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This study aims to explore the human resource management (HRM) practices related to training and feedback in the app work industry, specifically in online food delivery service, and investigate the emotional and behavioral responses of gig workers.

This study adopts a qualitative approach by interviewing 19 gig workers from six food delivery firms operating in different countries.

The results show limited training and feedback opportunities are provided to app workers, although the complexity of training and delivery methods differ across platforms. To address this shortage, app workers developed response strategies relying on social interaction.

This study adds to the research on HRM practices in the gig economy by portraying the way in which training and feedback unfold in the food delivery app ecosystem and by disclosing the gig workers’ emotional and behavioral responses to it.

This study shows that the way training activities are currently designed may provide little value to the ecosystem and are likely to produce negative emotional responses in gig workers. Thus, platform providers may make use of these findings by introducing more transparent feedback and social learning opportunities.

To the best of the authors’ knowledge, this study is among the first empirical studies on online delivery gig workers addressing specific HRM practices. It reveals significant insights for training and feedback, suggesting app economy characteristics strongly affect training and feedback practices for app workers.

Previous research has pointed to a lack of studies concerning supervision training courses. Consequently, the literature has little to suggest, and the research field is underexplored, so questions around the content and design of supervision training courses remain unanswered and need to be addressed systematically. The main aim of the present study is to explore and map whether shared content and design exist in supervisor training courses across different vocations.

A syllabus analysis is used in order to investigate characteristic features in supervisor training courses related to the professions of dentist, doctor, psychologist, police officer and teacher.

The results point to the existence of shared content in the different courses, such as an emphasis on learning and supervision theories, feedback, ethics, assessment and communication. Furthermore, the results conclude similarities in design of the courses, such as a problem-based approach, seminars, lectures and homework. Thus, there are common theoretical approaches to important supervisory competences.

Our results intend to offer possibilities to learn from different professions when improving supervisor training courses but may also constitute a starting point for developing a shared model of interprofessional supervisor competences. Furthermore, the results may support possible cooperation in interprofessional courses. This could include arranging interprofessional courses, where one part is shared for participants from the included professions and another part is profession-specific.

We seek to contribute to the research field of supervision at workplaces with knowledge and ideas about how to learn from different professions when developing and improving supervisor training courses.

This paper describes a case study of a developmental program evaluation on the Autism Community Toolkit, a collaborative skills training program for parents and school professionals. The purpose of this study was to examine the influence of the training on participants’ knowledge, competence and perceived collaboration; and potential improvements to the training program.

The program included multiple training sessions for families and school professionals, designed to educate participants on autism, evidence-based interventions and to increase home-school communication and collaboration. Data collection methods included pre- and post-measures and feedback forms.

Results indicated that the training program was beneficial for participants overall. Pre- and posttest measures indicated growth in knowledge and competency in autism interventions. While there were no statistically significant differences in the quantitative measure of collaboration, qualitative results suggest that participants reported increased collaboration posttraining.

Overall, the training program was effective, and the ongoing implementation assessment was conducive to continuous improvement. The authors also discuss difficulties with implementation and recommendations for future intervention implementation.

This case study provides practical information about creating, evaluating and improving a unique intervention designed to support school–home collaboration.

At present, there is no research to support teachers’ use of sensory interventions in the classroom. This study aims to investigate the extent to how participation in a sensory processing training session would improve teachers’ competence, confidence and practice towards supporting children with autism.

A pilot study design with mixed qualitative and quantitative methods was used to evaluate the impact of sensory processing training on six teachers who taught at least one child with autism in a mainstream school. The Autism Education Trust Competency Framework and face-to-face semi-structured interviews were completed with participants both pre (Time 1) and post (Time 2) training session.

Quantitative findings presented statistically significant differences (p < 0.05) in results with large effect sizes in the areas of confidence, knowledge, implementing sensory strategies, adjusting sensory environments, reviewing and reflecting. Qualitative data provided by participants corroborated this and indicated a need for further and more detailed training in the area. There was no change in the practice of teachers consulting with pupils about their sensory needs.

This study found that the attendance of teachers at sensory processing training is justified and the promotion of sensory processing training is therefore warranted.

Findings of this pilot study indicate that sensory processing training for teachers does improve competence, confidence and practice towards supporting children with autism. Review of the session to allow more detail, including consulting with the children themselves, is recommended.

The purpose of this paper is to examine the impact of the Full Range Leadership Development Program (FR-LDP) of middle managers of a furniture company in Thailand and explore how they experience the leadership development phenomenon. It addresses the fundamental question of how effective leadership behaviors occur and are sustained.

In total, 31 middle managers completed a six-month multi-methods development program of three alternating training sessions and on-the-job practice. A 360-degree feedback survey of the Multifactor Leadership Questionnaire 5X Short, comprising 284 questionnaires of “leaders” and “raters,” was used to measure the change in effective leadership behaviors and the overall leadership outcome. A sub-sample of 20 participants from these managers was selected for in-depth interviews at the end of the intervention. Semi-structured interviews and critical incident analysis was applied to understand the leadership experience of these managers.

The study revealed that leadership behavior and overall outcome performance had improved over the course of the FR-LDP. The program did contribute positively to individual learning. Sustained effectiveness was not due solely to the development or intervention process, but also on individual objectives and action, together with supervisor interest and support.

The study provides a valid, in-depth insight into leadership in Thailand, which has practical application. However, the size of the sample may not be sufficient for broad generalizations in other cultural contexts or environments.

The study extends the understanding of how middle managers develop transformational leadership in Thailand. The study contributes to how middle managers learn what they need to know, how they get to know it and factors that influence their practice of transformational leadership in their workplace. The findings provide to organizations options on resources, talent retention and sustaining organizational performance.

This study aims to introduce an alternative model, “volatility, uncertainty, complexity and ambiguity (VUCA), Virtue and Vice” (3V’s), to unleash leadership skills, promote organisational collaborative change and impact sales performance during an unprecedented crisis.

The methodology outlines action research based on the 3V’s model and its application in an international business-to-business sales organisation during Covid-19. It explores alternative paths informed by play-at-work and Plato’s philosophy applied to work-based-learning. Each action/iteration adds to the model, which becomes more likely appropriate for various situations.

The 3V’s boosted change implementation and improved sales performance. The 3V’s conceptualised an invitation to immerse oneself in the constant “river of change” (VUCA) and a means of understanding the role of leadership in navigating this change by embracing simple rules: searching for justice (Virtue) and overcoming the barrier of public opinion (Vice).

The 3V’s model is grounded in leadership literature and a sole application, providing real international data relevant to organisations and leaders. This has yet to be evaluated further.

3V’s can enhance the understanding of a leading collaborative change and re-frame team dynamics in post-pandemic times for the broader public.

The approach advocated is a practice of “swimming alongside the team”, which should enable empowerment and collaboration rather than a top-down direction. Focussing on leaders who are moral people, this approach becomes a differentiator in a digital world.

This study examines Plato’s philosophy, play-at-work and other leadership theories in a model which prepares organisations to respond to crisis by providing the ability to reflect on human aspects and straightforward, transferable skills.

There has been an unprecedented increase in online learning worldwide, including in teacher education. However, student lurking can be a common issue, leading to a non-interactive learning environment.

The authors employed a qualitative case study with thematic analysis to examine a novel “self-directed” pre-service teacher online degree module that engaged students in regular peer-feedback, which intended to promote student engagement and interactivity. The research questions were as follows: To what extent did the seminar series represent the principles of self-directed learning and were learning outcomes effective from the process? And, how effective was the use of peer feedback?

The thematic analysis revealed that student progression and course completion was successful, and it represented some principles of self-directed learning; but (a) it cannot be presumed that pre-service teachers are competent in giving (peer) feedback and (b) pre-service teachers may need specific guidance and training for providing competent feedback.

This paper is highly original in respect of its combination of the self-directed learning framework with use of peer feedback, to engage students in an interactive learning environment. The present paper identifies that peer feedback is a powerful tool in online learning; peer feedback can supplement self- and teacher-assessment; but it should not be assumed that pre-service teachers are competent in providing (peer) feedback – pre-service teachers may need specific training in providing feedback.