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Purpose: The purpose of this paper is to explore the approaches to education and training adopted by manufacturing organisations to identify and develop a set of learning principles for the successful transition to Industry 4.0. Design/methodology/approach: A case study of a manufacturing ecosystem in Queensland, Australia was undertaken, that included semi-structured interviews with a total sample of 22 manufacturing industry representatives, an analysis of secondary data including organisational documents and government reports, and embedded cases of two manufacturing organisations. Findings: Manufacturers successfully transitioning to Industry 4.0 are distinguished by a culture which values learning, management development to understand and lead innovation, experimental learning on the job and strong links to education and training providers through internships and upskilling pathways. These four principles inform approaches to creating tailored training solutions that respond to the unique needs of diverse manufacturing organisations. Research limitations/implications: The two case studies describe exemplary high performing companies only and not companies at earlier stages of adopting Industry 4.0. Therefore, future research could include a broader spectrum of companies across the adoption spectrum. Nevertheless, considered as a study of a total manufacturing ecosystem, there is strong alignment of views of government, industry, union and education stakeholders regarding the key factors of transition to Industry 4.0. Practical implications: There is a strong need for leaders of manufacturing organisations to enable a broad strategy of capability development beyond simple acquisition of new technologies. Detailed consideration and resourcing of on-the-job training and experimentation, talent attraction through innovation workplace cultures and strong relationships with education providers are important. Social implications: Given that Industry 4.0 technologies such as robotics and AI are now rapidly diffusing into other industry sectors, the research has broader implications for education and training for the future of work. These technologies could produce stark differences between efficiency versus innovation-oriented adoption strategies. Whilst the former could displace workers, the latter can open pathways for upskilling, product and process innovation and cross sector employment. Originality/value: Through the ecosystem level case approach, multiple stakeholder perspectives provide triangulated insights into advanced manufacturer's education, skills and training strategies, uncovering four learning principles that underpin the approach of manufacturers successfully transitioning to Industry 4.0. The findings have practical implications for policy makers and industry bodies supporting the transition to advanced manufacturing and provide manufacturing managers with insights into successful education and skill strategies that can be adapted to specific organisational needs. [ABSTRACT FROM AUTHOR]

Purpose: This article explores the case of the Queensland's reformatory for boys through the years 1871–1919 to analyse how the institution negotiated the complex, and at times competing, goals of reforming, educating and punishing its inmate population. Design/methodology/approach: The article relies on documentary evidence, including archival material produced by the institution and newspaper records published between 1865, when the legislation allowing the institution to be created was passed, to 1919, when the institution ceased to be known as a "reformatory". Findings: This research demonstrates that, despite considerable changes during the studied period, the overarching goal of reforming criminal and potentially criminal young people continuously relied on achieving a balance between reformative techniques such as religious instruction and work placements, providing a useful education and punishing offenders. It also demonstrates that, despite efforts to achieve this balance, the institution was often described as unsuccessful. Originality/value: Due to the paucity of available archival evidence, there is still relatively little known about how the reformatories of late-19th- and early-20th-century Australia attempted to carry out programmes of moral reformation. This paper contributes to the field through an analysis of an institution which faced unusual challenges as a result of a complex inmate population. [ABSTRACT FROM AUTHOR]

Purpose The implementation of mental health promotion is a core part of the role for all mental health professionals. This involves working with individuals and groups to facilitate the uptake and application of new knowledge, skills and personal attributes. Recently, an Australian intervention that included teaching nurses and educators the skills of mental health promotion was implemented and evaluated. The purpose of this paper is to report the findings of the qualitative evaluation and explore specific attributes of this facilitation, which helps to clarify and articulate a hidden, and taken-for-granted practice.Design/methodology/approach A qualitative mixed-methods study was designed to evaluate the perceived skills and attributes necessary for effective facilitation of a mental health promotion program in schools.Findings This evaluation revealed that facilitation is more than simply allowing free-flowing discussion amongst participants. For mental health promotion to be effective, the leader needs to be able to balance content delivery with flexibility, to use interpersonal behaviors that support and empower, and be willing to see the self as always learning and growing.Practical implications Without explicit training or discussion of facilitation, it is possible that mental health professionals may slip into teaching didactically. Didactic teaching may not empower learners to articulate their own views, or internalize and demonstrate new skills. A facilitative approach is more fitting to the values of twenty-first-century health promotion. Facilitation is a skill that deserves to be taught explicitly within all mental health promotion courses, so that mental health professionals are inspired to teach in ways that are transactional, and empowering.Originality/value A facilitative approach is more fitting to the values of twenty-first-century health promotion. This study confirms that facilitation is a skill that deserves to be taught explicitly to all mental health professionals so they are inspired to implement effec"tive mental health promotion. [ABSTRACT FROM AUTHOR]