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The ability of a team from a manufacturer and its partners to formulate strategic plans for supply chains is investigated. The research aims to improve the process of formulate strategic plans for supply chains is investigated. The research aims to improve the process of formulation using the strategic operations and logistics planning (SOLP) process.

SOLP involves researchers facilitating many meetings of the planning team in an action research setting at their premises. Combining knowledge from operations strategy and socio‐technical systems (STS), participant observation and semi‐structured surveys are used to obtain rich data. Team members derive order‐winning criteria and design policies along the supply chain for several product groups, using the process to craft strategies whilst researchers study it. One application included managers from supply chain partners whilst the other was limited to manufacturer managers. Working within the corporate plans of the focal company, the formulation is carried out by middle managers.

Carrying out the process twice at a heavy fabrication business (HFB) in Australia demonstrated that a team of chain managers can formulate strategic operations plans for a complete heavy industry chain. Extensive support, in the form of worksheets and facilitation, is important to formulation and extent of implementation of the plans. A case is made that assistance is probably necessary for full implementation of those plans.

Whilst limited to cases in a heavy manufacturer, the research is believed to be applicable to a range of medium‐sized supply chains.

The need for the team to include supply chain partners and the effect of member's capability and authority is investigated. The extent of implementation and the effect of team attributes on execution is studied.

The research demonstrates that a team of chain managers can, with suitable support, formulate strategic operations plans for a complete heavy industry chain. The case sheds some light on the benefits, or drawbacks, of having members of other chain partners present.

Planning processes for the operations of entire supply chains require examination because business competition demands coherent strategies from them. Research into processes for strategic operations planning has defined the steps and procedures required. Some research has partially addressed planning processes for integrated supply chains. The present research begins to specify a process and investigate how a team of managers from the companies in a supply chain can be helped to formulate strategic plans for operating the whole chain, to benefit each company and to benefit the whole chain. Building on previous research, this theoretically‐based paper proposes a framework to enable such a process. This chain‐wide planning process is illustrated in an Australian meat processing supply chain, with encouraging results.

The purpose of this paper is to offer a review and summary of a research paper, which claims that self‐directedness is a key aspect of learning and development in the workplace and investigates how feasible it is.

This paper is prepared by, an independent writer, who adds their own impartial comments.

The paper finds that in a paper on organizational competence published in 2000, J.D. Jurie wrote that “Organizations which hamper or stunt the free development of their members or constituents … limit their own effectiveness”. Few executives, surely, would see this as in any way a contentious point. Yet in pointing out what may seem the obvious, this statement tacitly draws attention to a common division between philosophy and practice. It is logical that having a workforce that is encouraged to learn new skills and develop existing ones will improve company performance and thus its bottom line. Actually putting this theoretical encouragement into effect practice, however, is often easier said than done.

The research in the paper covered 12 differing enterprises but further investigation would be needed to make claims about the wide application of the findings. It also suggests that more research should be conducted to advise on how to teach workers how to learn.

The paper offers guidance to learning and development personnel on feasible strategies to use within their own organization to assist with the development of self‐directed learning among employees, as well as outlining some of the difficulties.

The purpose of this research is to show that a key aspect of learning and development of individual employees is that of self‐directedness. This paper will consider the role of the leader in facilitating workforce development in terms of employees' self‐directedness for learning. The research was designed to investigate the views that “learning leaders” in organizations have towards the development of self‐directedness in employees; and to identify strategies that are feasible in developing self‐directedness in operating organizations.

This paper draws on a national research project undertaken in 12 organizations in Australia, representing a range of sizes and a number of industry sectors. Data collection involved interviewing learning and development managers in each organization to gauge the relative feasibility of the implementation of a number of pre‐identified strategies designed to develop self‐directedness among employees within operating work environments.

The research showed that: learning managers and leaders were generally well disposed towards the development of self‐directedness, and some had already moved to do so; and identified a number of possible strategies for implementation of varying degrees of feasibility. The paper will consider these findings in relation to the concept of a “learning leader”.

Although the research was conducted in a diverse set of 12 enterprises, applicability of the results across an even wider set of enterprises would need to be tested.

The findings of this research provide guidance to learning and development personnel on feasible strategies to use within their own organization to assist with the development of self‐directed learning among employees.

Theorising from the intersection of supply chain and information systems (IS) literature, this study aims to investigate supply chain integration (SCI) as a multidimensional construct in the context of cloud-based technology and explores the effect of cloud-enabled SCI on supply chain performance, which will eventually improve firm sustainability from a resource-based view (RBV). In addition, the moderating effect of top management is explored.

Using cross-sectional survey data collected from a sample of 105 Australian retail firms, this study used structural equation modelling to test the hypothesised relationship of cloud-enabled SCI with performance in a theoretical model.

Results show that cloud-based technology has positive effect on SCI, and the cloud-enabled SCI is positively related to supply chain performance which eventually influenced firm sustainability. Further, top management intervention moderates the relationship between supplier and internal integration with supply chain performance. But it is found to have no moderating effect on the relationship between customer integration and supply chain performance.

Recognising the potential benefits of emerging cloud-based technologies reported in this study, retail managers need to understand that higher order SCI requires the support of cloud-based technology to improve supply chain performance and firm sustainability.

This research extends prior research of information and communication technologies-enabled SCI and its effect on supply chain performance which overly remains inconsistent. In addition, IS literature abounds with discussion on cloud computing technology per se, and its adoption in supply chain is overly rhetoric. This study fills this gap by conceptualising the multiple dimensions of SCI enabled by cloud-based technology and the way it affects supply chain and firm sustainable performance. Investigating SCI in context of cloud-based technology is a unique contribution in this study. The moderating effect of top management in this decision also adds to the current body of literature.

The purpose of this study is to explore the influences that shape the intention of a grading decision at the point at which it is made. This can be particularly important when those influences may vary during the marking process making reflective analyses also difficult to explore.

The authors draw upon a small sample of assessed scripts from two UK higher educational institutions and undertake a factor analysis of potentially important influences that shape the grading decision at the cognitive point it is made.

The authors’ findings indicate that for the sample analysed, the marker’s most important influences were those associated with the normative view of marking, although they also suggest potential influences from when the script was graded and the fatigue of the marker concerned.

The work is confined to management students and limited by the sample size. A factor analysis reveals the cluster of influences that contribute to observed grade outcomes but provides less clarity upon relative inter-dependencies between those factors. There are additional constraints in that the constructed data collection tool was self-administered.

The data collection instrument (VBA Excel workbook) is, the authors believe, quite innovative in capturing immediate cognitive reflections. It could be developed for other decision-making research. The authors also believe there are staff developmental outcomes from the work, to sustain and enhance assurance in the grading process.

As far as the authors can determine, research that has explored the influences shaping grading and mark allocation tends to be reflective or undertaken after the event. The authors’ research data are constructed at the same time as the grade/mark is determined.

The purpose of this paper is to highlight both the need for measurement of graduate capabilities post-degree completion and the challenges posed by such a task. Higher education institutions provide an important site of learning that can equip future professionals with capabilities to manage and respond to complex sustainability challenges in their careers. Measurement of graduate uptake and application of sustainability capabilities is an important part of advancing sustainability curriculum and pedagogy to educate the twenty-first century sustainability capable graduates.

This paper explores the nature of capabilities and reviews existing approaches to capability assessment.

The nature of capabilities and their assessment post-degree completion pose a number of challenges for the development of assessment and measurement tools, which is why sustainability capability assessment methods are deserving of specific research attention.

The assessment and application of capability in graduates’ professional contexts are an important part of closing the loop between learning and teaching in higher education and professional application of this learning. It is imperative that more research be undertaken on the methodology of graduate assessment, given the need to understand graduate learning outcomes as they apply in professional settings for graduate employability, promoting sustainability and developing effective sustainability pedagogy.

Given that there is significant overlap between employability skills, generic graduate attributes and sustainability capabilities, this paper has relevance beyond the measurement of sustainability capability to the measurement of uptake and professional application of generic capabilities more broadly.

The measurement of graduate capability offers potential to enhance learning for sustainability. Measurement of graduate capabilities is a critical part of closing the loop between workplace expectations, graduate learning outcomes, learning and teaching and curriculum development during degree programs.

The review provided in this paper highlights a critical gap in research on methodologies to undertake measurement of workplace application of graduate capability. The paper explores considerations for measurement of graduate learning outcomes, specifically the difference between measuring competencies, skills and capability and the necessity for the measurement of the latter in the context of sustainability education for future professionals.

Over the last two decades the UK Government has massively expanded support for SME sector firms. Two important elements of this expansion have been the funding of intervention by commercial consultants and the provision of training schemes covering start‐ups, owner‐manager development and employee skills acquisition. Argues that a fresh approach is required which ensures embedding of the concept that firms should be more self‐responsible and continually strive to find ways of enhancing their performance. This view then permits one to posit the idea that the introduction of organisational learning into the SME sector is a highly attractive proposition. However, the majority of espoused theory is based on application of the concept in large firms moreover, there is very limited empirical research that supports the fundamental assumption that organisational learning contributes towards enhancing performance. Research to determine whether identifiable relationships exist between the performance of the firm, the learning mode of the organisation and organisational competence does not provide clear statistically significant relationships and further work is clearly needed. A grounded theory approach was adopted for developing an organisational learning programme for small firms. Preliminary results indicate the approach offers significant advantages over the classic, external intervention driven support models currently in common use among TECs and business links.