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This study aims to develop the scale for perception of training comprehensiveness and attempts to examine the influence of perception of training comprehensiveness on role behaviour: teachers’ efficacy as a mediator and job autonomy as a moderator.

Through the steps for a generation, refinement, purification and validation of the scale, the measures of training comprehensiveness are defined, followed by an exploratory factor analysis. In all, 961 primary school teachers and 323 principals participated in the study. Teachers rated their perception of training comprehensiveness, self-efficacy and job autonomy, while principals rated the role behaviour of teachers, to avoid self-reporting biases.

Regression analysis showed that training comprehensiveness affects teachers’ self-efficacy, higher teachers’ efficacy increases the teachers’ role behaviour, training comprehensiveness indirectly influences role behaviour and job autonomy moderated the channel of teachers’ efficacy and role behaviour. These results indicated that in primary schools specifically in rural areas of India, individual perception of training, skill development and human resource development practice induces teachers’ role behaviour via raising their efficacy to combat with adverse situations. Job autonomy on an independent basis moderates the positive relationship between self-efficacy and role behaviour.

This study also provides various practical and research-based implications.

The scale for training comprehensiveness has been developed, and its impact on behavioural attributes like efficacy and role behaviour is examined for a sample of teachers.

The purpose of this paper is to highlight e-recruitment and training comprehensiveness as the untapped antecedents of employer branding (EB) in the relevant literature, which might enhance the employer’s knowledge and lead to organisational development.

This study adopts an exploratory conceptual modelling approach based on the extant literature from 1964 to 2017 using the databases of Emerald, EBSCO, Scopus, Proquest, JSTOR and search engines such as Google Scholar to ensure the reliability of the literature.

This paper suggests that e-recruitment and training comprehensiveness might be the untapped antecedents of EB as compared to traditional recruitment and training process explored in earlier studies.

The viewpoint can be further refined through academic conceptualisation and empirical validation.

This paper lays a conceptual foundation in the emerging area of EB. Ideas expressed herein can be approached by academicians.

Past studies have not explored e-recruitment and training comprehensiveness as the antecedents of EB. This work provides knowledge that candidly contributes to the conceptualisation of e-recruitment and training comprehensiveness. Further, this research has the potential to help academicians to understand the antecedents of EB leading to organisational development.

This paper aims to review existing literature about both e-recruitment and training comprehensiveness to find out if there was a link to perceptions of the organization among employees. The authors felt this would lead to more positive beliefs and higher levels of employer branding (EB).

To test their beliefs, they analyzed literature published between 1964 and 2017. The strategy was to use the databases of Emerald, EBSCO, Scopus, ProQuest and JSTOR, and search engines like Google Scholar. They searched for key words and came up with 51 articles, 17 dealing with employer branding, 23 about e-recruitment and employer branding, and 11 about training comprehensiveness and employer branding.

The authors felt the literature review confirmed their beliefs that e-recruitment was a good way to create a more positive view of organizations, and training comprehensiveness helped to develop both employee skills and levels of commitment.

Very little research has previously addressed e-recruitment and training comprehensiveness as drivers of EB.

This study aims to analyse the impact of authentic leadership (AL) on academic optimism (AO) through the mediating role of affective commitment (AC). As this study also examines the moderating role of training comprehensiveness (TC) in strengthening the relation between AC and AO.

Data were collected from school teachers and their immediate principal and were further analysed through confirmatory factor analysis and hierarchical regression analysis.

Data analysis provided significant support to the hypotheses presented in the study. AC partially mediated the link between AL and AO, and TC moderated the linkage between AC and AO significantly.

This study provides novel basis to improve the overall functioning of schools and teachers’ performance. It provides ways to improve the overall AO in Indian schools.

This research aims to provide an updated meta-analysis of cross-cultural training effectiveness through quantitatively reviewing the links between cross-cultural training and three outcomes: adjustment, cultural intelligence and job performance.

Drawing from 37 independent samples from 1991 through August 2021 involving a total of 7,040 trainees, the author adopt random-effects meta-analyses method to assess the relationships between cross-cultural training and three outcomes and examine potential moderators (i.e. training phase, training method and rating source) that influence these relationships.

The meta-analytical results mainly support our hypotheses. Cross-cultural training -adjustment exhibits a medium and significant positive effect, whereas cross-cultural training is positive significantly related to job performance and cultural intelligence of small effect sizes. Training method and data source significantly moderate the cross-cultural training's impact on cultural intelligence and performance correspondingly.

This study considers longitudinal statistics for measuring cross-cultural training effectiveness, breaking down the inadequacy of cross-sectional measurement and covers sub-dimensions of cross-cultural training outcomes to provide more comprehensive and advanced evidence of cross-cultural training effectiveness for the latest 30 years.

The entry of generation Z employees into workforce poses new challenges for managers in designing learning and development interventions as they are better informed and well-equipped to access the available information. This paper investigates how training comprehensiveness serves their unique developmental needs.

Employees responded to the online survey on training comprehensiveness, person-job fit, and task significance while the data on task performance was collected from their supervisors. In total, 215 complete and valid responses were received. Gender, age, education level and industry type were used as control variables and the statistical analysis was performed using SPSS and RStudio.

Findings indicate that generation Z employees aim for person-job fit as a proximal outcome and task performance as distal outcome of training. Also, task-significance mediates the relationship between person-job fit and task performance. Apart from the indirect path which involves mediation of person-job fit and task significance, the direct impact of training on task performance is also noticed. Interestingly, the older colleagues do not display such behavior

This is the first empirical study that investigates the developmental needs of generation Z employees and integrates the elements of task design and training needs together. With their better skills to access increasing job opportunities, generation Z employees use training to meet the job demands. Thus, person-job fit, and task significance are found to be better performance drivers than training for generation Z, but training adds to their performance through person-job fit as well.

Rates of suicide in custodial settings continued to rise in the year 2013/2014. Consequently, the Division of Forensic Psychology funded training on “working with risk of suicide” which was delivered by Dr Slade at HMP Grendon. Due to the increasing prevalence of suicide in custodial settings, a review of this training was considered important to enhance professionals’ awareness of self-harm and suicide. The paper aims to discuss these issues.

The review begins with an introduction to the concepts of self-harm and suicide, and an introduction to where the training was held; HMP Grendon, a therapeutic community prison. The four key topics delivered by Dr Slade are then explored with regards to their aims and content. These topics include; the link between self-harm and suicide, why offenders harm themselves, assessment of suicide and finally, care planning. Residents of HMP Grendon also discussed their views of self-harm and suicide during the training day, these are thus explored within this review. Strength and weaknesses of the training were also explored, in addition to future practice considerations.

This review highlights the comprehensiveness of the training and its ability to engage the audience through discussions and activities. The collaboration between professionals and HMP Grendon residents to understand self-harm and suicide was also particularly noted.

This paper offers insight into the staff-resident collaboration at HMP Grendon and how training on self-harm and suicide can be delivered.

The review aims to demonstrate a broader perspective of human capital and employee well-being concept. Moreover, the study attempts to analyse theoretical notions underlying human capital and well-being relationship and thus to guide the integration of two distinct concepts.

This review followed the systematic literature search protocols from the Academic Journal Guide 2018 generated by the Chartered Association of Business Schools. Sixty-nine quantitative research papers were selected for the review.

Human capital is not only about individual competence but includes acquisition, utilization and development of competence in a broader sense. Employee well-being has been discussed from subjective and objective viewpoints and categorized into happiness, health and financial aspects. The review results suggest that various organizational theories, workplace learning and learning organization perspectives underlie human capital and well-being relationship. The review guides that the high involvement working model encapsulates well-being as part of human capital development.

This review discusses practical implications for human resource management practitioners.

This review is a unique attempt to assess the human capital and well-being literature systematically.

This paper seeks to ascertain the effectiveness of a two-week-long faculty development programme (FDP), organized by Indira Gandhi National Open University (IGNOU), for teachers of the open and distance learning (ODL) system, with the aim of upgrading their knowledge and skills for developing print self-learning materials (SLMs). The specific aim of this study is to ascertain whether the objectives of the FDP have been achieved, to examine the effectiveness of the training programme and to suggest measures for improvement in future FDPs regarding the design and development of print SLMs.

The study was conducted using a descriptive survey research method, through semi-structured questionnaires and adopted purposive sampling. The first survey was conducted immediately after the completion of the programme, in order to collect feedback from the trainees, while the second survey was conducted after six months of the FDP, using the follow-up approach, so that more reliable and authentic results could be obtained.

The outcomes of the study revealed that the training had been effective in imparting appropriate knowledge and skills to the trainees, with respect to designing print SLMs. However, certain gaps were also identified and have been reported in this paper. Key suggestions have been made to address the shortcomings and improve forthcoming FDPs.

The present research focused on a specific training programme regarding the design and development of SLMs. Therefore, only the teachers and academics who participated in this specialized training activity were considered for the collection of feedback.

The recommendations of this work may be useful for the trainers, FDP coordinators, training institutions and ODL policymakers for planning and designing effective staff development activities for teachers and academics working in ODL institutions. These would be especially useful in the design of FDPs, aimed at orienting teachers who are involved in curriculum planning, design and development of learning resources.

This study is an original research based on the empirical primary data obtained by the researchers. As the largest open university in the world, IGNOU has been playing a key role in staff development for and in ODL in developing countries. This evaluative study of a specialized FDP in the area of SLM design and development is a significant work that may be valuable for planning the staff development strategies and building a training evaluation mechanism.

This study aims to explore whether frontline employees' service recovery performance as well as customers' recovery satisfaction (RS) act as mediating mechanisms that simultaneously transmit the positive influence of an integrated service recovery system (SRS) on customers' service loyalty (SL).

A total of 134 useable retail banking branch cases (including responses from 134 branch heads, 439 frontline employees and 941 customers) were used to test our model using the partial least squares structural equation modeling (PLS-SEM) approach.

Service recovery system, measured as a higher-order multidimensional construct, has a strong and positive influence on customers' SL. Besides, service recovery performance partially mediates, along with RS, the relationship between SRS and SL. Finally, customers' recovery satisfaction has the strongest influence on service loyalty.

This study strongly suggests that practitioners not only focus on implementing an effective SRS but also on leveraging service recovery performance and RS to build sustained customers' loyalty. Practitioners must provide more attention to training their frontline employees, reward and recognize employees and continually evaluate their employees' recovery efforts.

The role of frontline employees' service recovery performance and customers' RS as mediating mechanisms in transmitting the positive effect of SRS on customers' SL is investigated using the combined perspectives of social-technical system theory and interdependence theory.