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The new developments in silicon Hall sensors are highlighted. First, basic components made by microelectronic technology are explained. They lead to the development of high accuracy vectorial magnetic probes. Then examples of new applications like angular position sensor and current measurements are illustrated. Finally, new concepts in order to increase the detectivity using magnetic chopping are demonstrated.

The purpose of this paper is to critically evaluate the learning effectiveness and engagement of blended learning tools in a management course of negotiation skills. The study addresses the dilemma brought to light through literature regarding the learning effectiveness of roleplays as a teaching tool in negotiation training. The study compares the impact of traditional roleplays vis-à-vis roleplays fused with blended tools on learner's performance. The endeavour is to investigate the learning effectiveness of traditional tools (roleplay simulation and lecture) vs blended learning tools (flipped classroom, massive open online courses, independent study fused with roleplay simulation).

The current study delves into a negotiation course to conduct experimental research comparing traditional and blended learning tools. The total number of students who participated in this study were 80.

The findings indicate the improved learning effectiveness of blended learning tools vis-à-vis traditional tools. Generation Z students were more engaged with the use of blended learning tools and enjoyed the experience. The study recommends blended learning tools for educators aiming to transition from traditional learning to interactive learning to create experiential classrooms.

Limited sample size and single group experimentation are some limitations of the study. Some latent flaws in the implementation of roleplay simulations in negotiation training were revealed during the study. The study focuses solely on a negotiations course taught to management students.

The study would help academic institutes to comply with the pressing need to impart experiential learning in the classroom. The research would act as a bridge between the industry expectations and academia deliverables.

The study would help academic institutes to comply with the pressing need to impart experiential learning through blended learning in the classroom. The research would act as a bridge between the industry expectations and academia deliverables.

The study addresses the dilemma in the literature, which, on the one hand, upholds the learning effectiveness of roleplays as a teaching tool, and on the other hand, suggests that roleplays have lost their applicability due to advancement in students' exposure to technology. The study in itself is unique, as it addresses the need for higher student engagement in the classroom.

The application of leadership theory to training and development in international leadership contexts is burdened by the idealistic, western-centric, prescriptive nature of many leadership theories. Consequently, theories are needed that are culturally neutral, descriptive and practically applicable to the culturally diverse contexts in which leadership interaction takes place. To this end, the cognitive process model of (Denis et al., 2012) leadership was developed to facilitate leadership development study in a variety of cultural contexts. The model is based on how the human brain functions at its most basic level in leadership situations across cultures and outlines basic principles of leadership associated with these functions. These principles include awareness, decision-making, attention, relationship building, communication and action. This study aims to discuss this model and how it can be used as a framework for doing leadership training and development study in international settings.

This paper is conceptual in nature and uses psychological studies on brain function as a foundation for developing a process model of leadership.

In contrast the cognitive process model of leadership provides a foundation for understanding what is truly universal when it comes to leadership activities by examining what happens in the brain in any given leadership moment. It then provides a framework for promoting the development of leadership competencies that are essential to practicing the principles and competencies and applying them as one takes action in specific leadership moments at the self, interpersonal, group and team, organizational and social and political community levels.

The paper has implications for the content, structure and process of leadership development study in relation to training and coaching.

This model makes it possible to identify how to provide training and education in relation to leadership competencies by identifying which aspects of the competencies are universal and which are situational or culture dependent.

This study is an original paper exploring the application of this model in the context of global leadership training and development.

The purpose of this paper is to highlight the key problems encountered when Western‐trained consultants evaluate leaders in China using a toolkit and consulting process derived from Anglo‐American leadership theory and HR consulting practice.

A composite case example from the authors' recent consulting experience illustrates a model assessment process and toolkit tailored to the Chinese business, social and cultural environment.

Cultural and situational differences, require special consideration when assessing Chinese leaders. Assessments and feedback should be tailored to the “traditionalism” of the team being assessed.

The paper presents practical guidelines and insights into selecting appropriate assessment tools and structuring the process for China‐based clients.

The paper provides new insights into the tools and process required to deliver accurate and leadership assessment in China.

This issue is a selected bibliography covering the subject of leadership.

It has been shown that the Hersey and Blanchard situational leadership model suffers from fundamental flaws since it violates three logical principles — consistency, continuity and conformity. If the model is corrected to avoid this violation, allowing smooth progression of leader as parent (using LT/LR leadership style) to the leader as developer (using an HT/HR leadership style) the leader will maintain balanced emphasis on task and relationship as long as the ability and willingness of the group are developing symmetrically. The model performs all the functions of the original while avoiding its flaws.

A congruent leadership model is developed. It is a corrected situational model independent of its origins as a correction of Hersey and Blanchard's Situational Leadership model. It recognises that the leader's level of activity in directing the task and developing relationships will vary as the situation demands. It postulates that the correct leadership style is that which is “congruent” with a combined assessment of factors relating to the leader, the subordinates and the situation.

Leadership is an integral part of the manager's role. The interrelated factors that determine leadership style are analysed: the task itself, the possible responses of the assigned staff and the leadership skills required.

Empirical tests of Hersey and Blanchard’s situational leadership theory (SLT) have demonstrated that the assessment of follower competence and commitment, critical contextual features dictating optimal leadership style, poses several problems in testing the validity of this theory. As well, most previous studies have used leader rating as the only information source in making these assessments. The purpose of this paper is to use the degree of agreement between leader rating and follower self-rating to determine follower competence and commitment, and consequently an optimal leadership style.

Survey data collected from both supervisors and employees in business organizations in Norway were analyzed to test the predictions put forward in SLT.

The results show that SLT principles are supported when leader rating and follower self-rating are congruent. However, no support was obtained for Blanchard’s suggestion to apply followers’ self-ratings of competence and commitment in the case of discrepant ratings of follower development level. But data do support the contention that leader assessment would be a better basis for providing followers with appropriate direction and support.

So far SLT has been a very popular but as yet under-researched theory. An important contribution of the present study is by making SLT an evidence-based theory, as opposed to just being intuitively sound. As such, the authors think SLT in an updated “convergent” version should be applied in organizations and taught in leadership development programs.

The potential of a probabilistic developmental model of leadership with a possible vast array of organisational applications, suggested by a recent study, is evaluated in light of the historical development of the leadership construct and to suggest directions for the future. The historical development of leadership theories is explored, the model presented, and its potential and limitations discussed.