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The study objectives were to (1) identify if providing solution-focused interaction training enables managers and employees to develop and implement actions to improve their psychosocial work environment and (2) test a recontextualization of the psychosocial work environment as social structures affecting members of the workplace and verify if social interactions effectively change the local psychosocial work environment.

The intervention involved training managers, supervisors and employees in solution-focused interaction. This study used a controlled interrupted time-series design, with an intervention and control group (CG) and pre- and post-measurements.

The psychosocial work environment improved, indicating that the training led to better social interactions, contributing to changes in the social structures within the intervention group (IG). Collective reflection between participants in the take action phase was the key to success. The recontextualization uncovered these mechanisms.

The present study supports a recontextualization of the psychosocial work environment as primarily decided by social structures that emerge in recurrent interactions within work teams. The same social structures also seem to be important for other features of the production system, like job performance.

Training designed to enable high-quality social interactions, like dialogue and collective reflection, has proven to be effective in changing social structures. Moreover, managers may need training in facilitating the collective reflection between participants. Increased focus on social interactions within work teams is suggested for future study of organizational change processes, psychosocial work environment and practical psychosocial work environment management.

The intervention was delivered in the preparation phase to enable an effective take action phase. Both phases are less studied in psychosocial risk assessments research. The recontextualization has never been fully used in psychosocial research.

This paper aims to identify methods of guidance and supervision used in air traffic control training. It also aims to show how these methods facilitate trainee participation in core work activities.

The paper applies the tools of conversation analysis and ethnomethodology to explore the ways in which trainers and trainees act and interact in training situations. The data consist of the video recordings (total 38 hours) and ethnographic material gathered at a vocational institute for aviation and in two aerodrome control tower units.

The trainers used five different instructional strategies with which they guided and controlled the trainees' actions. In simulator training, learning was structured as a process through which the procedural knowledge possessed by the expert controllers was transferred to the trainees through interventions such as orders, test questions and additions. As the trainees progressed to the on‐the‐job training phase, interaction evolved from being trainer‐driven to trainer‐guided. The trainees' performance was fine‐tuned and guided towards local practices of particular work position by means of instructions and information deliveries.

The simulator training and on‐the‐job training appear as two distinctive forms of vocational training with their own aims. In order to improve the quality of the training, it is suggested that greater attention should be given to the ways in which these two separate areas of learning could be better reconciled.

This ethnomethodological study on training interaction complements the understanding of instructional strategies used at different stages of air traffic control training. It is proposed that research into the local and social production of training interaction can shed useful light on the complexities of workplace learning and training interaction, providing a novel perspective for those engaged in practice of vocational education.

The authors evaluated the impact of an anti-bias training intervention for improving police behavior during interactions with community members and public perceptions of discrimination.

Fifty patrol officers from a diverse municipal agency were randomly selected to participate in an anti-bias intervention. Before and after the intervention, a random selection of Body Worn Camera (BWC) videos from the intervention group as well as from a control group of officers was coded using a validated tool for coding police “performance” during interactions with the public. Discrimination-based community member complaints were also collected before and after the intervention for treatment and control group officers.

The treatment group had a small but significant increase in performance scores compared to control group officers, F = 4.736, p = 0.009, R2ß < 0.01. They also had a small but significantly reduced number of discrimination-based complaints compared to control group officers, F = 3.042, p = 0.049, p2 = 0.015. These results suggest that anti-bias training could have an impact on officer behaviors during interactions with public and perceptions of discrimination.

Although these results are from a single municipal police department, this is the first study to suggest that anti-bias trainings may have a positive behavioral impact on police officers as well as the first to illustrate the potential for their impact on community members' perceptions of biased treatment by officers.

The experimental and potentially conflictual nature of diversity training is explained as integral to creation of effective organizational discourse and change in diversity. More effective understanding and management of these conflicts is needed. To explore how conflicts can be better understood and managed, explains patterns of US minority and majority ethnic identity developments; presents three hypothetical combinations of identity development paths across ethnic group members in multi‐cultural training; discusses potential problems, change issues and training needs.

This study aims to examine participants’ perspectives in organization-sponsored training and provides support for further research positioning the trainer as an organizational leader.

The interactions described in the trainees’ experiences were examined through a social constructivist lens. Interviews were conducted to collect data. Narratives were analyzed to reach interpretation.

Interview results identified four themes, namely, relevance and applicability of training received, the formation of attitudes and preferences among the trainee participants, immediacy in the use of the training received and relational and organizational influence that furthers leader-member exchange in the workplace.

This study examined participants’ perspectives in workplace training and provides support for further research: examining communication’s role in workplace learning; exploring the training process; and positioning the trainer as an organizational leader.

This study provides empirical data to support changes in instructional communication models and exploring the process of training. Trainers’ relational building with trainees could impact many outcomes in their training efforts that are detailed in this study.

This study uses a collection of methods to address the trainees’ experience in formal workplace learning. It demonstrates the power of trainers to influence what the trainees think of training content, format and relational learning.

Although the proportion of women entering management has increased greatly in the last two decades, their subsequent promotion into executive positions has not materialized. Explores how management development training may impede women′s progress. Examines factors that may hinder women′s opportunities to advance into upper management (and, consequently, to contribute to the success of their organizations). Also looks at research on gender issues in the academic classroom and how this literature relates to management development training. Discusses implications and recommendations to consider when training and developing women managers and provides an agenda for further research on potential gender bias in managerial training and development opportunities.

Within the framework of learning from errors, this study focused on how operative risks and potential errors are addressed in guidance to surgical residents during authentic surgical operations. The purpose of this paper is to improve patient safety and to diminish medical complications resulting from possible operating errors. Further in the process of the optimal contexts for instruction aimed at preventing risks and errors in the practical hospital environment was evaluated.

The five authentic surgical operations were analyzed, all of which were organized as training sessions for surgical residents. The data (collected via video-recoding) were analyzed by a consultant surgeon and an education expert working together.

The results showed that the risks and potential errors in the surgical operations were rarely addressed in guidance during operations. The guidance provided mostly concerned technical issues, such as instrument handling, and exploration of critical anatomical structures. There was little guidance focusing on situation-based risks and potential errors, such as unexpected procedural challenges, teamwork and practical decision-making. The findings showed that optimal context of learning about risks and potential errors of surgical operation are not always the authentic operation context.

The study was conducted in an authentic surgical operation-cum-training context. The originality of the study derives from its focus on guidance related to risk and error prevention in surgical workplace learning. The findings can be used to create a meaningful learning environment – including powerful guidance – for practice-based surgical learning, maximally addressing patient safety, but giving possibilities also for other training options.

This study aims to investigate antecedent conditions that lead to the development of distributed leadership (DL). The authors examine how the emergence of DL is affected by empowerment and internal context, which consists of shared purpose, social support and voice. The moderating effects of training are also investigated.

To test the hypotheses, this empirical analysis of the relationship between the variables was based on the results of a questionnaire survey on 62 teams in high-tech enterprises of mainland China.

Results indicate that empowerment and internal context in the team significantly predict the extent of DL and that training has positive moderating effects on the relationships.

The results imply that firms must carefully analyze specific team conditions to ensure shared purpose, social support and voice in each team. This study also suggests the importance of empowerment. Moreover, enterprises can use training, a human resource tool, to enhance the positive effects of internal context and empowerment on DL.

By building on upper echelons theory and integrating insights from contingency theory, this study extends prior research by examining the direct effects of both empowerment managerial system and internal context on DL and the moderating effect of training.

The problem of automatic recognition of human activity is one of the most important and challenging areas of research in computer vision because of the wide range of possible applications, for example surveillance, advanced human‐computer interactions, monitoring. This paper presents statistical computer vision approaches to automatically recognize different human activities.

The human activity recognition process has three steps: firstly human blobs are segmented by motion analysis; then the human body posture is estimated and, finally a temporal model of the detected posture series is generated by discrete hidden Markov models to identify the activity.

The system was tested on image sequences acquired in a real archaeological site while some people simulated both legal and illegal actions. Four kinds of activity were automatically classified with a high percentage of correct detections.

The proposed approach provides efficient solutions to some of the most common problems in the human activity recognition research field: high detailed image requirement, sequence alignment and intensive user interaction in the training phase. The main constraint of this framework is that the posture estimation approach is not completely view independent.

Results of time performance tests were very encouraging for the use of the proposed method in real time surveillance applications.

The proposed framework can work using low cost cameras with large view focal lenses. It does not need any a priori knowledge of the scene and no intensive user interaction is required in the early training phase.

The construction site operates under a hazardous environment that requires a high level of understanding in building systems to minimise accidents. However, the current building education generally adopts paper-based learning approaches that lack hands-on experiences. Furthermore, to achieve Industrial Revolution 4.0 in line with any unforeseen pandemic, the most optimum solution is to transition from physical to technological-based building education. This paper aims to address the problems by proposing a game-based virtual reality (GBVR) for building utility inspection training.

The feasibility of the GBVR for building the utility inspection training approach is validated on a sample of undergraduate engineering students through user experience (survey) and performance-based comparisons against traditional paper-based training method.

The results show that the developed GBVR training has higher system usability in terms of visual output and knowledge retention than paper-based training due to visualisation technologies. The GBVR training method has also higher user-friendliness because of the higher motivational and engagement factors through the adoption of virtual reality and game-based learning.

GBVR training required a longer training duration and achieved a lower performance score (effectiveness) but can be improved by transitioning into hands-on tasks. This study has the potentials to be extended to vocational training platforms for competency development in the construction workforce by using cutting-edge extended reality technologies.

This paper portrays the benefits of integrating virtual reality technology in building education to overcome the low practicality and engagement of paper-based training.