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Research and experience show that evidence-based practice (EBP), i.e. using the best available knowledge in daily professional work, is difficult to achieve in social services. The purpose of this study is to understand the development of organizational EBP learning processes in daily work through workplace education for staff and managers of supported homes for people with cognitive disabilities. The authors examine how the EBP model and new knowledge are understood and made actionable in the workplace, applying theories of organizational learning.

The authors used empirical material collected from an EBP workplace education pilot in Sweden, as well as documents on national EBP implementation in Swedish social services. Before the pilot, a focus group interview was conducted with regional senior managers. Participating managers and staff were individually interviewed two to three years after the pilot.

The study illustrates how knowledge-based action emerged from education where EBP was interpreted, understood, reflected on, and tested, supported by codified EBP tools in the work context. The participants, when supervised, and when observing and questioning their own behaviors in practice, contributed to double-loop learning (DLL) processes. Codification of EBP knowledge into useful tools and socialization processes during education and workplace meetings was crucial in developing individual and group DLL and knowledge-based actions.

The bottom-up approach to EBP development and the adaptive contextual learning at the workplace gave new insights into organizational learning in social service workplaces.

The fire sector within the United Kingdom has identified a need to further develop their systematic use of academic literature and develop mechanisms to include academic knowledge to inform evidence-based policy and practice. By increasing knowledge exchange between the fire sector and academia, the ability to horizon scan and identify future relevant phenomena of interest to the fire sector will be achieved. Consequently, the evidence base and horizon scanning will increase the specificity of techniques, approaches and practices needed to continually improve the safety of the activities completed within the firefighting occupation, and it will also provide priority areas for investment and increase firefighter safety.

This technical paper primarily features an initial scoping review of academic and grey literature and an operational incident data review. This was completed to provide an initial and updated review of disciplines and areas of academia that are actively engaged in research relevant to the fire and rescue service. Consequently, this method sought to identify and examine the various disciplines of academia involved in fire research. This paper then uses that outcome to suggest a model of multidisciplinarity to inform the fire sector.

As a result of the scoping review, each academic discipline was identified and an initial review developed a predetermined set of key search terms. This was established through identifying the most frequently used fire-related terms within each discipline. This allowed for a comprehensive understanding of the breadth of activity and depth of complexity of fire related research within each discipline and an indicative set of key search terms to be developed. Recommendations are formulated to suggest next steps to routinely incorporate the academic knowledge base in the learning process of the fire and rescue services in the United Kingdom.

This paper provides an initial scoping map of academic literature and disciplines relevant to activities completed in the UK fire sector, which can be used to further develop the evidence base to inform the fire and rescue service of the United Kingdom. It also outlines possible mechanisms and a model to systematically facilitate knowledge exchange between academia and the fire sector by which knowledge exchange could further support the development of evidence-based policy and practice. The broad range of benefits of collaboration between the fire and rescue service and academia are explored.

This paper provides clear evidence as to why fire related research should have an increased priority status to inform the national fire and rescue services learning process and evidence for national policy and guidance development within the UK fire and rescue service. Additionally, recommendations are made to support the consideration of academic evidence in the systematic sector wide learning process.

Previously, the UK fire and rescue service had limited coordinated strategic engagement with academic disciplines to further develop their learning processes in order to produce an evidence base, which is cognisant of academic research to inform practice and guidance. This paper begins the narrowing of that gap by categorising academic literature relevant to fire research into clear disciplines, mapping these to an updated breadth of current activities undertaken by the fire and rescue service across the United Kingdom. The process also details a pilot of the proposed model to support knowledge exchange by producing an academically evidence-based submission to the National Fire Chiefs Council organisational learning process.

The point of departure for this viewpoint paper is the current development in which landscape architects are working towards achieving the United Nations sustainable development goals and the associated cross-cutting pledge “Leave No One Behind”. The sustainable development goals 3 and 11 can be achieved through landscape projects that are inclusive and health promoting, and the authors argue that an evidence-based design process is needed to ensure that project designs deliver what they promise. However, most landscape architects are not trained in evidence-based design and are therefore unsure of what can be used as evidence. A further challenge is the lack of relevant and applicable research evidence for design processes.

The authors present a process model for evidence-based health design in landscape architecture as an overall framework on which the authors base their arguments. The model includes four topics of evidence: target group, human health, environment and use of nature. For each topic, the authors present their view on what may be considered as evidence and where it can be found or generated. The study view is supported by a detailed presentation of where and how evidence was found and generated in a design project for an accessible and health-promoting forest trail for people with mobility disabilities.

The authors suggest a broad definition of evidence, and that the design process should draw on evidence from relevant research and practice disciplines. Evidence can be found in multiple sources, for example, scientific articles, theoretical works and design guidelines. It can also be generated by landscape architects themselves, for example, through landscape analyses and stakeholder workshops. The evidence should guide and support the landscape architect and not dictate the design process.

The authors hope that the knowledge provided on the evidence-based health design process and on where to collect or how to generate evidence may inspire landscape architects in their future health design projects.

People with mobility disabilities face many health challenges and should potentially be able to benefit from visiting green spaces. The authors hope that the knowledge provided on the evidence-based health design process and on where to collect or how to generate evidence may inspire landscape architects in their future health design projects.

The purpose of this study is to target utilizing Human resources (HRs) data analytics that may enhance strategic business, but little study has examined how it affects components. Data analytics, HRM and strategic business require empirical investigations and how to over come HR data analytics implementation issues.

A semi-systematic methodology for its evaluation allows for a more complete examination of the literature that emerges theoretical framework and a structured survey questionnaire for quantitative data collection from IT sector personnel. SPSS analyses data.

Future research is essential for organisations to exploit HR data analytics’ performance-enhancing potential. Data analytics should complement human judgment, not replace it. This paper details these transitions, the important contributions to theory and practice and future research.

Data analytics has grown rapidly and might make HRM practices faster, more efficient and data-driven. HR data analytics may improve strategic business. HR data analytics on employee retention, engagement and organisational success is insufficient. HR data analytics may boost performance, but there is limited proof. The authors do not know how HRM data analytics influences firms and employees.

Data analytics offers HRM new opportunities, along with technical and ethical challenges. This study makes a significant contribution to HR data analytics, evidence-based practice and strategic business literature. In addition to estimating turnover risk, identifying engagement factors and planning interventions to increase retention and engagement, HR data analytics can also estimate the risk of employee attrition.

This chapter sought to answer the following questions: (a) what does special education means for students with intellectual disability?, (b) what is being done, and (c) how do we maintain tradition? The answers, while complicated, suggest special education for students with intellectual disability historically and currently involves attention to what, how, and where, with the how being the key elements of special education for students with intellectual disability. This chapter discussed the what, how, and where for students with intellectual disability in a historical and current framework while also providing evidence-based practices for students with intellectual disability to implement to maintain the tradition of high-quality services.

First-line leaders across the emergency services are instrumental in leading the development of a workforce fit to face current and future challenges. As such in addition to utilising their specific craft, leaders need to be equipped to understand and apply evidence-based practices. With a focus on first-line leadership in policing, this paper will have both national and international resonance for those organisations attempting to embed an evidence-based culture.

The paper utilises a review of literature to develop a viewpoint identifying challenges and benefits of the adoption of evidence-based policing (EBP) by first-line leaders.

First-line leaders, whether police officers, police staff or volunteers, require opportunities to develop their own knowledge, understanding and skills of applying EBP in the workplace. Acknowledging challenges exist in the widespread adoption of EBP, such learning, at the appropriate educational level, will enable leaders to effectively champion the adoption of EBP, informing both their own decision-making and professional practices as well as those across their teams.

The first-line leader role is highly influential, as such, it is essential that these leaders develop their knowledge, understanding and application of EBP in the workplace in order to lead the expected cultural change.

This paper provides a current framework for the understanding of the context and potential impact of educationally levelled formal leadership learning required to champion the broad adoption of EBP across policing.

The purpose of this study is to examine the rostering practices and work experiences of medical scientists at four health services in the Australian public healthcare sector. There are over 16,000 medical scientists (AIHW, 2019) in Australia responsible for carrying out pathology testing to help save the lives of thousands of patients every day. However, there are systemic shortages of medical scientists largely due to erratic rostering practices and workload issues. The purpose of this paper is to integrate evidence-based human resource management (EBHRM), the LAMP model and HR analytics to enhance line manager decision-making on rostering to support the wellbeing of medical scientists.

Using a qualitative methodological approach, the authors conducted 21 semi-structured interviews with managers/directors and nine focus groups with 53 medical scientists, making a total 74 participants from four large public hospitals in Australia.

Across four health services, manual systems of rostering and management decisions do not meet the requirements of the enterprise agreement (EA) and impact negatively on the wellbeing of medical scientists in pathology services. The authors found no evidence of the systematic approach of the organisations and line managers to implement the LAMP model to understand the root causes of rostering challenges and negative impact on employees. Moreover, there was no evidence of sophisticated use of HR analytics or EBHRM to support line managers' decision-making regarding mitigation of rostering related challenges such as absenteeism and employee turnover.

The authors contribute to HRM theory by integrating EBHRM, the LAMP model (Boudreau and Ramstad, 2007) and HR analytics to inform line management decision-making. The authors advance understandings of how EBHRM incorporating the LAMP model and HR analytics can provide a systematic and robust process for line managers to make informed decisions underpinned by data.

The paper investigates the pivotal role of storytelling as a pedagogical tool in tertiary education, specifically in the context of the practice-based doctoral framework in design disciplines. In such a doctoral model, storytelling assumes different meanings and nuances that open to a study in relation to the self-reflective process at the core of the learning paradigm.

The research methodology integrates a qualitative and participatory approach with visual and design-based methods through which the authors interact with primary sources (the body of work of PhD candidates) and relevant research literature.

Drawing on the expanding field of creative practice research, the research work evidences the emergence of storytelling as a research method and learning tool applied at different levels of the candidates' Doctor of Philosophy (PhD) journey and provides methodological insights into the practice-based doctoral training paradigm.

The paper demonstrates the role of storytelling as a learning tool and evidences the multiple levels that storytelling assumes over the course of a practice-based doctoral journey, integrating processual, operational and contextual dimensions.

This paper aims to make the case for early action approaches with migrant families, introducing a set of principles for practice, mapped against the Professional Capabilities Framework for social work and the Social Work England professional standards.

The paper first explores the context of social work with migrant families, outlining the challenges and gaps in our conceptual understanding of this work. The paper then introduces a conceptual model of work with migrant families which draws on the literature from social work and allied professions, and informed by social work values and ethics.

Current social work practice with migrant children has been criticised as defensive, procedural and lacking a coherent conceptual basis, particularly for those who are subject to the no recourse to public funds (NRPF) rule. This field of social work practice would benefit from an evidence-informed model of practice, anchored in human rights approaches and focused on early action. Eight principles, drawn from existing good practice in other social work and social care contexts, are outlined as the basis for a new model of practice in social work with migrant families.

The NRPF rule is a provision in the immigration rules that prevents people who are subject to immigration control from claiming most social security benefits in the UK. In recent years, there has been an increased interest in research about the NRPF rule and its negative impact on children. However, there is currently no evaluated model of social work practice for children and families with NRPF.