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Rooting in the literature on training and laying on Kirkpatrick model, this paper aims to explore key drivers of corporate training to identify how they can be combined into an integrated framework of learning for human capital development.

By adopting the constructivist grounded theory, this contribution analyzes the experience carried out in the last ten years by Virvelle, an Italian corporate training firm.

Results show the rise of five core categories, g1iving rise to an integrated model of Kirkpatrick. Their dynamic interplay led to a new orientation of Kirkpatrick model giving rise to a metalearning ecosystem.

Managerial implications have identified key factors on which building and implementing appropriate corporate training programmes capable of triggering co-generative processes of value creation. Particularly, the essential role of learning quality culture, digital technology and personalization are detected in integrating not only hard but furthermore soft shades of learning. Concerning theoretical implications, the emergence of key structural and systems enabling dimensions for learning, and contextual mechanisms involved in reshaping training effectiveness and achieving integrated learning outcomes are detected. The main limitation of this study lies in the need to generalize results: the conceptualized framework needs to be empirically tested.

The value of this research is built along three main points. The first is the integration among the core categories that an integrated learning system can be built on, promoting learning quality culture through positive feedback loops. The second is represented by the chance to enhance an integrated mutual knowledge development among engaged actors, thereby shaping a more holistic and multidimensional learning model. The third is related to the transversal role that digital technology plays in all phases of the training process as it integrates and enriches them.

This paper aims to emphasize integrating training for organizational sustainability with the United Nation’s (UN’s) Sustainable Development Goals (SDGs). It shows how SDGs can be included in the training, development programs and incentives to promote sustainable practices. It guides organizations to set long-term sustainability objectives to stay competitive and adapt to changing conditions.

The paper conducts a review of the literature on the topic of integrating training for organizational sustainability with the SDGs. The research includes investigating the 17 SDGs and their specific areas of improvement, the benefits and challenges of integrating training for organizational sustainability with the SDGs and the best practices of organizations that have successfully integrated training for organizational sustainability with the SDGs.

The findings of this study were obtained through a systematic review of literature on the topics of human resource development, corporate social responsibility, organizational sustainability and the integration of training to promote sustainable and ethical behavior. A total of 36 articles were selected from a pool of 120 articles identified through a comprehensive search of electronic databases such as Scopus, Web of Science and Google Scholar. The selected articles were analyzed in detail, and information from the UN was also incorporated into the analysis. The review focused on examining the impact of integrating sustainability training with the SDGs on organizational sustainability. The results of this analysis suggest that integrating sustainability training with SDGs has a positive impact on organizations. This impact includes promoting sustainable practices, improving employee satisfaction and productivity, reducing environmental impact and enhancing the organization’s reputation. The study found that regular progress reviews and long-term objectives are essential for organizations to remain competitive and adapt to changes.

This paper offers a comprehensive analysis of the 17 SDGs and how they can be integrated with training for organizational sustainability. It provides practical guidance for organizations on effectively incorporating the SDGs into their training and development programs, performance evaluations and incentives. The paper also includes case studies and best practices of organizations that have successfully integrated training for organizational sustainability with the SDGs, making it an original and valuable resource for organizations looking to promote sustainable practices within their operations.

Management systems and standards have become a key part of the organisation's lifeline and a prerequisite for survival in the twenty‐first century. Systems for quality environmental and occupational health and safety (OHS) now form the three main pillars of the organisation, the fourth one being financial accounting. In light of the increasing pressure and demands from different stakeholders, it is becoming necessary for organisations to adopt the different systems/standards. However, to achieve the benefits from the implementation and subsequently maintenance of these systems it is only a practical and logical step that the existing management systems/standards be integrated into a single system.

This paper presents the experiences of three Australian‐based organisations that have successfully undertaken the integration of their management systems/standards. Data for this paper were collected through in‐depth interviews conducted with the managers responsible for quality, environment and OHS systems.

The interviews revealed a number of quantifiable and unquantifiable benefits experienced by the companies from operating one integrated system, such as saving of dollars, better utilisation of resources and improved communication across the organisation, to name a few. However, for the benefits to be realized it is essential that organisations are aware of the challenges and obstacles accompanying integration of systems/standards. If these challenges are not addressed early in the process they can delay the completion of the integration process.

Recommendations for other organisations contemplating integrating their management system include: obtaining commitment from the top management; having adequate resources to integrate the systems; having communication and training across the organisation in aspects of integration; and, last but not the least, having integrated audits. Implementation of these recommendations may vary from one organisation to another; however, it would result in lesser resistance for the organisations following them.

An urgent topic of conversation among government documents librarians today is the need for training, in both the use of federal depository collections and the provision of reference services for these collections. Two trends that have pushed this issue to the forefront in recent years are the proliferation of electronic resources and the fact that, in many institutions, government documents reference services are being integrated into general reference service points. This selective bibliography focuses on recent articles that present a substantially detailed account of training and educational programs for everything from ongoing professional development training for staff to course‐integrated instruction for students, and will serve as a resource for librarians involved in these educational efforts.

The complexity of manufacturing systems, on-going production and existing constraints on the shop floor remain among the main challenges for the analysis, design and development of the models in product, process and factory domains. The potential of different virtual factory (VF) tools and approaches to support simultaneous engineering for the design, and development of these domains has been addressed in the literature. To fulfil this potential, there is a need for an approach which integrates the product, process and production systems for designing and developing VF and its validation in real-life cases. This paper aims to present an integrated design approach for VF design and development, as well as a demonstration implemented in a wind turbine manufacturing plant.

As the research calls for instrumental knowledge to discover the effects of intervention on the operations of an enterprise, design science research methodology is considered to be a well-suited methodology for exploring practical usefulness of a generic design to close the theory–practice gap. The study was planned as an exploratory research activity which encompassed the simultaneous design and development of artefacts and retrospective analysis of the design and implementation processes. The extended VF concept, architecture, a demonstration and procedures followed during the research work are presented and evaluated.

The artefacts (models and methods) and the VF demonstrator, which was evaluated by industry experts and scholars based on the role of the VF in improving the performance in the evaluation and reconfiguration of new or existing factories, reduce the ramp-up and design times, supporting management decisions. Preliminary results are presented and discussed.

The concept VF model, its architecture and general methodology as an integrated design and development approach, can be adopted and used for VF design and development both for discrete and continuous manufacturing plants. The development and demonstration were limited, however, because real-time synchronisation, 3D laser scanning data and a commonly shared data model, to enable the integration of different VF tools, were not achievable.

The paper presents a novel VF concept and architecture, which integrates product, process and production systems. Moreover, design and development methods of the concept and its demonstration for a wind turbine manufacturing plant are presented. The paper, therefore, contributes to the information systems and manufacturing engineering field by identifying a novel concept and approach to the effective design and development of a VF and its function in the analysis, design and development of manufacturing systems.

Discusses Marks & Spencer′s application of computer‐based training (CBT) in training its food supervisors. CBT is used to enhance the transfer of learning following training input using workbooks. Argues that the particular application is a very powerful and effective use of CBT, illustrating the real potential of CBT when integrated with other training techniques. Reflects on how such an application may assist in the development of CBT more generally.

The unemployment rate among disadvantaged youths (aged 15–34 years) in large parts of Africa, Asia and Latin America has become a global concern. The concern in this article is that most WIL programmes could not facilitate a smooth WIL-to-work transition. The purpose of the article is to examine the roles of partner stakeholders in the features of an innovative WIL model influencing the labour market entry of the disadvantaged youths.

A qualitative approach was suitable for examining the features of an innovative WIL model. Semi-structured interviews were used to collect data from seven managers of different firms and institutions, and ten trainees to examine the roles of partner stakeholders in the features of an innovative WIL model influencing the labour market entry of disadvantaged youths.

The main findings reveal that local businesses and enterprises played important roles in participating in the design of the WIL curriculum, providing adequate mentorship for work experience and micro-placement to the trainees. Based on the findings, the author concludes that the partnership with stakeholders as an innovative WIL model contributed to the employability of disadvantaged youths through the acquisition of work experience and work-readiness.

The implication of the findings is that the commitment of partner stakeholders ensures that WIL graduates continue to be employed. The commitment of partner stakeholders evident in this study is likely to continue creating better employment prospects for WIL graduates.

Though stakeholder partnerships are common in WIL programmes and TVET, the innovativeness of this model lies in the features of WIL programmes, the roles and commitment of stakeholders including the outcomes of the partnerships.

Cross‐cultural training is fast becoming a recognizably important component in the world of international business. This paper discusses the effectiveness of cross‐cultural training in facilitating the process of acculturation, and in developing the culture‐specific and culture‐general skills needed to increase the sociocultural and psychological adjustments of sojourners and expatriates when they encounter a foreign culture. A new cross‐cultural training model is created by integrating acculturation and training effectiveness models. This new model suggests that providing two different types of training program prior to cultural contact will help recipients to effectively modify existing culture‐general and culture‐specific skills. As a consequence, they will achieve a higher degree of sociocultural and psychological adjustment. Experiential training should trigger affective and behavioral responses, which are the basis of intercultural effectiveness skills, and thus enhance psychological adjustment. By contrast, cognitive training should trigger cognitive responses, especially cultural awareness and interpersonal skills, and enhance sociocultural adjustment.

Evaluation is increasingly being regarded as a powerful tool to enhance the effectiveness of training. Three major approaches to training evaluation: quality ascription, quality assessment and quality control are highlighted. In order to enhance the effectiveness of training, evaluation should be integrated with organisational life. To ensure this, a model, “the quality assurance evaluation model”, is proposed. A description of an action‐researchoriented exploration of the model with 43 training co‐ordinators of manufacturing firms in Nigeria is given. Changes in the model, suggested by the research findings, are discussed, and the modified model presented. The need to test the modified model on reallife training programmes is emphasised.

The purpose of this paper is to explore what key competencies and characteristics of teachers are needed for integrated Science, Technology, Engineering and Mathematics (STEM) teaching and to investigate teachers’ perceptions on how important those competencies are and how often they are executed.

An exploratory sequential mixed methods approach was used to investigate key characteristics of integrated STEM teaching competencies and the level of their importance and performance as perceived by teachers. By using behavioral event interview technique, qualitative data were collected from professional secondary teachers in science, math and technology subjects. An instrument was constructed based on the result of qualitative research; and a survey was conducted with 48 STEM teachers working in South Korea. The mean values between importance and performance of integrated STEM teaching competencies were compared. A perceived importance level of each item was compared with a practice level by using importance-performance analysis.

As a result of qualitative research, in total 21 items were constructed as detailed characteristics of each domain of integrated STEM teaching competencies, which provide insights about teachers’ perceptions of teaching competencies that are critical for integrated STEM education. A comparison of means between importance and performance of integrated STEM teaching competencies showed that whereas teachers considered each of these items to be of significant importance in their overall evaluation of the integrated STEM teaching competencies, they are not performing at a level that reflects the assigned importance.

This research results provide information for future research on how to implement an integrated STEM education initiative at the secondary school level, for planning teacher training programs, pre-service teacher education and related educational policies.

South Korea has focused on integrated STEM education to raise talented human resources in the fields of science and technology. However, many teachers have experienced serious difficulties and troubles in executing integrated STEM education. It is necessary to figure out key competencies and characteristics of teachers to facilitate integrated STEM teaching.