

The University of Tampa Center for Leadership offers extensive leadership development activities, many of which are based on concepts derived from theories collectively referred to as “new science”. New science – those discoveries in the physical and biological sciences during the twentieth century that have challenged us to consider our world from the perspectives of quantum mechanics, self‐organizing systems, and chaos theory – have been translated into specific leadership development activities. Examples include: (1) a focus on heuristic models to guide leader behaviour; (2) the assessment of leadership competence from multiple, non‐averaged, perspectives in contrast to a top‐down or an “average” perspective; and (3) the use of live practice fields which incorporate many complex relationships among both issues and issue advocates to diagnose and learn about leadership effectiveness within organizations.