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Managing violence is an important clinical and managerial responsibility within contemporary mental health practice and there have been considerable developments across the country to pave the way for a more ‘standardised’ approach to conflict resolution. Many trusts employ someone to lead on ‘conflict resolution’ but the precise nature of the lead role and the responsibility attached to it vary greatly between organisations. Similarly, some trusts have sophisticated systems for delivering and monitoring conflict training and updates, whereas others do not. The project described here sought to clarify how training for conflict resolution is organised within a sample of mental health trusts in England. Data was generated by questionnaire and telephone interview with trust leads, and the audit findings were then analysed and used to inform an inter‐professional training pilot in one local trust. It is now expected that frontline staff will enter into conflict resolution training as defined by the NHS Security Management Service (2004) and be trained in accordance with a national syllabus of training standards. Audited opinion suggests that the training co‐ordinator role is associated with improved governance in relation to conflict‐resolution training. Arguably, if national benchmarks and standards are to be met in relation to conflict resolution, trusts need to invest in training infrastructure and at least consider the merits of funding a dedicated co‐ordinator role and inter‐professional training.

In discussing the general approach to management and supervisory training in Nigeria in Part II of this article, attention will be given to:

The purpose of this paper is to assess the implementation of the Welsh Network of Healthy School Schemes (WNHSS) at national, local and school levels, using a systems approach drawing on the Ottawa Charter.

The approach takes the form of a single‐case study using data from a documentary analysis, interviews with Healthy Schools Co‐ordinators (n=23) and stakeholder (n∼93) discussion of interim findings at three regional workshops.

There was almost universal adherence to a national framework based on Ottawa Charter principles. Substantial progress had been made with advocacy and mediation, although the framework provided less specific guidance regarding enablement. All‐Wales training for co‐ordinators, the commitment of co‐ordinators to working across administrative and professional boundaries, and support from local education and health partnerships, were important determinants of healthy school schemes' growth and efficiency. Primary schools were more successful than secondary schools in embedding health‐related changes.

Although findings are largely based on indirect evidence, the use of a social‐ecological model of evaluation provided valuable insights into implementation processes at multiple levels. Findings suggest that strong national support benefits programme development and dissemination and should include effective monitoring of local performance. The national strategic environment was influential at all levels of programme implementation. Priorities for further research include application of the social‐ecological model and organisational theory to investigate indicators of sustainability and influences on inequalities in health in school health promotion programmes.

The review illustrates the importance of evaluating health promotion programmes at multiple levels using a systems approach.

The early moves out of long‐stay hospitals into the community for people with learning disabilities in Somerset (started in 1987) required O'Brien's five accomplishments to be put into practice. Since communication is fundamental to achieving such inclusive aims, there was an urgent need to find alternative and effective ways for individuals to understand and express themselves in their new environment(s), and for all those they were to have contact with to have access to the necessary training and resources to make it work. The resulting process subsequently became known as the Somerset Total Communication project. This paper describes the process as it has evolved, and identifies key elements, outcomes and lessons learnt to date.

Professional managers in the training and development area go by many titles. The one we have chosen to label the position is Personnel Training Director. It was chosen because those words appeared frequently in our survey of titles. The words do not necessarily have a finer “ring” than some other more creative title entries, but they do seem descriptive.

Examines Internet training for academic library staff. Research encompasses an extensive literature search, a survey of 15 UK academic libraries, and interviews with three training librarians. Considers the development of the Internet in the academic environment and training in academic libraries. Includes analysis of internal training methods and external training courses. Discusses the implementation of formal evaluation procedures.

Investment in training and development is only truly effective if it realises benefits to the business in terms of skills and service improvements, staff retention and motivation, business improvements, increased turnover and cost reductions. This was the challenge faced by Harris Associates in the research, design and implementation of an integrated development framework, which would impact positively on the customer experience for Egg. This article explores how that was achieved through the development of an effective strategic working partnership between the two organisations.

Launched only three years ago, UK e‐commerce banking organization Egg already has more than 1.7 million customers and around 2,000 employees. Employee training has had to be reformed to cope with a growth rate which has exceeded even the company’s expectations.

“Best practice” is currently being used to enable modernisation within the National Health Service (NHS) in the United Kingdom. One element of this is the Beacon programme where examples of hospitals that exemplify local “best practice” are supported to develop and disseminate learning across the wider NHS. The aims of this research were to map public health‐related Beacon hospital initiatives and then to identify opportunities and barriers in this context. This was achieved by seeking the views of a range of relevant national and local stakeholders. The work suggests that whilst Beacon hospital projects have some potential in developing relatively innovative activity they are not perceived to be stepping‐stones to wider public health action. Five possible ways forward are suggested.