PurposeThe purpose of this paper is to explore different levels of line manager perspectives, namely strategic and first‐line on their role in human resource management (HRM) and human resource development (HRD), and to identify enablers of and barriers to devolving HR to line managers.Design/methodology/approachUsing a deductive approach, case study data was collected from 76 hotels, owned by Hilton UK, via self‐administered questionnaires to strategic and first‐line managers. Descriptive statistics were used to analyse the quantitative results, prior to significance tests being conducted in SPSS to identify differences in means based on managerial positions.FindingsA number of points of divergence in opinions are revealed, implying that there is potential for the case organisation to secure greater engagement of its first‐line managers in HR roles. Reducing the workloads and short‐term job pressures of these managers, together with capitalising on the good relations with the hotel HR specialists are means to develop greater engagement. Importantly, improving all line managers’ understanding of the organisational basis of their involvement in HR may bolster their performance in HR activities.Originality/valueThis paper offers a fusion of two theoretical perspectives (HRM and HRD), in addition to identifying differences in perceptions of two different levels of line managers.

PurposeThe purpose of the paper is to investigate the perceptions of senior managers in companies in the Sunday Times list of UK best employers on the practice of HRM in their organisations.Design/methodology/approachThe approach taken was to conduct semi‐structured interviews with senior line and HR directors/ managers.FindingsIn the organisations investigated, HRM is afforded high‐level organisational support at chief executive, if not always senior operational manager, level. It is generally recognised by senior managers as contributing to business effectiveness when it centres on business needs. It is integrated with business strategy processes at both strategic and operational levels. Indeed HRM is elemental to business strategic planning processes, which has the effect of reducing the potential gap between strategic rhetoric on HRM and practical implementation of HRM. Leadership and performance management are current HR policy priorities.Research limitations/implicationsThe generative primary data represent senior managers' perceptions of how HRM operates in their organisation therefore cannot be generalised.Practical implicationsSenior manager support of HRM means focusing HRM efforts in organisations on business needs and integration between HRM and business strategy processes. The corollary is that HRM policy priorities are derived from the strategic business direction and that they are perceived to support business operations and, consequently, business performance.Originality/ valueSenior line managers and HR specialists inform the research which contributes to understanding of current, best practice HRM from an evidence base; a model of contemporary best practice is proposed.

This article discusses the key role which HRM can play in strategic change programmes. A theoretical outline is offered which emphasises the strong links between HRM and organisational change literature, with a particular interest in the "soft" and "hard" elements of HRM in the context of change. Two distinct change programmes in two BAA airports, BAA, Glasgow and BAA, Edinburgh, are examined to identify the form and extent of HRM as a catalyst of organisational change

This qualitative study undertaken at a University in England investigates what influences the development of undergraduate students' socio-emotional intelligence (SEI). Through a thematic analysis of semi-structured interviews with students and lecturers, the study highlights various approaches that the learning environment, both physical and cultural influenced their development of SEI. Learning in small groups where students felt safe and supported impacted on their sense of self, and helped develop their confidence. Reflecting on their own experience without constraints or assessed outcomes was also beneficial to these students. The lecturer's knowledge and expertise, and how they modelled SEI were seen as imperative and meaningful to the development of students' SEI. This paper concludes that students must be supported to develop holistically, integrating cognition and emotion, making practical suggestions as to how this may be achieved. Given the paucity of research in this area, opportunities for further research are highlighted.

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