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Examines the widespread pseudocompetence issues which frequently affect counsellors, psychotherapists and supervisors, and their supervisors and trainers. Pseudocompetence is defined as the experience of a big difference between people′s own (low) assessment of themselves and others′ (high) opinion of them in their particular field.

A review of relevant literature shows that the effectiveness of management training in Arab countries is generally estimated to be low. It is argued that improving this effectiveness is impeded by negative attitudes towards training among Arab managers. While some of these attitudes are found to have cultural or bureaucratic origins, low training effectiveness may itself generate and sustain such attitudes. Some of the factors explaining this low effectiveness are: lack of rigorous need assessment, deficiencies in programme design and evaluation, excessive reliance on conventional techniques, inadequate training materials and the shortage of qualified trainers. Measures to rectify this situation are also recommended.

This chapter focuses on what the key decision makers in organizations decide after having received information on the current state of the organizational performance. Because of strong attributions to success and failure, it is impossible to predict in advance which concrete actions will occur. We can however find out what kinds of actions are decided upon by means of an organizational learning model that focuses on the hastenings and delays after performance feedback. As an illustration, the responses to performance signals by trainers and club owners in Dutch soccer clubs are analyzed.

This paper aims to explore why a course with similar content feels different when delivered in a Recovery College as compared to an NHS therapy.

It is offered as a case study based on reflections from several perspectives.

This novel approach emphasises predictable factors such as the educational and recovery focussed environment. It also contributes further to thinking around how relationships are differently navigated and developed in Recovery Colleges compared to NHS settings.

The reflections are offered to act as a stimulus to promote wider conversations about how Recovery Colleges effect change, with an emphasis on comparing how relationships and power are influenced for those involved. This paper considers this in relation to the Mechanisms of Action identified in Toney et al., 2018 paper.

New models of career management require individuals to harvest as much learning as possible from situations wherever and whenever feedback is possible. The purpose of this study was to investigate the influence of positive affect (liking) on feedback giving behavior since authors have suggested a potential bias but little empirical evidence exists on the topic.

Data were collected from 77 trainer‐trainee dyads in a formal field‐based training program over a 60‐day period. Additionally, critical incidents accounts of career setbacks were collected from MBA students and consulting clients.

Less positive and less specific feedback was reportedly given to liked individuals, compared to disliked individuals, when performance was not attributed to internal causes. Also, an interaction between performance level and affective relationship explained amounts of negative feedback received in low internal attribution group. Less liked trainees received similar amounts of negative feedback despite performance level, while more liked trainees received more negative feedback when performing poorly than when performing well. The qualitative data support quantitative findings and add insights into why liked individuals receive less feedback of the nature that can further enhance career development.

Liked individuals need to be especially vigilant in pursuing feedback necessary for personal development. Managers should be encouraged to monitor the amount of critical feedback given to liked and disliked employees. Specific suggestions are offered.

Objective performance measures may not be available in other field settings. Even so, an objective performance assessment is what is needed to understand the full impact of positive affect on feedback giving behavior and subsequently, personal development.

Few studies regarding feedback giving behavior exist. The only previous study found that investigated the role of positive affect in feedback giving behavior was a lab study dealing only with poor performers. This field study shows how attributions interact with positive affect in feedback giving behavior while controlling for a natural range of performance. More importantly, this study adds a caveat to LMX findings about the advantages of a positive affective relationship.

Previous research has revealed that sales trainers have been reluctant to incorporate distance education training methods into their programs. This study investigated the effectiveness of six different teaching methods in delivering one sales training course to a national salesforce from one organization. Training methods ranged from no‐tech to high‐tec and included: an on‐site instructor, a written manual, a manual plus videotape, video‐conferencing, audio‐graphics and an interactive multi‐media computer‐based training program. Pre‐ and post‐training evaluations of course content indicated significant improvements. Media were evaluated in terms of training required, number of participants to be trained and other technical considerations. Measures of course content revealed no significant differences in terms of delivery methods. Strengths, weaknesses and situations for optimal utilization of media and delivery method were identified. Findings should assist sales training managers in making more informed choices among distance education delivery options.

This paper aims to describe a review and overview of the issue of developing guidance on implementing recovery and supporting organisational change, focused specifically on seeking to clarify the many different contributions that “lived experience” could make to training and workforce development.

The particular focus of our workshop was to clarify the key issues in workforce development, training for a recovery‐focused service and the contribution of “lived experience”. A particular outcome was to emphasise the benefits of collaborative co‐working between people who use services and practitioners at all levels.

A key element of our learning has been in valuing collaborative co‐working and the synergism of personal experience, professional training, research and evaluation.

The paper draws out what lessons have been learned already and sketches guidance for future practice and service development.

Workplace restructuring implies people changing roles, leading to the deskilling of people who must learn their way back to competence. Reports the case of a person learning in a new role. The conceptual framework for the analysis is the Dreyfus model of skill development. Shows the model to be effective both for research and for individuals to understand their own development. The results enrich the understanding of workplace learning, in particular the manner in which people can be helped to learn a new role.

The purpose of this paper is to review an evidence-based tool for training child forensic interviewers called the National Institute of Child Health and Human Development Protocol (NICHD Protocol), with a specific focus on how the Protocol is being adapted in various countries.

The authors include international contributions from experienced trainers, practitioners, and scientists, who are already using the Protocol or whose national or regional procedures have been directly influenced by the NICHD Protocol research (Canada, Finland, Israel, Japan, Korea, Norway, Portugal, Scotland, and USA). Throughout the review, these experts comment on: how and when the Protocol was adopted in their country; who uses it; training procedures; challenges to implementation and translation; and other pertinent aspects. The authors aim to further promote good interviewing practice by sharing the experiences of these international experts.

The NICHD Protocol can be easily incorporated into existing training programs worldwide and is available for free. It was originally developed in English and Hebrew and is available in several other languages.

This paper reviews an evidence-based tool for training child forensic interviewers called the NICHD Protocol. It has been extensively studied and reviewed over the past 20 years. This paper is unique in that it brings together practitioners who are actually responsible for training forensic interviewers and conducting forensic interviews from all around the world.

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.