Search

Continuous learning is central to ensuring organizations remain innovative and high-performing. Corporate trainers play a critical role in educating and training employees. However, in an era of digital transformation and, more recently, artificial intelligence, trainers need new skills and methods to stay current and facilitate the transformation of the workforce. The skills gap is best filled through cooperative learning with other trainers. However, cooperative learning is hindered by different spatial, organizational, and cultural boundaries that are difficult to overcome.This paper attempts to understand how cooperative learning of trainers can be enhanced through boundary spanning. It examines the case of the corporate learning department of a German high-tech multinational through ethnographic action research by the department manager, including 21 semi-directive interviews and direct observation. Using a grounded theory approach, we explore how the concept, causes, context, contingencies, and conditions of boundary spanning enhance cooperative learning among corporate trainers.The findings show that boundary spanning leads to cooperative learning through pedagogical scaffolding, communities of practice, and a new learning culture. Spontaneous boundary spanning occurs in parallel to guided boundary spanning. Both are made possible by appropriate leadership values and attitudes, trust, flexibility, and dedicated time and capacity.Our paper provides recommendations on the key issues managers face in facilitating boundary spanning and cooperative learning among their employees. We also show how key barriers and risks can be mitigated to enable employees to learn cooperatively with colleagues from different and distant organizational units.

The article examines the impact of scientific and technological progress (STP) and market changes on the evolving requirements for professional and personal development of enterprise personnel. It discusses the evolution of theoretical and methodological approaches to staff professional development management, emphasizing the strategic significance of continuous learning and adaptation to new market demands for maintaining competitiveness in the IT industry. Through a case study of SoftServe Enterprises Limited, a leading IT company offering consulting and digital technology services, the author analyzes the company’s personnel management system. The study highlights SoftServe’s comprehensive strategy for talent development and training highly qualified IT specialists, focusing on various initiatives ranging from mentoring programs to specialized training courses. The effectiveness of managing the professional and personal development of SoftServe’s staff is evaluated, and prospective strategies and management tools to enhance the quality and efficiency of professional development are proposed. Recommendations for improving SoftServe’s HR management system are developed, considering the economic impact of implementation. The study also explores ways to enhance staff development and training strategies using artificial intelligence (AI) tools. It identifies risks and potential benefits of integrating natural language processing (NLP) and machine learning (ML) technologies into SoftServe’s professional development programs. The Failure Mode and Effects Analysis (FMEA) method is utilized to assess potential risks associated with AI integration into SoftServe’s training and development system [ABSTRACT FROM AUTHOR]

Traditionally, metaphors have been used as a pedagogical tool to facilitate the processes of educational mediation. From a medial perspective, there are various ways to implement educational mediation, and currently, we are witnessing an increase in the use of videos. Given the historical pedagogical role of metaphor and the widespread use of videos, we expected to find a significant amount of the scientific literature exploring metaphors in educational videos. However, studies establishing a direct connection are rare. Motivated by this gap, we decided to present users with a metaphorical educational video, intending to observe and analyze, through a phenomenological approach, how the metaphor is perceived by users. To gather data on users' experience, we applied the think-aloud protocol during video consumption and then we conducted semi-structured interviews. Subsequently, we analyzed the collected data using phenomenological procedures. Our results highlighted that the use of metaphor can stimulate engagement and facilitate the educational mediation, as long as the metaphor is shared and perceived as coherent by users. Finally, we have highlighted some distinctive aspects of using metaphor in educational videos, such as the ability to visually represent metaphors, create metaphorical contexts, and reinforce the processes of embodied simulation that occur during video viewing. [ABSTRACT FROM AUTHOR]

Organisations are seeking to adopt training strategies that support quick, but effective, learning for Gen-Z and millennials. The recent pandemic triggered the need for a hybrid/remote workplace where employees' learning and development expectations are oriented more towards a need-based and short content-based learning. Though few organisations have initiated the process of micro-learning adoption as part of their learning and development practices, there are quite a number of roadblocks and challenges. In this perspective article, the authors have used their core experiences and learnings from the L&D units of multinational corporations to address key questions such as (1) How micro-learning can be adopted as a general practice in the corporate L&D settings? (2) What are the key success factors of such adoptions? (3) What is the future roadmap of micro content-based learning? The authors also suggested a few directions to pursue the goal of creating a microlearning environment in corporate settings. [ABSTRACT FROM AUTHOR]

The purpose of the article is to develop a systematic scientific vision of the quality assurance process in industry 4.0 through HRM of digital personnel. This vision is based on a new (“broad”) interpretation of quality in industry 4.0, which can maintain a balance between sustainability (the support of the SDGs) and global digital competitiveness and most completely take into account the characteristics of product quality in industry 4.0. In accordance with the authors' interpretation based on international experience for 2021-2022, the article presents an econometric model that mathematically describes the impact of HRM of digital personnel on product quality in industry 4.0. The key conclusion of the study is that the attraction of job-ready digital personnel makes a much greater contribution to improving quality in industry 4.0 and is therefore preferable as compared to corporate training of digital personnel. For the fullest disclosure of the potential of quality improvement in industry 4.0, the authors have developed a program-target approach to HRM of digital personnel with a balance between sustainability and competitiveness of quality in industry 4.0. The theoretical significance of the research results is due to the fact that they have allowed for the first time to develop an approach to HRM of digital personnel that ensures high quality in industry 4.0 in accordance with its innovative interpretation – with a balance between sustainability and competitiveness. The practical significance of the authors' recommendations lies in the fact that the proposed program-target approach to quality assurance in industry 4.0, with a balance between sustainability and competitiveness, will increase the efficiency of HRM of digital personnel and comprehensively take into account the interests of stakeholders in ensuring product quality in industry 4.0.

Traditionally, metaphors have been used as a pedagogical tool to facilitate the processes of educational mediation. From a medial perspective, there are various ways to implement educational mediation, and currently, we are witnessing an increase in the use of videos. Given the historical pedagogical role of metaphor and the widespread use of videos, we expected to find a significant amount of the scientific literature exploring metaphors in educational videos. However, studies establishing a direct connection are rare. Motivated by this gap, we decided to present users with a metaphorical educational video, intending to observe and analyze, through a phenomenological approach, how the metaphor is perceived by users. To gather data on users’ experience, we applied the think-aloud protocol during video consumption and then we conducted semi-structured interviews. Subsequently, we analyzed the collected data using phenomenological procedures. Our results highlighted that the use of metaphor can stimulate engagement and facilitate the educational mediation, as long as the metaphor is shared and perceived as coherent by users. Finally, we have highlighted some distinctive aspects of using metaphor in educational videos, such as the ability to visually represent metaphors, create metaphorical contexts, and reinforce the processes of embodied simulation that occur during video viewing.

The purpose of the article is to develop a systematic scientific vision of the quality assurance process in industry 4.0 through HRM of digital personnel. This vision is based on a new (“broad”) interpretation of quality in industry 4.0, which can maintain a balance between sustainability (the support of the SDGs) and global digital competitiveness and most completely take into account the characteristics of product quality in industry 4.0. In accordance with the authors’ interpretation based on international experience for 2021-2022, the article presents an econometric model that mathematically describes the impact of HRM of digital personnel on product quality in industry 4.0. The key conclusion of the study is that the attraction of job-ready digital personnel makes a much greater contribution to improving quality in industry 4.0 and is therefore preferable as compared to corporate training of digital personnel. For the fullest disclosure of the potential of quality improvement in industry 4.0, the authors have developed a program-target approach to HRM of digital personnel with a balance between sustainability and competitiveness of quality in industry 4.0. The theoretical significance of the research results is due to the fact that they have allowed for the first time to develop an approach to HRM of digital personnel that ensures high quality in industry 4.0 in accordance with its innovative interpretation – with a balance between sustainability and competitiveness. The practical significance of the authors’ recommendations lies in the fact that the proposed program-target approach to quality assurance in industry 4.0, with a balance between sustainability and competitiveness, will increase the efficiency of HRM of digital personnel and comprehensively take into account the interests of stakeholders in ensuring product quality in industry 4.0. [ABSTRACT FROM AUTHOR]

Studies indicate that Augmented Reality (AR) is quickly becoming an effective technology for training programs. This systematic literature review (SLR) aims to screen works published on AR for corporate training. We describe AR training applications, discuss current challenges, literature gaps, opportunities, and tendencies of corporate AR solutions. We structured a protocol to define keywords, semantics of research, and databases used as sources of this SLR. From a primary analysis, we considered 1952 articles in the review for qualitative synthesis. We selected 60 among the selected articles for this study. The survey shows a large number of 41.7% of applications focused on automotive and medical training. Additionally, 20% of selected publications use a camera-display with a tablet device, while 40% refer to head-mounted-displays, and many surveyed approaches (45%) adopt marker-based tracking. Results indicate that publications on AR for corporate training increased significantly in recent years. AR has been used in many areas, exhibiting high quality and provides viable approaches to On-The-Job training. Finally, we discuss future research issues related to increase relevance regarding AR for corporate training. [ABSTRACT FROM AUTHOR]

The purpose of this paper is using the potential of Systemic Methodology to define the contents of a sustainable training course for companies in the healthcare system. In-depth research of the current state in the art of the healthcare sector revealed the main critical points, on which to focus in order to develop project opportunities. The involvement of a cluster of companies as a reference case study, the bioPmed cluster, was crucial to properly implement the desk research. Comparing the state of the art with a tangible experience closer to the needs of MedTech companies, the training audience, was the goal of this important analysis phase. The paper is a starting point for a wider European project (Systema), which is involving international clusters and aims to realise the outputs of this research by designing a multi-stakeholder platform. [ABSTRACT FROM AUTHOR]

The digital economy has predetermined the priority of digital transformation of all company processes, including staff training and development. But, not all companies have been able to adjust quickly in the face of the digitalisation of their processes by advanced companies. However, the pandemic COVID-19 radically changed the situation, forcing everyone to urgently switch to a remote work format and introduce digital methods for training and developing staff. The article presents an analysis of the peculiarities of accelerated digital transformation of staff training and development in Russian and foreign companies, and staff assessment during the pandemic. The most frequently used digital methods and approaches to staff development and assessment have been analysed, the main trends in corporate training in Russia and worldwide have been identified, and recommendations for improving digital transformation of training and personnel development in the current environment have been offered.

This paper is an attempt to apply a competitive approach to the sphere of corporate training relations. The author explores the ability of analyzing and evaluating the competitiveness of educational organizations on the markets of corporate training programs. The author considers some aspects of the theory of competitiveness applied to the corporate training at universities and other educational organizations.

Corporate training is currently more flexible and acts as an accelerator in the field of training. The object of the current research is the system of education in corporate universities. The purpose of the work is to analyze the possibilities and experience of evaluating the effectiveness of training at a corporate university in order to identify tools that can be used to evaluate various performance indicators and to determine which of them can be transferred to other educational organizations. Possible shortcomings of the implementation of corporate training in the format of a corporate university as a separate legal entity are shown. To achieve this goal, we have identified suitable tools for evaluating the effectiveness of corporate training and evaluating its applicability in practice. As a result, the authors determined that the assessment of the effectiveness of corporate training in terms of indicators of the 1st and 2nd levels of the Kirkpatrick methodology can be easily carried out using various tools. Corporate universities usually use the necessary surveys during and after training for this purpose. The authors proposed to apply various methods of post-program support using appropriate educational technologies and mandatory assessment of participants sometime after training.

Copyright of Current Research in Dental Sciences is the property of Ataturk University Coordinatorship of Scientific Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The radical transformations caused by the rapid development of information and communication technologies in the mid-1990s prompted the transition to the knowledge society which identified the key role of knowledge as the most important and valuable capital of organizations and had a decisive impact on the development of corporate training. In our study, we aimed to analyze the training methods used in American companies in the knowledge society, particularly, their feasibility, features, benefits and possible limitations. The results of our study show that, at present, e-learning is considerably more widely used in American companies than instructor-led classroom training. Most organizations use blended learning which implies the combination of e-learning methods and instructor-led learning methods. A powerful stimulus for the wide implementation of e-learning methods was produced by the COVID-19 pandemic when the use of educational technologies made it possible for the companies not only to continue training and development of their employees but also to implement tactical and strategic practices which will have long-term implications for the future of the training industry. The most widely used e-learning methods in American companies are virtual classroom/webcast, online or computer-based methods, social learning, augmented reality, virtual reality, and artificial intelligence. In spite of certain limitations of e-learning methods, they have a number of important benefits which allow companies to expand access to training, save costs, increase adaptability and flexibility of learning programs, etc., and thus satisfy their needs in qualified employees. [ABSTRACT FROM AUTHOR]

The global trend of digitalization of all spheres of human life significantly changes the requirements for professional competencies of employees of modern organizations implementing the latest technologies. Digital technologies are constantly evolving, the total costs for them are growing, which means that the demand for workers with both digital technology skills and skills combining cognitive abilities and behavioral aspects is increasing. Realizing this, organizations are actively using employee training programs in the workplace. The data obtained during a series of surveys of over 350 employees who were trained at corporate universities or specialized centers were collected from 2019 to 2021, the results contain information about the problems of adult vocational training in the system of corporate universities or specialized centers: firstly, employees have a low level of motivation (there is no desire and emotional involvement in training); secondly, employees have difficulties with applying the acquired knowledge and skills in the practice of activities, and, finally, one of the key difficulties is a decrease in the level of application of the skill of processing and analyzing information that was presented as part of the training. All these survey data confirmed our earlier studies on the effectiveness of using visualization techniques as a form of working with information in the process of teaching people of different ages. In this regard, in this paper, a study of corporate learning processes based on visualization is conducted, which is an effective learning tool and contributes to the development of digital skills of employees. [ABSTRACT FROM AUTHOR]

Education is the key tool of social transformation. It empowers the individuals to learn, gain knowledge and grow. The National Education Policy of India underlines Outcome-Based Education (OBE). The employability of graduates has remained a major concern for developing economies like India. There exists skill gap between quality and skills provided and expected by industry. The widening gap leads to unemployment. This article aims to identify the factors influencing the gap between the academic learning and corporate requirements towards developing effective management professionals through simulation games/game-based learning. The study utilized factor analysis was used to calculate the variance; Kaiser-Meyer-Olkin test was used to calculate the adequacy of the factors and Bartlett's Test was used to calculate the adequacy of samples. The study indicate that besides team building capabilities the students are clear about developing fast decision-making skills as well as leadership qualities when it comes to their expectation from the management students. The study was conducted on the management students of both graduate and post-graduate students of NCR; hence the study can be extended to other field of study. The study will be able to help the learners to better comprehend the application of management theories in the practical front. Hence, to make learning experience better, more playful and making better understanding of the concepts. [ABSTRACT FROM AUTHOR]

This applied research looks into the effectiveness of the virtual learning environment in the delivery of corporate and professional courses since the training provider was forced to shift to this mode of delivery since March 2020 due to the COVID-19 circumstances. In literature, the effectiveness of virtual delivery in the basic schooling and higher education sectors is well researched and heavily debated amongst scholars and practitioners, especially during this pandemic. This is not the case, however, in the professional and corporate training field as this sector is often regarded as a voluntary provision that warrants the least priority to invest in during a global crisis; the like of COVID-19. The purpose of the research is to measure the effectiveness of virtual training provision, and how this mode of learning can help in developing skills and supporting learning to achieving their learning objectives. The effectiveness evaluation in this research was measured from the perspective of the end-user (the learner). The research involved a quantitative questionnaire that was answered by 367 respondents amongst trainees who were enrolled in various professional training courses, post COVID-19, in virtual mode. The questionnaire items were purposely designed to gauge the learners’ satisfaction as a measure of effectiveness and quality of the virtual training environment. The questionnaire was distributed and administered electronically via a mass emailing campaign. Upon collecting the responses, the data was quantitatively analysed using descriptive quantitative analysis. The analysis of the data indicates indeed high satisfaction rates amongst learners (more than 72% were satisfied, or higher). The effectiveness of virtual learning in helping trainees achieve their learning objectives and make good progress, however, was lower than the overall satisfaction rate. After months of riding the learning curve of the virtual learning experience, the learners showed mixed picture of reflection on their preferred mode of delivery in the future. Almost a third of the learners opted for blended learning mode, whereas nearly another third preferred virtual, and the remaining liked to go back to physical classes. This research indicates that virtual learning is apparently lending itself to be a feasible mode of delivery of professional training courses. Its effectiveness, as perceived by the beneficiaries, is proven to continue improve as it matures over time. The prospect of this virtual learning methodology looks positive indeed despite the newness of its application on a massive scale post the COVID-19 pandemic.

Corporate training is currently more flexible and acts as an accelerator in the field of training. The object of the current research is the system of education in corporate universities. The purpose of the work is to analyze the possibilities and experience of evaluating the effectiveness of training at a corporate university in order to identify tools that can be used to evaluate various performance indicators and to determine which of them can be transferred to other educational organizations. Possible shortcomings of the implementation of corporate training in the format of a corporate university as a separate legal entity are shown. To achieve this goal, we have identified suitable tools for evaluating the effectiveness of corporate training and evaluating its applicability in practice. As a result, the authors determined that the assessment of the effectiveness of corporate training in terms of indicators of the 1st and 2nd levels of the Kirkpatrick methodology can be easily carried out using various tools. Corporate universities usually use the necessary surveys during and after training for this purpose. The authors proposed to apply various methods of post-program support using appropriate educational technologies and mandatory assessment of participants sometime after training. [ABSTRACT FROM AUTHOR]

The system of corporate training implemented at the Institute for the Development of Education of the Krasnodar Territory is presented. Goals, objectives, key principles and functions are formulated, directions and procedures for the interaction of responsible persons in its implementation are described. Corporate training is carried out in two directions: in-house training and training in an external professional environment. It is carried out according to the action plan approved for the calendar year, which is differentiated by the following categories of workers: managerial personnel, teaching staff, other specialists and managerial personnel reserve. Education is organized through a system of events, compiled considering the urgent tasks of the education system.

Problem and goal. The article describes how to organize electronic training materials for post-training support. The relevance of the article is determined, on the one hand, by the external needs to expand the sphere of education, the tasks of further development of informatization of education, and on the other hand, by the internal needs of the development of the information culture of students [1; 13; 6-8]. The problem is determined by the presence of a contradiction between the existing high didactic potential of distance post-training support, the importance of such training for effective training of students and the absence of such training, implemented using a structural approach to the design and use of electronic training materials. The purpose of the article is to describe approaches to the development and testing of a system of electronic training materials implemented on the basis of the structural approach for organizing post-training support using distance learning technologies. Methodology. The methodological basis was the ideas for the implementation of distance learning presented in the works of A.A. Andreeva, E.S. Polat, V.I. Soldatkina et al.; the main provisions of the theory of technologization of the learning process, which were studied by V.P. Bespalko, P.I. Pidkasisty, G.K. Selevko, A.M. Sohor et al.; issues of structuring training materials that were considered by I.V. Akimova, A.I. Arkhipova, Yu.I. Askerko, I.V. Burov, S.A. Butakov, L.P. Voronina, D.V. Danilov, A.M. Sokhor, O.E. Filippov, L.S. Chernyshov and others. Scientific articles devoted to issues of corporate training and personnel development are presented by such authors as: A. Bychkov, O. Dugina, Zh. Zavyalova, I. Kolodkina, A. Korolkov, A. Matveev, A. Miroshnichenko, O. Naydenov, M.V. Klarin, A. Novikova, N. Titova, N. Khryashchev, O. Emikh, A. Satvalov. Results. The feasibility of using distance learning technologies in the implementation of post-training support for students, as well as the application of a structural approach to the design and use of a training materials system for distance post-training support for students is substantiated. The principles and conditions of using the structural approach as the basis for the design and use of specially selected training materials, systematized in the form of a set of competencies and presented using distance learning forms, have been identified. Information and telecommunication technologies and Internet resources have been selected to organize remote post-training support, taking into account the individual learning path. Conclusion. The results led to the conclusion that the effectiveness of the proposed approaches to the selection, design and use of a system of training materials allows us to take into account the following aspects: accounting for training parameters, level of development, level of competency, level of motivation. The proposed model of distance post-training support for students on the example of the discipline “Information Technologies in the Management of the Educational Process”, based on the use of a structural approach, containing a specially designed system of electronic training materials, has made it possible to increase the effectiveness of training for undergraduates and to build an individual training route.

Empowerment, diversity, and inclusivity have been topics of interest for human resource specialists for more than a decade. Here we look at the experiences of one Indian woman entrepreneur, Dr. Anubha Walia, who, after decades in blue chip multinational companies, founded her own corporate training and management consulting firm PRISM. PRISM—Prepare, Respect, Implement, Share, and Maintain—is both the name of the company and the philosophy that underpins its operation. The article describes her struggle to establish a business based on the empowerment of women in the male dominated world of Indian business. It also illustrates how the PRISM philosophy gave the company the agility and flexibility it needed to pivot from providing face‐to‐face training and advice to online courses, webinars, and wellness programs during the COVID‐19 pandemic. The article concludes with some observations on steering an organization in times of hardship and uncertainty. [ABSTRACT FROM AUTHOR]

The article focuses on the analysis of models for efficiency evaluation of corporate training programs for managers based on the principle of cross-functionality taking into account the type of educational organization. According to the authors, the expected results of corporate re-training of managers on the basis of cross-functionality, first of all, is the formation of diverse, additional competences. The emergence of new types of employees with diverse competencies who follow certain rules of relations between employees contributes to the consistent increment of innovative knowledge among employees, which fully corresponds to the changing needs of production and the digital economy. The work was carried out on the basis of study of Russian and foreign scientific publications, practical experience of authors and the survey of developers of corporate training programs and specialists on the basis of the principle of cross-functionality. The 7 most commonly used assessment models have been identified. The results are of interest to corporate training and continuing education professionals during the planning and development phase of educational programs.

Immersive virtual reality simulators have been adopted in formal education and corporate trainings as they can represent real world scenarios, conditions and events that have inherent risks and/or that are not easily reproducible on classrooms or laboratories. One of the areas that can use these simulators is the electric power distribution network. Especially in Brazil, electricians take formal trainings to work on the electric power distribution network but usually do not experience the real conditions of the network and the several risks involved with it during these trainings. Consequently, even after taking the whole trainings, the electricians may not be well prepared to work on the emergency services or even on some of the scheduled maintenance services of the network, taking longer than expected to conclude these services. Therefore, this paper presents the development of an immersive virtual reality simulator for training electricians to work on the distribution network, considering the safety procedures, the proper usage of equipment and the collaboration with other electricians. By practicing in the proposed simulator, it is expected to improve the trainings and to expand the knowledge and the skills of the electricians. [ABSTRACT FROM AUTHOR]

This paper examines the challenges in corporate English for Specific Purposes (ESP) training and discovered that immature course planning is the root of the problems. It analyzes the absence of systematic criteria to design an ESP training and the parties in charge of conducting needs analysis, developing course and test materials as well as designing course syllabus. Finally, it gives recommendations to corporate clients and ESP training providers for improving the quality of their training programs and to researchers to advance the research of ESP training in professional settings.

The relevance of this problem is determined by the immaturity of the theory of forming knowledge economy at the setting of corporate training, as well as by the specific peculiarities of organizing corporate training in a market economy. The transfer of Russian economy to the innovative model based on knowledge economy requires reconsideration of practically all patterns and methods of the knowledge economy formation both in corporations in general and in corporate training in particular. The purpose of the paper is to reveal the need in acquiring new professional knowledge in corporate training and to show the importance of improving managerial skills and personal traits that increase motivation to learning and forming the knowledge economy. The leading approach to this problem is the analytical method that studies the works of Russian and foreign researchers in the field of management in education. It includes stages from the identifying the subject matter of the category of "knowledge economy" to the features of forming "knowledge economy" in the setting of corporate training in corporations. This research is impossible without the use of such scientific methods as analysis and synthesis, as well as methods of system analysis that combines organizational, personal and technological components, expert evaluations, re-engineering business processes of training. It is due to the fact that the formation of knowledge economy is carried out through corporate training, which can be considered as a specific socio-economic phenomenon. These approaches allow considering the activity of large foreign and Russian production companies, which carry out corporate training, as a set of business and administrative relations. These relations emerge in the process of formation and development of the knowledge economy. Let us list the main results of this work. The first part of the work deals with the theoretical substantiation and the subject matter of the category of "knowledge economy". The second part shows the features of knowledge economy formation in corporate training. Materials of this paper can be useful for forming the knowledge economy for corporate training as a strategy of corporate training system in large production companies.

How are theatre-techniques used in business training? Do theatre-making skills represent a unique field of knowledge? In this case study, I consider the National Institute of Dramatic Art's (NIDA) 'Executive Presenter' twoday course in Sydney, Australia, and attempt to counter a simplistic notion of theatre as magical practice. Performance techniques are complex, historically and culturally-contingent processes for making and sharing meaning (McAuley 2008). I describe exercises from the course in some detail - including elements of space, voice, body, structure, awareness, spontaneity, and rehearsal - and suggest that we can understand these presentation skills in a relationship of continuity with everyday meaning-making, rather than as a magical art form. On the one hand, NIDA trades off and reinforces the popular mystique surrounding acting. On the other hand, the course introduces simple and effective techniques of verbal and non-verbal communication. Ultimately, my investigation considers the claim made in marketing the course that 'public speaking can come naturally to you.' [ABSTRACT FROM AUTHOR]

Background. Increasing investment attractiveness – the number one task for the Russian economy, both at the regional level and the national social and economic system as a whole – is possible only in conditions of highly developed human capital. Given the processes of globalization, the training and development of the human capital of multinational organizations, which are essentially investments, are very important. Materials and methods. The research applied the source study (bibliographic) method, the system method, which allowed to identify, systematize and generalize the views of specialists regarding the development of human capital of multinational organizations. Results. As an effective tool that activates the processes of human capital development of a multinational organization, corporate training is offered, which contributes to the formation of a corporate culture and increases the effect of adaptation of accepted employees at the stage of their entry into the “social space” of the organization. Conclusions. For the training of multinational organizations’ personnel, it is advisable to use cross-cultural training. The knowledge and skills acquired at the trainings will contribute to the competent building of partnerships with representatives of other nationalities in a multinational organization.

Copyright of Revista Psicologia. Organizacoes e Trabalho is the property of Sociedade Brasileira de Psicologia Organizacional e do Trabalho and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Engagement in the companies' training programs is a crucial issue for their success. Every company faces the matter in different manners: some enterprises promote mandatory courses or programs; however, they may result not enough effective, due to a low level of motivation that can compromise learning and retention. Other enterprises prefer to adopt voluntary courses or programs, but in this case enrollment and completion depend on many factors: the time that workers can spend on training without compromising their main tasks; the directives of managers; the individual motivation. Another way to face corporate training may exploit gamification to enhance engagement. The authors present the design and implementation of a gamified course of office automation, developed for the employees of a large media company. Our approach attempts to go beyond the well-known triad point-badges-leaderboards, employing also a narrative, the Bartle's taxonomy of player types and the Selfdetermination theory by Deci and Ryan. [ABSTRACT FROM AUTHOR]

In his interview, the Rector of Voronezh State University highlights the milestones of VSU’s history and its achievements during the centennial working experience. The history of Voronezh State University goes back to 1918, when the staff and students of Yuriev (former Derpt) University moved to Voronezh owing to the German occupation of Estonia. Today Voronezh State University is one of most renowned universities in Russia, the largest research university in the Central Black Earth Region. Its world competitiveness can be demonstrated by the fact that VSU is listed among the top universities in international and national rankings such as Quacquarelli Symonds (QS) World University Ranking, Times Higher Education (THE) World University Ranking, Interfax, Rating of Russian universities. The advanced forms of interaction between University and business partners and enterprises were described, such as centers of corporate training (VSU has more than 10) and corporate postgraduate courses (cooperation with PriceWaterhouseCoopers, Bionorica SE and others). The University is piloting the convergent educational programs, e.g. “Medical cybernetics”, mathematical modeling in pharmaceutical studies, experimental technical school for gifted children.