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This case explores how driver training school create experience value for their trainees. It describes the development of driver training industry, the foundation and new training mode of Rongan Driving School, changes and challenges of environment for Rongan facing and so on, which will guide readers to discuss six influence factors of customer experience, six dimensions of customer-experience value, the relationship between them, and the influence of social environment. Rongan's innovative training mode of “pay after learning, time-based billing, one car for one person”, provides a good training experience for driving trainees. It has become the benchmark of the national driving training industry within six years.

Provides an overview of modern apprenticeships, setting it within the context of the “skills gap”, particularly in relation to intermediate skills. Includes an outline of how the frameworks are produced and clarifies the distinction between modern apprenticeships and training credits, commonly known as YT. Focuses mainly on the take‐up of the programme in Devon and Cornwall. Discusses four sectoral areas ‐ engineering manufacture, the hospitality sector, construction and agriculture ‐ all major sectors in the region. Presents the responses of young people, employers and training providers and examines the viability of modern apprenticeships as a vocational alternative to full‐time education and its effectiveness in meeting the skills needs of employers.

The United Nations Industrial Development Organization (UNIDO) (2017, pp. 14–15) identified that “industrialization is the seedbed for entrepreneurship, business investment, technological progress, the upgrading of skills, and the creation of decent jobs.” This placed studying different industrial sectors and their respective clusters, which are key drivers for economy, innovation, and knowledge creation (Slaper, Harmon, & Rubin, 2018), at the forefront of research. This chapter tackles the automobile industrial cluster in Egypt that possesses promising potential yet faces some challenges. It aims to provide an overview of the cluster, alongside underpinning its strengths and obstacles facing it. Moreover, the chapter displays the importance of the labor dimension in increasing the labor competitiveness of the cluster and showcases this through two cases of German automobile manufacturers that pioneered in venturing into the market through employing technical and vocational education and training. In conclusion, recommendations are provided to help in steering the cluster toward success.

To outline the reasons for staff shortages in the UK catering industry and then to decide if further training could help to address these issues.

The objectives have been achieved by examining the training provisions at a college, and then asking the students, their training staff, employers and employees about their needs.

The study has revealed that the basic training available is suitable for purpose. However, the career ambitions of the students were focussed on restaurants, and they ignored the other catering outlets. A greater knowledge of other forms of employment could retain more staff within the industry. In addition, restaurants could offer greater training to their staff, particularly as the need to manage new skills such as stock control are encountered.

It should be noted that this study merely reports on one small area of the country, and is further limited by small samples. To make more definitive suggestions, a more extensive study should be undertaken.

The work suggests that greater co‐ordination between the training provider and all sections of the industry could ensure that more catering staff remain within the sector.

It is hoped that this paper will initiate debate on the issue of staff retention and persuade the non‐restaurant sector to act more positively on the issue.

The purpose of this article is to provide a framework for any organization to follow in designing training programs by describing a hypothetical sales training model linked to an organization’s strategic focus. Training strategy shapes the type of training programs provided by organizations. What influences an organization’s training strategy is important to understand if we are to grasp the valuable role training plays in the long-term performance of the organization. Strategic focus provides a framework for organizations to follow when creating specialized training programs. This paper represents an initiative to help put in a broader and clearer context an organization’s strategic focus from which training program initiatives originate. Furthermore, the paper examines how strategic focus influences an organization’s decisions regarding the specific purposes, content and frequency of training. The paper identifies and describes several important dimensions of the conceptual model, as well as the interconnectedness among the dimensions.

This paper describes the link between sales training and an organization’s strategic focus. The use of a conceptual model linking strategic focus with a training program provides a “big picture” perspective showing the link between an organization’s vision and the role training plays in helping to realize this vision. The conceptual model shows the cause and effect link between the strategic focus and the development of training programs.

The model demonstrates how practitioners can move from a strategic, conceptual focus to deliver a training program that represents the ability to implement strategic intent.

The conceptual model shows the cause and effect link between the strategic focus and the development of training programs.

The value of this conceptual model is to demonstrate the ability to link strategy to specific business activities associated with the implementation of strategy.

The purpose of this paper is to evaluate the impact of different programs (Self Help Groups, Farmers Clubs, Check Dams, and Training Programs) being implemented by Lupin Human Welfare and Research Foundation (LHWRF), Bhopal, under corporate social responsibility in enhancing the capacity of rural people to improve their socio-economic and agro-environmental conditions.

The assessment of different programs was carried out using field-based survey along with the semi-structured interview of total 123 sampled individual beneficiaries spread in 23 villages of Raisen and Vidisha districts of Madhya Pradesh.

This study revealed that the CSR programs impacted significantly to beneficiaries in improving their socio-economic and agro-environmental conditions.

It further emphasized that there is scope for improvement in planning and execution of CSR programs for enhancing agricultural production and creating employment by integrating with ongoing government programs related to rural development.

It is natural that there should be, at this present time, a renewal of interest in group training schemes — or, as they are often called, group apprenticeship schemes. Group schemes are important in that they provide a framework within which certain firms, small firms particularly, can meet their training obligations. What the big boys fail to realise when they complain about small firms evading their training responsibilities is that, without some suitable framework, the training job is just too hard for many firms to tackle: they cannot provide the skilled instructional staff and training organisers, nor can they create a variety of training situations. It may be that group training is not the only available framework, but the fact of the matter is that it is the best provided so far.

People with dementia require care at home, in care homes and in hospitals, which has implications for the current and future workforce in health and social care. To inform regional workforce development planning in dementia care, Health Education East of England commissioned an organisational audit of current dementia training at NHS Trusts and in social care across Hertfordshire and Bedfordshire. The paper aims to discuss this issue.

Qualitative methods and non-probability purposive sampling were used for recruitment and data collection. The audit included NHS Trusts, local authorities, clinical commissioning groups, and health and social care organisations involved in commissioning and providing dementia education and training in the two counties.

Whilst there was considerable investment in dementia awareness training, learning was not targeted, assessed or structured to ensure on-going professional development.

This has implications for workforce development and career-progression for staff responsible for the care of older people with dementia. Conclusion: if a future workforce is expected to lead, coordinate, support and provide dementia care across health and social care, a qualifying curriculum could play a critical part in ensuring quality and consistency of approach and provision.

This paper makes a timely contribution to discussions on the skills and competencies needed to equip the future workforce for dementia care across health and social care.