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Many researchers have investigated the determinants of workers’ risk-taking/unsafe behaviours as a way to improve safety management and reduce accidents but there has been a general lack of research about workers’ risk information seeking behaviours or their source preferences for risk information. The purpose of this paper is to investigate whether occupational risk information source preference was risk independent (i.e. whether workers prefer to receive occupational risk information from proximal sources like supervisors and workmates regardless of the nature of the risk or the source's expertise regarding that risk, or if they discriminated between information sources based on the type of risk being considered).

Data were collected from 106 frontline construction workers who were recruited from a single building site within the UK with the help of the safety officer on site. The source from which workers preferred to receive information about a range of risks was measured using a ranking exercise. Specifically, workers were asked to rank five occupational sources (HSE, safety manager, project manager, supervisor, workmates) according to how much they preferred each one to deliver information about eight different risks (asbestos, back pain, site transport, heights, slips/trips, housekeeping, and site-specific and job-specific risks).

The paper found that supervisors and safety managers were the most preferred sources of risk information overall, but a correspondence analysis suggested that workers’ risk information source preference is risk dependent and might be driven by source expertise.

The findings have important practical implications for the role of safety managers in risk communication and for building trust within high-hazard organisations.

To the author's knowledge, this is the first study to investigate risk information source preferences in an occupational setting.

The health workforce of the 21st century has enormous challenges; health professionals need to be both experts in their field and equipped with leadership and managerial skills. These skills are not part of the regular curriculum, so specific programs bridging this gap are required. Since 2001, FAIMER®, with eight centers across the globe, has worked to create health professions education leaders through transformational learning experiences, developing a global community of practice encompassing over 40 countries. We describe the design, implementation, evaluation, and evolution of the leadership and management curriculum component of the global Institute over 15 years. The curriculum is developed and updated through practices that keep faculty and fellows connected, aligned, and learning together. The article highlights the unique features, challenges faced, and sustainability issues. With a robust mixed methods evaluation, there are substantial reasons to believe that the model works, is adaptable and replicable to meet local needs. The program is playing an important role of answering the call for training positive, strengths-based, collaborative leaders who are socially accountable and embrace the challenges for high quality equitable health care around the globe

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.