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Police training is in a period of transition, requiring new recruits to already have, or work towards, a policing degree. However, recruitment procedures have not significantly changed in the past few decades. With psychometric testing commonplace in North America and Australasia to help ensure the right recruits are selected, this research seeks to understand if police trainers feel there is scope for a similar process in the United Kingdom (UK).

Twenty-five police training staff across four different police forces took part in a total of six focus groups to discuss views on this and other areas of recruitment.

Results indicated that police trainers are concerned about the quality and aptitude of recruits. Support was given for the introduction of formal psychometric testing to prevent unsuitable candidates from successfully joining and/or to give trainers better insight into the personalities of their students.

There was general concern from female trainers that the police environment new recruits entered still bore elements of covert sexism. Trainers' views on reforms to police recruitment, the implications of this and areas for future study are discussed.

E-training changed the employee experience with the help of virtual and online tools. This study aims to analyse the perceived impact of e-training on trainee experience and trainees’ self-assessment.

Data was gathered using a structured questionnaire from 853 employees of 30 Hydropower stations in North India. The partial least squares-structural equation modelling is used to test the relationships between study variables.

The result shows infrastructure and organisational support as the leading dimension, followed by trainer abilities and content/material/design to impact the perceived usefulness of e-training. The perceived trainee experience significantly impacts the e-training outcome as trainees’ perceived significant positive self-assessment.

Employees in select organisations indicate acceptance of the e-training. Hence, this study supports the applications of modern and emerging e-training tools as artefacts to support the learning and development of employees in select organisations.

This study explored the relationship between synchronous e-training and employee experience in the select power sector organisations previously dominated by traditional training tools.

The first-aid courses organized by the Youth Red Cross Carinthia (Austria) had a quality problem, necessitating a professionalization in teaching and time structure. This research aimed to enhance the quality and effectiveness of these courses by implementing modified lesson studies with non-professional trainers. The paper presents the realization process, empirical research and results obtained by applying the first-aid curriculum.

Around 22 lesson study first-aid courses (14 classes with 2 cycles, 8 with 3 cycles) were conducted and evaluated in different Austrian school types. An observation sheet was created to evaluate attention and competencies. Interviews were conducted with both teachers and students to validate the results.

The research findings demonstrate that lesson studies can significantly enhance the quality and effectiveness of first-aid courses. Inexperienced and experienced first-aid teachers significantly improved their teaching skills. Newly educated first-aid teachers showed substantial improvement, leading to the introduction of an induction period and coaching opportunity within the Youth Red Cross Carinthia.

This is the first lesson study conducted in a non-academic context. It highlights the adaptation process of Carinthian first-aid courses. It illustrates how lesson studies impact lesson clarity, instructional variety, student engagement in the learning process, student outcome, student feedback and teaching effectiveness in a non-academic context. It contributes to the literature on the application of lesson study in first-aid education and provides insight into the benefits of this approach in enhancing the quality of first-aid training.

Syrian refugees in the Netherlands frequently suffer from mental health problems. It is argued that mental health not only consists of the absence of psychiatric disorders but also of the presence of mental well-being. However, there is little attention to the mental well-being of refugees, and no intervention exists that focuses on fostering the mental well-being of refugees. Therefore, the new culturally sensitive positive psychology intervention “Mosaic” was developed and implemented in collaboration with the target audience and local partners. Mosaic is offered in the Arabic language, and the content is focused on (re)finding purpose in life and (re)discovering life values and subsequently acting upon these values. The purpose of this study is to assess the effect of Mosaic on the mental well-being of Syrians in the Netherlands.

The effect of Mosaic on the mental well-being of Syrians in the Netherlands is assessed by conducting a randomized controlled trial (RCT) with a waitlist control group.

Postintervention within sample t-tests showed that the intervention group (n = 66) experienced significantly more overall mental well-being, emotional well-being and purpose in life right after participating in the intervention when compared to the preintervention measurement. The effect on purpose in life persisted six months later. These improvements were not found among the control group (n = 60).

Mosaic is the first positive psychology intervention in the Netherlands that was developed for and in collaboration with Syrian refugees. To the best of the authors’ knowledge, this study is also the first study in the Netherlands and one of the first ones in Europe that assesses the effect of positive psychology for refugees specifically.

The aim of this paper is to contribute to knowledge about the diversity of credibility arrangements in new audit spaces “in the margins” of auditing and the implications of such arrangements.

The paper is based on an in-depth qualitative study of the lesbian, gay, bisexual, transgender, queer and intersex (LGBTQI) rights certification run by the Swedish Federation for Lesbian, Gay, Bisexual, Transgender, Queer and Intersex Rights (RFSL) during its first decade of operation. We have interviewed employees and studied documents at the certification units within the RFSL. We have also interviewed certified organizations.

We highlight two features that explain the unusual credibility arrangements in this audit practice: the role of beneficiaries in the organizational arrangements chosen and the role of responsibility as an organizing value with consequences for responsibility allocation in this certification. These features make it possible for the RFSL to act as a credible auditor even though it deviates from common arrangements for credible audits.

The RFSL certification is different in several ways. First, the RFSL acts as both a trainer and an auditor. Second, the trainers/auditors at the RFSL have no accreditation to guarantee their credibility. Third, the RFSL decides for itself what standards should apply for the certification and adapts these standards to the operation being audited. Therefore, this case provides a good opportunity to study alternative credibility arrangements in the margins of auditing as well as their justifications.

The purpose of this study is to investigate the effects of the remote training process on distance learning with the application of neurometrics and investigate the features of the training that promote better synchronization between trainers and trainees in terms of cognitive and emotional processes favorable to learning, during a condition of remote professional training.

The authors proposed a hyperscanning paradigm together with a conversational analysis to assess remote online training by collecting neurophysiological measures (frequency band analysis: delta, theta, alpha and beta) via multiple wearable electroencephalograms (EEGs) during a session of remote training.

Results showed increased delta activity in the trainer when he was leading the session and when the participants were exchanging feedback. The delivery of feedback was also linked to increased theta activity compared with the normal activity of the trainees. Finally, synchronization of EEG between trainer and trainee groups was found for the beta band.

This study proposes to adopt a new multi-methodological approach that combines conversational analysis with the detection of remote neurometric parameters, in the field of educational neuroscience applied to organizational contexts.

Findings can help trainers in the development of their skills as trainers and in modeling remote training in organizations.

Findings highlight the crucial role of particular phases of the e-learning process, such as the feedback phase and the interaction trainer group, and they pointed out the relevance of neurophysiological measures to test the e-learning process.

Organizational diversity training is designed to enhance employees' skills and competencies regarding diversity and its management. The question of its effectiveness, and the conditions under which it thrives, remains a matter of debate. Unlike previous studies that have predominantly focused on the perspective of training participants, this study shifts the lens to the viewpoints of diversity training providers in Germany – a country where the formal requirement for diversity management was implemented relatively recently. The primary objective is to ascertain the critical factors influencing training effectiveness from the providers' perspective.

This research draws upon case studies based on document analysis and qualitative interviews with diversity training providers across Germany.

The investigation reveals that the effectiveness of diversity training, as perceived by providers, hinges on several key factors: the organizational environment (including the widespread recognition of diversity issues and the presence of an organizational diversity framework), the attributes of diversity trainers (notably their personal familiarity with diversity) and the setting and design of the training (such as venue, duration and a blend of instructional approaches). A notable barrier to achieving effective training outcomes is the lack of supportive conditions within client companies, exemplified by limited training budgets, which impedes the accurate assessment of training effectiveness.

This study marks a novel contribution to the field by explicitly focusing on the perspective of diversity training providers in Germany. It provides new insights into the importance of the organizational context surrounding diversity education within the private sector.

The purpose of this paper is to identify extant training needs for preparing supervisors to support newcomers’ organizational socialization and to develop a research agenda concerning aspects that conduce to making supervisors efficacious in the process of organizational socialization.

A review of the literature on the development of socialization agents for organizational socialization generally indicates that relatively minimal research has been undertaken on this topic. Most articles have focused on the effects of organizational socialization on other variables – such as newcomers’ work outcomes, turnover intention and organizational commitment. The review was conducted in light of this phenomenon. It is based on the structured literature review method, per Rocco, Stein and Lee (2003).

Supervisor training is suggested as a means for enhancing organizational socialization. However, supervisor training is not often studied in organizational socialization research. Therefore, the verification of the impact of supervisor training on organizational socialization is required. Given the proposed research agenda, identifying the impact of supervisor training on different areas of organizational socialization domains and inspiring increased interest on supervisor training as an effective program for organizational socialization are logical outcomes.

The concept of socialization is used in broad areas of research, such as education, military and engineering. However, it was reviewed here vis-à-vis human resource development (HRD). Therefore, the focus was on the notion of organizational socialization, which is appropriate for employee training development. The concept of organizational socialization in this paper, therefore, was delimited, as it failed to include all meanings of socialization. This paper sought to review all studies related to organizational socialization. However, some research was not considered and, thus, not discussed in this paper. This was because of time and resource constraints. The author sorted previous studies by personal standards and, thus, may have inadvertently included non-germane or excluded relevant citations.

Supervisory training for organizational socialization can be proposed as a potential area for leading to an effective organizational socialization program. So HRD professionals should study further about the topic and develop such programs. Increased attention on supervisor training for organizational socialization may increase the number and quality of supervisor training programs. Such studies would augment HRD professionals’ knowledge about organizational socialization and eventually enhance performance in organizations.

This paper can expand the area in which social learning theory can be applied. According to Bandura and Walters (1977), the social learning theory posits that learning new behaviors can usually be acquired by observing and imitating others. This implies that newcomers emulate other organizational members to adapt to the organization and their assigned roles. In this process, supervisors can play a key role through showing them the appropriate behaviors, supporting their learning and providing appropriate feedback. Presumably, then, new employees may perform better if supervisors receive training on crucial socialization efforts.

Significantly, socialization agents are uniquely situated to greatly impact the organizational socialization process of newcomers. Among the socialization agents, supervisors garner enormous influence on newcomers’ organizational socialization. However, relatively few studies investigated the training of supervisors for organizational socialization.

Indigenous health care models have continued to play significant roles in the development and sustenance of livelihoods in African communities. Such models are used not only to provide affordable community health care services but also as an employment resource for traditional practitioners within African communities. Yet, for lack of documentation and lack of discussion in the management and Indigenous Knowledge System literature, the models are hardly incorporated into the official health care services of African countries. This chapter addresses this problem by documenting the benefits and merits of the entrepreneurial principles embedded in the Tsonga traditional health care practice. First, it highlights how the unique indigenous traditional model is used for administering health care in a selected Tsonga-speaking community in South Africa. Second, it analyses the entrepreneurial principles embedded in the model. Finally, it discusses how such principles have been used as tools for entrepreneurship and enhancing the economic upkeep of the traditional health care practitioners (THPs). The chapter's main argument is that even though the Tsonga traditional health care practice model is complex, mystical, and in most cases challenging to explain to a non-native, it presents a great entrepreneurial opportunity for South Africa.

The purpose of this paper is to define the impact of training and development (T&D) in the Visegrad countries (V4) as impacted by the Covid-19 pandemic, namely, Hungary, Poland, Slovakia and the Czech Republic. These countries have some political, cultural, social and economic similarities and share some common ground in the human resource development (HRD) sectors.

The authors used the HRD theory and the human capital theory to analyse the context, operations and impact of T&D in the V4 countries due to the Covid-19 pandemic. The research was conducted in 400 companies, 100 from each of the four countries using the computer assisted web interviewing technique. The questionnaire was in a six-point Likert scale format and addressed 12 topics related to T&D: policy, expectations, procedures of diagnosis, preparation, implementation, monitoring, trainees, trainers, investment and expenditures, evaluation, results and controlling.

The authors concluded that in the Visegrad countries, Covid-19 raised expectations on T&D. This was followed by increased levels of action in diagnosis, preparation, monitoring and implementation, following pre-existing and adjusted policies. Evaluation and control were complicated. Investment and results and the human side of the T&D (trainees and trainers) were the ones for which there were more uncertainties and perplexities.

The study has the limitation of using only a small sample in four countries. For further research, the authors suggest a larger study extended to all the European Union countries, an in-depth analysis of the current data and the kurtosis on Policy of T&D.

The results of the research can be used to improve T&D programs after the Covid-19 pandemic. They could also provide information to external trainers to improve and adjust their services according to the opinions of the respondents of the study. The research findings can also serve institutions responsible for policy provision of HRD at a national level by providing possibilities to apply for funding either within national or regional funds like the National Training Fund in Poland or within European Union money at a national level.

The study is original because even if the T&D in V4 countries during the Covid-19 pandemic had already been studied separately (e.g. Mikołajczyk, 2021; Vrabcová, Urbancová 2021; Vinichenko et al., 2021), no empirical, cross-national research analysing specifically the T&D in those countries has been carried out so far. The authors use an innovative methodology, addressing 12 topics and the people involved together with the stages in which a T&D policy is divided. That makes it innovative and very relevant.