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The aim of this article is to discuss the potential of an educative research intervention to influence the quality of the learning outcome in the workplace as interpreted from the perspectives of adult learning theory. The research project was designed as a quasiexperimental, mixed-methods study. In this article, quantitative survey data were taken as the point of departure, and qualitative data were used for the purpose of analyzing aspects of learning. An educative research intervention may support a transformative learning quality when the manager and employees have to deal with severe difficulties, and they succeed in doing so by sharing responsibilities and having the strength to engage in the development process in the workplace. It is possible to support transformative learning in the workplace through an educative research intervention that encourages managers to educate themselves and their employees to think and act in new ways, aiming at integrated autonomy, increased interaction, and learning.

STEP-NC is the result of a ten-year international effort to replace the RS274D (ISO 6983) G and M code standard with a modern associative language. The new standard connects CAD design data to CAM process data so that smart applications can understand both the design requirements for a part and the manufacturing solutions developed to make that part. STEP-NC builds on a previous ten-year effort to develop the STEP standard for CAD to CAD and CAD to CAM data exchange, and uses the modern geometric constructs in that standard to specify device independent tool paths, and CAM independent volume removal features. This paper reviews a series of demonstrations carried out to test and validate the STEP-NC standard. These demonstrations were an international collaboration between industry,

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