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The purpose of this Editorial is to introduce the reader to seven training exercises in tourism.

Introduces the papers in this special issue.

Effective learning requires doing–practice–failure–interpreting–experiencing success, rather than listening and watching.

Provides an introduction to experiential learning exercises for tourism and hospitality executive training.

The purpose of this paper is twofold. First, it will trace, for the first time, the historical events which have progressively influenced emergency training. Second, it will evaluate the design considerations and delivery of strategic training to participants attending a multi-agency gold incident command programme. Finally, it will make recommendations about the suitability of training approaches for different aspects of emergency training.

This research used a mixed methods study design involving a longitudinal literature review of disasters which influenced training; and a case study of multi-agency training.

Guidance for major incidents developed in a relatively ad hoc manner until consolidated by the Civil Contingencies Act (2004). In addition, health and safety considerations prevent on-the-job training during major incidents. Furthermore, different forms of training would appear to be more suited to training for the different stages of a major incident.

The European Union delegates responsibility for emergency planning to individual nations. Although the findings relate to this UK case study the lessons learned would appear to be generic and may be applicable in other countries.

Emergency training is a statutory requirement and therefore needs to be systematically organised. Different types of training are suited to different stages of a major incident.

Emergency training is a statutory requirement and therefore needs to be systematically organised. Different types of training are suited to different stages of a major incident.

This is the first paper charting the historical development of emergency training. There is a limited base of literature for emergency training.

In Britain, in the field of management training, a new concept is struggling for birth. It is by far the most exciting concept on the whole training horizon at this moment. It is remarkably difficult to communicate and, although it is highly persuasive in itself and exerts a powerful attraction on all who come in contact with it, it is not yet widely or formally accepted as the right way of setting about the training of managers. So far the approach has no official advocates. But it soon will have. It is not the product of any one team of management trainers: several groups are moving towards the new concept independently of each other. Their work is not exchanged and their experience, so far, is not shared. This is because the various teams are still working very hard to work out the full implications of this system and to translate the concepts into real forms of training.

This article presents a psychoanalytically informed diagnosis of top management team (TMT) dysfunction during TMT training in a public sector organization. Outdoor management development exercises and the psychodynamics of family groups increased the psychological depth of a training intervention, eliciting dysfunctional behavior and facilitating diagnosis based on Bion’s theory of groups. Dysfunctional basic assumption behavior prohibited the group from effectively accomplishing the task of the work group. Implications for trainers and consultants are discussed.

The purpose of this paper is to describe how to go about interpreting causal maps and provides an introduction to the literature of causal mapping.

The paper includes two international causal maps showing the favorable antecedent conditions of Germans towards visiting Britain and the negative antecedent conditions of Brits towards visiting Germany. The paper provides training exercise questions with a solution in interpreting causal maps.

The training helps make implicit, automatic, thinking explicit and provides clues for the marketing strategist of actions necessary to changing long‐term negative implicit associations that potential visitors retrieve regarding tourism destinations.

This report does not include the results of applying the exercise in executive training programs. Does completing the exercise help improve decision making?

Executives need to experience specific training exercises to improve decision‐making skills. Obvious solutions usually only become so only following experiencing the process of making decisions; such training exercises as the one this paper presents builds on this premise.

This paper breaks new ground in participative learning by executives to improve their skills by solving real‐life tourism marketing problems.

This study aims to identify effective behaviors in labor-management negotiation (LMN) and, on that basis, derive overarching psychological principles of successful negotiation in this important context. These empirical findings are used to develop and test a comprehensive negotiation training program.

Twenty-seven practitioners from one of the world’s largest labor unions were interviewed to identify the requirements of effective LMN, resulting in 796 descriptions of single behaviors from 41 negotiation cases.

The analyses revealed 13 categories of behaviors critical to negotiation success. The findings highlight the pivotal role of the union negotiator by illustrating how they lead the negotiations with the other party while also ensuring that their own team and the workforce stand united. To provide guidance for effective LMN, six psychological principles were derived from these behavioral categories. The paper describes a six-day training program developed for LMN based on the empirical findings of this study and the related six principles.

This paper has three unique features: first, it examines the requirements for effective LMN based on a systematic needs assessment. Second, by teaching not only knowledge and skills but also general psychological principles of successful negotiation, the training intervention is aimed at promoting long-term behavioral change. Third, the research presents a comprehensive and empirically-based training program for LMN.

Company training is usually initiated in response to the emergence of two kinds of training need; one may be termed reactive and the other proactive. The former arises out of an immediate and urgent on‐job production or productivity shortfall for which a behavioural cause has been identified and separated from other causal factors. In contrast, proactive training may be closely associated with an organisation's corporate strategy and manpower plan. It is very much future oriented and comes about because of anticipated technical developments and/or predicted changes in the general economic and business climate, or through results of management development and personal replacement actions and policies.

In the years before 1967 there had been increasing internal demand in BOAC for secretarial training. The real causes for these demands were not difficult to establish. Not only were bosses dissatisfied with the quality of secretarial work but, in addition, secretaries seemed to feel that they were a neglected training population. There appeared to be few ideas about what kind of training should be given and especially what the training objectives should be. In 1967 it was decided that the General Training Branch should devote some resources to examine the training needs of this group of staff and to produce a systematic model training scheme. Most secretaries receive their basic training in the skills of shorthand and typing at Commercial College or Technical College before joining the company. For those who need further coaching in these subjects, there are a number of courses available. The training described here was not concerned with improvements in these areas of the basic secretarial skills: it was concerned with the concept of the secretary contributing to the effectiveness of the executive for whom she worked. By providing training based on needs identified in interviews with a large sample of BOAC bosses and their secretaries and allowing for feedback and follow‐up, a training system was established which is flexible and has been updated and adapted to particular needs. In this first article, the investigations leading to the design of training and a few typical training sessions are described. A later article will describe the arrangements made for monitoring, evaluating and modifying the system with some results of the evaluation exercise.

This study seeks to examine the processes through which leadership is fostered and developed within student leadership development programs. While there has been some scholarly literature written in this area, a dearth in the literature exists with respect to providing a detailed chronicle and examination of the complete processes employed within an exemplary student leadership development program. Through the analysis of such a program – validated by a recent NASPA (2011) study as an exemplar in the field of student leadership development – such a program will be examined. Through a qualitative, grounded theory approach using interviews to inductively build a framework of understanding, seven themes of student leadership development are identified. How these findings extend existing literature is then presented, as is a new theoretical model illustrating the process through which leadership is fostered and developed within students, thereby aiding the construction of future programs.