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The aim of this research is to make users aware of the importance surrounding the issue of security and security awareness while at the same time making educators as well as other individuals aware of the differing effects of cultural dimensions into the learning process.

An inter‐cultural study was conducted to investigate if users from the USA and Taiwan exposed to the same situational awareness learning would have different performance in those security awareness outcomes.

The findings confirm that American users who received the situational learning outperformed those users who received the traditional face‐to‐face instruction. Taiwanese users did not perform significantly differently between these two treatments.

The study was only focused on two countries and therefore may limit its implications worldwide. But the study does show that global citizens also react differently to security awareness as would be expected due to differing cultures. Certainly, awareness of the risks and safeguards is the first line of defense that can be employed by any individual, but how individuals address these risks can be very dissimilar in different cultures. Therefore, the implications are apparent that the issue of security awareness should be studied from different cultural perspectives.

This paper offers original findings and value into the investigation of whether or not situational security awareness training is culturally‐bounded.

Construction enterprises are achieving the goal of production safety by increasingly focusing on the critical factor of “human” and the impact of individual characteristics on safety performance. Emotional intelligence is categorized into three models: skill-based, trait-based and emotional learning systems. However, the mechanism of action and the internal relationship between emotional intelligence and safety performance must be further studied. This study intends to examine the internal mechanism of emotional intelligence on safety performance in construction projects, which would contribute to the safety management of construction enterprises.

A structural equation model exploring the relationship between emotional intelligence and safety performance is developed, with political skill introduced as an independent dimension, situational awareness presented as a mediator, and management safety commitment introduced as a moderator. Data were collected by a random questionnaire and analyzed by SPSS 24.0 and AMOS 26.0. The structural equation model tested the mediation hypothesis, and the PROCESS macro program tested the moderated mediation hypothesis.

The results showed that construction workers' emotional intelligence directly correlates with safety performance, and situational awareness plays a mediating role in the relationship between emotional intelligence and the safety performance of construction workers. Management safety commitment weakens the positive predictive relationships between emotional intelligence and situational awareness and between emotional intelligence and safety performance.

This research reveals a possible impact of emotional intelligence on safety performance. Adding political skills to the skill-based model of emotional intelligence received a test pass. Political skill measures the sincere and cooperative skills of construction workers. Using people as a critical element plays a role in the benign mechanism of “Emotional Intelligence – Situational Awareness – Safety Performance.” Improving emotional intelligence skills through training, enhancing situational awareness, understanding, anticipation and coordination and activating management environment factors can improve safety performance. Construction enterprises should evaluate and train workers' emotional intelligence to improve workers' situational awareness and safety performance.

The purpose of this paper is to examine the role of situational factors in improving learning for trainees with low conscientiousness.

A sample of 117 employees completed a survey questionnaire in the context of a training intervention. Perceptions of conscientiousness, legitimacy, and accountability were used to predict employee learning in a training context. Moderated multiple regression was used to test the hypotheses.

Results support interactions of conscientiousness and perceived accountability to predict learning such that learners who are low in conscientiousness showed higher levels of learning when perceived accountability was considered strong than when perceived accountability was considered weak. There was no support for the proposed interaction of conscientiousness and perceived legitimacy to predict learning.

Results support the view that organizations should implement formal controls to increase perceived accountability and improve learning. Trainees with low conscientiousness had higher levels of learning in situations with strong accountability perceptions.

The study is one of the few to evaluate perceived accountability in a field study, whereas most previous research has evaluated this concept in lab experiments. Therefore, the findings support the wide range of perceived accountability that exists in most organizations. The results imply the need for more accountability controls within an organization to increase learning in a training context.

Research on leadership is reviewed, beginning from the now abandoned idea of the “born” leader. The present view of the three elements important for the understanding and practice of leadership are personality, leaders' behaviours and situational factors. Beyond that, attempts are now being made to analyse and define the charismatic or visionary leader.

Possible limitations on the successful formal modeling of human expertise can only be identified if the evolving thought processes involved in acquiring expertise are understood. This paper presents a 5‐stage description of the human skill‐acquisition process, applies it to the skill of business management, and draws conclusions about potential uses and abuses of formal modeling.

We examined a large multi-year undergraduate leadership development program (LDP) across seven universities and used an integrated framework of transformational leadership and situational judgment tests (SJTs) during a critical and formative period of leadership development. This study was the first to show a significant relationship between experience and transformational leadership style in students in an undergraduate LDP using SJTs and the multifactor leadership questionnaire (MLQ). The results showed that greater experience was positively related to increased transformational leadership style and that high overall decision scores were indicated in all groups of students with varying leadership styles and varying experience levels and decision abilities. The study findings and implications are discussed, along with recommendations for leadership educators to develop decision quality in LDPs.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Training and development is widely recognized as a critical factor in organizational success. It is thus normal for organizations to invest substantially in the quest to extract maximum value from the talent they have at their disposal. To this end, most firms will use an array of different learning techniques. However, wise operators will also be on the lookout for original approaches that could help give them an advantage over the competition. Perhaps, situational judgment tests (SJTs) might fit the bill in this respect. Evidence confirms that SJTs are proven for such as personnel selection and organizational psychology. In the context of training though, the methodology remains under-explored by comparison. This is despite their use as an assessment tool prior to training or afterwards.

The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

This study aims to contribute to the project to overhaul Common Training for Nuclear Workers (Commune Intervenant du Nucléaire – CIN) aimed at service providers involved in maintenance on nuclear power plants (NPPs).

The study is devised as a methodology for designing and assessing a training system (work operation scenarios and steering method) and draws on a qualitative methodology through group interviews and observations during situational training. More specifically, the aim is to devise a training system that would enable trainees to gain a better understanding of activity in the nuclear sector, its execution, its challenges and its requirements, and to make them able to think and act individually and collectively to contend with the various types of work situations.

The results of this study confirm the relevance of providing different pedagogical orientations that emphasise the activity over the previous task-oriented and top-down approach. The instructors–trainees and trainees–trainees interactions take place in an open and dynamic space with an important interindividual variability to promote active learning that is based on the joint discovery and analysis of real work by the collective. In this context, the co-presence of the participants is more important than the task at stake. Moreover, this new way of learning is a challenge for the instructors and trainees, as well as for training designers.

Moreover, this new way of learning is a challenge for the instructors and trainees, as well as for training designers, and has to be taken into consideration when designing training programs.

This operational research work is being conducted by researchers, as well as industry professionals, and enjoys special access to the constrained environment of NPPs. Several studies conducted by the Organisational and Human Factors team of EDF Research and Development (Couix and Boccara, 2015; Fucks and Boccara, 2014) have focused on the effectiveness of training. In particular, they found that to be effective, training must faithfully reflect the real-life work situations of the future environment in which the worker trainees will be active.

Though prior research has recognized business skills as one of the keys to successful information system development, few studies have investigated the determinants of an IS developer’s behavioral intention to learn such skills. Based on the motivation-ability-role perception-situational factors (i.e. the MARS model), the purpose of this paper is to argue that the intention of IS developers to acquire business skills is influenced by learning motivation (M), learning self-efficacy (A), change agent role perception (R), and situational support (S).

Data collected from 254 IS developers are analyzed using the partial least squares technique.

Results show that a developer’s intention to learn business skills is positively influenced by intrinsic learning motivation and both absolute and relative learning self-efficacy. Furthermore, in comparison to two other change agent roles, the advocate role leads to a significantly higher level of learning intention. Finally, work and non-work support positively influence both extrinsic and intrinsic learning motivation. Notably, non-work support has a greater impact on both absolute and relative learning self-efficacy.

Though many of the proposed hypotheses were supported, results showed several interesting and unexpected findings. First, regarding the change agent role perception, people who perceived themselves as advocates displayed a higher level of intention to learn business skills than did those who identified with the other two roles (i.e. traditionalist and facilitator). Second, when compared to extrinsic learning motivation, intrinsic learning motivation contributed more to the intention to learn business skills. Third, the study contributes to the literature by finding that, in terms of direction and magnitude, the two types of self-efficacy have similar influence on an IS developer’s behavioral intention to learn business skills. Finally, work support was found to have a positive impact on both extrinsic and intrinsic learning motivation. However, it was interesting to note that work support did not lead to significantly higher levels of relative and absolute learning self-efficacy.

The findings of this study provide several critical implications for practitioners seeking to encourage IS developers to learn b-skills. First, organizations should strongly encourage IS developers to take on the advocate role in ISD projects, and urge them to acquire business skills through formal education and on-the-job training. Second, organizations should also help IS developers understand how learning business skills is important for their future work and potential self-growth, rather than focusing solely on extrinsic benefits such as promotion or remuneration. Third, organizations can also make use of the strategies to enhance IS developer’s learning self-confidence and beliefs, which will, in turn, increase their intention to learn business skills. Finally, support from others is influential in the formulation of positive work attitudes and behaviors, so organizations will benefit when employees are well supported.

While prior research has emphasized the importance of business skill possession for IS developers during the system development process, few studies have explored the factors affecting an IS developer’s behavioral intention to learn those business skills. This study intends to bridge this gap by investigating factors that drive IS developers’ intention to learn business skills. The findings of this study are useful to researchers in the development and testing theories related to IS developer learning behavior, and to practitioners to facilitate business skill learning for their IS development staff.