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The purpose of this study is to determine what technological strategies were used within each of the phases of the ADDIE framework when developing content for professional training. The study also examined the affordances of those technologies in training.

A PRISMA systematic review methodology (Moher et al., 2015) was utilized to answer the four questions guiding this study. Specifically, the PRISMA extension Preferred Reporting Items for Systematic Reviews and Meta-Analysis for Protocols (PRISMA-P, Moher et al., 2015) was used to direct each stage of the research, from the literature review to the conclusion. In addition, the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA principles; Liberati et al., 2009) are used to guide the article selection process.

The findings reveal that the majority of the studies were in healthcare (36%) and education (24%) and used an online format (65%). There was a wide distribution of ADDIE used with technology across the globe. The coding for the benefits of technology use in the development of the training solution revealed four trends: 1) usability, 2) learning approaches, 3) learner experience and 4) financial.

This systematic review only examined articles published in English, which may bias the findings to a Western understanding of how technology is used within the ADDIE framework. Furthermore, the study examined only peer-review academic articles from scholarly journals and conferences. While this provided a high level of assurance about the quality of the studies, it does not include other reports directly from training providers and other organizations.

These findings can be used as a springboard for training providers, scholars, funders and practitioners, providing rigorous insight into how technology has been used within the ADDIE framework, the types of technology, and the benefits of using technology. This insight can be used when designing future training solutions with a better understanding of how technology can support learning.

This study provides insight into the uses of technology in training. Many of these findings and uses of technology within ADDIE can also transfer to other aspects of society.

This study is unique in that it provides the scholarly community with the first systematic review to examine what technological strategies were used within each of the phases of the ADDIE structure and how these technologies provided benefits to developing a training solution.

The paper provides an overview of the ADDIE method for creating training and development programs.

Prior studies and outlines on the ADDIE method were utilized to develop an overview of how ADDIE could be implemented in organizational training programs.

The ADDIE method is useful in providing a systems‐based, iterative training development method that lends itself to a feedback‐based approach to creating a learning environment.

The implications from this paper show that ADDIE provides a useful and widely adopted method for driving content development.

For organizations, adoption of the ADDIE method can provide a structured plan for development and learning in their training programs.

This paper provides a concise overview of the ADDIE method for implementation in modern businesses and organizations.

This paper aims to discuss innovations in the training and development practices of companies and delineate a new approach to training and development in the context of the hybrid workplace using the ADDIE and Kirkpatrick training models.

This paper discusses innovations in training and development in modern times and builds on the instructional training design approach or the ADDIE Model and the Kirkpatrick Model of training evaluation.

The paper presents new approaches to training and development in the context of the hybrid work model applying the ADDIE Model and the Kirkpatrick Model. These new approaches are both necessitated and also made possible due to the technological advancements of modern times.

With the rapid transition of companies to the hybrid model of work in recent times, several human resource management practices need to be transformed to suit the requirements of the new work model. Training and development is one function that needs to change in the hybrid work model to ensure its effectiveness. This paper analyses innovations in the training and development practices of companies and discusses new approaches while applying existing training models, the ADDIE and Kirkpatrick Models, to adapt to the changes associated with the hybrid work model.

The purpose of this study is to explore the struggle for entry and career success of the early pioneer women accountants in Great Britain and its former colonies the USA, Canada, Australia and New Zealand.

A career crafting matrix guides the analysis of historical information available on five pioneer women accountants in order to understand their success in gaining entry into the profession and their subsequent careers.

Despite an exclusionary environment, career crafting efforts coupled with family and organizational support enabled these women to become one of the first female accountants in their respective countries. Their struggles were not personal but much broader—seeking social, political, economic and professional empowerment for women.

This is the first paper to utilize the career crafting matrix developed from current female accountants' careers to explore careers of pioneering female accountants. It adds to the limited literature on women actors in accounting and may provide insight into approaching current forms of difference and discrimination.

Nowadays, firms are keen on improving the quality culture in the organizations. The proven success of Lean and Six Sigma has given rise to the synergetic Lean Six Sigma (LSS) approach that has been catching fire in the past one decade. However, there exists a gap between the understanding and implementation of LSS in the organizations, especially in the emerging economies. Taking this as a valuable opportunity, the purpose of this paper is to present a development of LSS training module.

This study starts with a literature review of LSS to reinforce the understanding of the research subject in scope of manufacturing sector. Then, an online questionnaire was designed and used to collect responses from 181 companies located in the Indian sub-continent. Subsequently, the results obtained from the survey were analyzed using COARSE approach.

This study reveals two key findings and associated contributions. First, it was found that the overall awareness of LSS within the responded manufacturing firms is about 70.4 percent. Second, there is no single standard training module that exists in any of the sampled firms to cater to their quality programs. Hence, in order to improve the LSS awareness which could subsequently help managers as a resource for creating an efficient workplace, this paper presents a structured LSS training framework.

Although this paper presents the importance of LSS and associated awareness level among the responded firms, more empirical evidence is required to generalize the model findings. Second, this study is scoped to firms that work out of the Indian sub-continent, and this provides a future opportunity to expand the scope of this research toward a global study for a comparison between emerging and developed economies. Third, this study is limited to manufacturing firms and hence paves an opportunity to research on a similar theme in services context as well.

Before embarking on an LSS journey, an organization can use the LSS training module proposed in this study to assess the employee awareness on LSS. Furthermore, organizations that already have a mature LSS practice can incorporate the LSS training module for periodic evaluation of the employees for effective change management.

The training module presented in this paper is the original contribution by the authors. This is no association to any single identifiable organization or associated funding. The direct practical implication of its application in real time is the value that managers could derive from the proposed LSS training framework.

The purpose of this paper is to share reflections of the three authors on the process of instructional design and implementation of blended learning for teachers ' professional development (PD) in rural western Kenya. It proposes reforms in provision of teachers ' professional development to enable professional development providers to access specialized skills in instructional design (ID) and blended learning.

The paper resulted from a design-based research including 12 entry and 12 exit interviews, observations of three face-to-face meetings of blended learning sessions and ten classroom observations of teachers implementing new teaching approaches learned through blended learning.

The paper provides insights into the authors ' experiences in this research. They shared the following reflections: engagement in ID empowered them and they are confident that they can engage in systematic instructional design on a larger scale; they gained technical knowledge and skills in authoring content in HTML on eXe open source platform; uploading the content and processing audio and video content was equally enthralling to them.

Because of the chosen research approach, the research results may lack generalisability. Therefore, researchers are encouraged to consider incorporating the design-based research, instructional design and blended learning approaches used in this study while conducting related research in their dissimilar contexts.

The paper includes implications for the design, development and implementation of teachers ' professional development for challenging contexts as a contribution towards achievement of both Millennium Development Goals (MDGs) and Education for All (EFA).

This paper fulfils an identified need to study provision of professional development for teachers who lack opportunities for professional development.

This paper highlights the Partnership Model as an apposite approach to the planning and implementation of learning in organizations.

The authors provide a brief overview of the changing context for learning and development in organizations, followed by a discussion on the need for a shift in our approach to training. The authors draw attention to the Partnership Model as a solution to move forward.

The knowledge‐driven economy demands new skills sets for employees and new approaches to learning in organizations, yet trainer‐centric models such as ADDIE still dominate the training literature and practice. As a result, potentially more suitable approaches, such as the Partnership Model, have not gained traction with practitioners. The authors suggest that this is in part due to the practical challenges involved in establishing learning cultures and partnerships in organizations.

The paper offers practical suggestions for developing a more learner‐centric, strategically aligned learning and development function through partnership and conversation with key stakeholders in the organization.

The paper offers practical suggestions for developing a more learner‐centric, strategically aligned learning and development function through partnership and conversation with key stakeholders in the organization.

In the wake of the COVID-19 pandemic, higher education instructors were forced to make necessary changes in the conversion from face to face instruction to the use of online and virtual platforms. Even before this shift, scholars have long advocated the introduction of active and constructivist learning practices, and to move away from the traditional lecture as a means to disseminate information in the classroom. This chapter highlights ways in which active learning and constructivist-related activities such as motivational activities, critical-thinking activities, creative-thinking activities, and collaborative learning activities can be employed in the online classroom for successful teaching practice. Also detailed is a case study of the analysis, design, development, implementation, and evaluation of a Jigsaw activity used in a Master’s level human resource development (HRD) course. HRD as a field takes well to learner centered instruction, as it is an applied discipline that is deeply concerned with the aspirational development of adults in training, organization change, and careers. Lessons learned from the deployment of active learning and constructivist-related activities within the case are adaptable and applicable for online instructors both in and outside of the field of HRD who are interested in building such experiences for students in online programs.

Research on death and dying in Western culture holds that individuals engage in a denial and repression of thoughts about death. However, this paper aims to propose that some individuals actively make attempts to exercise control over their eventual demise by engaging in decision-making to achieve an “appropriate death.” A framework is introduced that provides the basis for exploring aspects of decision-making for end of life.

Depth interviews were conducted with 18 consumers about their dispositions toward death and their decision-making regarding their own funerals.

An analysis of the consumer narratives suggests that individuals make efforts to prepare for end of life by reducing conflict and finishing business, enlisting identity management strategies and coming to terms with death itself. Unique consumption experiences and decisions accompany each of these efforts.

This research provides understanding regarding how individuals cope with death by attempting to enlist control over a situation in which they have very little control. In doing so, these individuals make efforts to achieve an “appropriate death” by making explicit decisions for end of life.

Instead of actively engaging in defense mechanisms to deny and repress thoughts of death, this research demonstrates that individuals may recognize the inevitability of death as fulfillment of life. In doing so, they may subscribe to positive illusions regarding end of life and make attempts to exercise control over the event.