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This study aims to explore the utility of collaborative knowledge sharing with stakeholders in developing and evaluating a training programme for health professionals to implement a social intervention in dementia research.

The programme consisted of two phases: 1) development phase guided by the Buckley and Caple’s training model and 2) evaluation phase drew on the Kirkpatrick’s evaluation model. Survey and interview data was collected from health professionals, people with dementia and their supporters who attended the training programme, delivered or participated in the intervention. Qualitative data was analysed using the framework analysis.

Seven health professionals participated in consultations in the development phase. In the evaluation phase, 20 intervention facilitators completed the post one-day training evaluations and three took part in the intervention interviews. Eight people with dementia and their supporters from the promoting independence in dementia feasibility study participated in focus groups interviews. The findings show that intervention facilitators were satisfied with the training programme. They learnt new knowledge and skills through an interactive learning environment and demonstrated competencies in motivating people with dementia to engage in the intervention. As a result, this training programme was feasible to train intervention facilitators.

The findings could be implemented in other research training contexts where those delivering research interventions have professional skills but do not have knowledge of the theories and protocols of a research intervention.

This study provided insights into the value of collaborative knowledge sharing between academic researchers and multiple non-academic stakeholders that generated knowledge and maximised power through building new capacities and alliances.

This paper aims to evaluate the relative effectiveness of four‐hour ServSafe^® food safety training, a theory‐based intervention targeting food service employees' perceived barriers to implementing food safety practices, and a combination of the two treatments. Dependent measures include behavioral compliance with and perceptions of control over performing hand washing, use of thermometers, and handling of work surfaces.

Four groups are compared: employees receiving only ServSafe^® training, intervention alone, training and intervention, and no treatment. Employees complete a questionnaire assessing perceived barriers to practicing the targeted behaviors. Then, employees are observed in the production area for behavioral compliance.

Training or intervention alone is better than no treatment, but the training/intervention combination is most effective at improving employees' compliance with and perceptions of control over performing the behaviors.

Research is limited to restaurant employees in three states within the USA, in only 31 of the 1,298 restaurants originally contacted. Future research should identify barriers of other types of food service employees and evaluate the effectiveness of these and other intervention strategies.

ServSafe^® training can be enhanced with a simple intervention targeting food service employees' perceived barriers to food safety. Providing knowledge and addressing barriers are both important steps to improving food safety in restaurants.

No previous research has used the theory of planned behavior to develop an intervention targeting food service employees' perceived barriers to implementing food safety practices. Research also has not attempted to improve the effectiveness of ServSafe^® food safety training by adding an intervention.

This paper draws on a telephone survey of 116 independent SMEs to explore the impact of a variety of training interventions on human resource (HR) practices and business performance in Great Britain. The paper investigates the extent to which targeting such interventions on the managers of SMEs affects the impact and the likelihood of changes in HR practices but finds no statistically significant relationship. The research findings suggest that whilst training interventions have positively contributed to the establishment of HR practices and are perceived by SME managers to have met the needs of the organisation, their impact on a range of business performance indicators is fairly modest. Furthermore the research identifies the propensity of SMEs who are currently engaged in training to become involved in these interventions whilst the majority of SMEs who are not engaged in external training activities remain untouched by the policy intervention.

This study is aimed at determining the effect of a short-term information literacy training activity on the self-efficacy of undergraduate students at province-based universities in Cambodia.

A three-week training intervention was administered to 461 undergraduate students at three province-based public universities in Cambodia. The participants answered an information literacy self-efficacy questionnaire before and after the intervention.

The students' level of information literacy self-efficacy has a low mean score of 2.23 on a five-point scale before the training. After the training, the score dramatically increased to 3.64 and was statistically significant (p-value < 0.001). This indicates that short-term information literacy self-efficacy training is an effective means to promote information literacy among students.

This research scope was limited to examine the effect of a short-term intervention on a particular population. Further improvements include analyzing the training effects over the long term, soliciting qualitative feedback from respondents, and gathering previous relevant training data.

There is a need for a carefully designed curriculum to be implemented that focuses on introducing information and communication technology (ICT) while considering its potential application to research activity. To be able to make meaningful curriculum changes, there must be a systematic way of identifying the ICT needs that are most urgent among undergraduate students in province-based Cambodian universities.

This research focuses on implementing ICT training and measuring its effectiveness on Cambodian undergraduate students in province-based universities, a growing population that has immense potential in influencing the country's growth but whose information literacy self-efficacy remains largely understudied until now.

This study aimed to determine the level of training in psychosocial interventions among staff in the 119 early intervention in psychosis (EIP) teams that were established at the time. A brief questionnaire was sent to each of the teams asking for details of the composition of the team, and for details of any training in psychosocial interventions (PSI) the members of the team had undergone. Fifty‐two questionnaires were returned (44%). Over half of the teams had input from social workers, clinical psychologists and occupational therapists to compliment the nursing provision, though less than 50% employed support workers or had specific psychiatry input. All but two of the teams returning the questionnaire had members of staff trained in PSI though the type of training tended to reflect availability of local training provision. The results are discussed and practical recommendations are made to ensure evidencebased care is implemented within EIP.

Despite the efficacy, political will and numbers of mental health practitioners trained in psychosocial interventions, they remain scarcely available in routine clinical practice. External factors such as the inability of mental health organisations to develop strategies to support the use of psychosocial interventions have been implicated. This study compares data from two groups, one that had completed psychosocial intervention training (n=104) and one that had not received psychosocial intervention training (n=102). Both groups completed measures of self‐efficacy, locus of control and an application of psychosocial interventions to practice. Results showed that psychosocial intervention training significantly increased the level of self‐efficacy for using psychosocial interventions in practice. The group that had received psychosocial interventions training had lower internal locus of control orientation. Self‐efficacy was significantly related to using psychosocial interventions in practice. There is a discussion of the implications of these findings.

Appraises the scope for cost‐effective government intervention into the mobilization of resources for training, examining measures catalytic in nature as well as direct interventions. Asserts that economic recession and shrinking government revenues have led to a reconsideration of the role played by the state in training provision and to a growing acknowledgement and appreciation of the role of the private sector. Suggests that although the documentation is incomplete, the government is, and has always been, the junior partner. Discusses how training is financed by the private sector. Analyses situations where privately financed training provision may be sub‐optimal in scale and where there are grounds for government intervention. Addresses the issues of how best to provide financial incentives and mobilize the resources required for financial intervention.

Current national policies present a challenge to the existing mental health workforce as most staff have not been trained to work with people within the context of their social support network. This paper presents two complementary training initiatives designed to enable mental health staff to meet the range of needs of families: (1) an in‐house accredited (one‐year) course that has enabled the successful creation of specialist family intervention in psychosis teams; and (2) a whole‐team trust‐wide training programme (three‐day course) to promote partnership working with families by both community and inpatient teams. Issues that have enabled the successful translation of training to practice are considered.

This paper describes a case study of a developmental program evaluation on the Autism Community Toolkit, a collaborative skills training program for parents and school professionals. The purpose of this study was to examine the influence of the training on participants’ knowledge, competence and perceived collaboration; and potential improvements to the training program.

The program included multiple training sessions for families and school professionals, designed to educate participants on autism, evidence-based interventions and to increase home-school communication and collaboration. Data collection methods included pre- and post-measures and feedback forms.

Results indicated that the training program was beneficial for participants overall. Pre- and posttest measures indicated growth in knowledge and competency in autism interventions. While there were no statistically significant differences in the quantitative measure of collaboration, qualitative results suggest that participants reported increased collaboration posttraining.

Overall, the training program was effective, and the ongoing implementation assessment was conducive to continuous improvement. The authors also discuss difficulties with implementation and recommendations for future intervention implementation.

This case study provides practical information about creating, evaluating and improving a unique intervention designed to support school–home collaboration.