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The purpose of this paper is to discover how Hungarian manufacturing companies interpret technology and human resources as driving forces and barriers in terms of Industry 4.0 implementation.

The authors conducted 23 semi-structured interviews with corporate leaders and applied qualitative content analysis using Atlas.ti software.

The authors formulated a new definition of Industry 4.0 which emphasises the role of human factors. The authors identified driving forces (efficiency with speed/information flow/precision) and barriers (technology compatibility, human fears and lack of digital skills) in terms of Industry 4.0 implementation and developed the DIGI-TEcH performance management dimensions.

Comparison with other countries is limited. Given the exploratory and qualitative nature, further quantitative research would be needed to generalise results. Finally, only manufacturing companies are examined.

It provides empirical evidence to practitioners to understand concerns about technology and human resource in terms of Industry 4.0 implementation. In addition, corporate performance management can be extended by the developed DIGI-TEcH dimensions.

This paper reveals key evidence for the uptake of technology and human factors in terms of Industry 4.0 implementation and their impacts on corporate operation and performance. It also provides an insight into a specific country context, which can be a useful benchmark for other Central and Eastern European countries.

The emerging technological work culture calls for a massive re‐education of the existing workforce, especially for the new careers emerging as a result of the revolutions in microelectronics, biotechnology and communication. In this monograph the author argues that for management it demands a new attitude toward employees as human capital. For the average worker, especially those displaced by the new technologies, it will require re‐education focused on skill development for new careers and service activities.

Based on early and recent thoughts of total quality management and the new emerging field of human performance technology, key dimensions that drive human performance in organisations are identified. Human performance technology is a field that focuses on providing solutions to organisational problems and has a lot to share with total quality management. However, HPT is neglected by the TQM literature. A system approach is taken in which the person within the system is seen to be an important element that is affected by the system and consequently affects and influences the performance of the organisation he works for. So, system factors, including environmental and cultural factors, are seen to be important sources of variance that affect human performance. Also, the person factors that influence human performance and the interactions between person and system factors are considered.

Outlines how human competency engineering can be used as a change maangement or organizational development tool, based upon studies conducted in Canada, Hong Kong and Indonesia. Suggests that a change model based on the practical application of social science and physical science concepts can be applied over several cultures.

Increasingly line managers are expressing frustration at receiving incomplete performance solutions, weak return on investment, and less than expected results from performance support departments that claim to have the answer for improving business results. Often there are complaints that departments such as human resources, training, information technology, and quality operate in silos and compete against each other for success rather than working together to deliver complete solutions to performance problems. Proposes that we eliminate silos and deliver complete performance solutions by adopting a new performance vision, an enterprise learning and performance strategy, and a common human performance improvement (HPI) process. Provides a definition of HPI and a five‐phase HPI process as a starting point for performance improvement departments. Critical outcomes of the process are diagnosing workplace and learning barriers to performance and designing and implementing blended performance solutions that deliver comprehensive results. New roles, competencies, and approaches to developing performance improvement expertise are required in implementing performance interventions using an HPI process. Provides a glossary of performance terms and a checklist of recommended steps for starting the transformation to HPI.

The purpose of this paper is to outline a useful model for identifying and addressing employee performance issues in academic libraries, specifically in a Learning Commons.

The Human Performance Technology (HPT) model created by the International Society for Performance Improvement (ISPI) was used to identify employee performance issues in a newly created Learning Commons at a mid‐size academic library.

Applying the HPT model to a Learning Commons enabled the authors to identify organizational and employee performance issues and identify solutions to these issues. The HPT model was deemed a useful tool for addressing performance issues.

Little research has been published using the HPT model in libraries and more research should be performed to determine the suitability of this model for libraries. It should be acknowledged that the model is used to identify weaknesses and any organization using this model will likely uncover areas for improvement.

The HPT model provides a method to identify measurable performance indicators which could be used to set standards of performance for employees. Setting such standards can help achieve and maintain levels of high quality for any library service. This model is particularly useful when employees at one service point may include a combination of student workers, paraprofessionals, and librarians.

The study could identify only one article in the relevant literature addressing the use of the HPT model in a library setting. This paper more broadly introduces HPT to the field of librarianship as an assessment tool.

This chapter reviews the ability of the emerging human performance modeling technologies to support the design and operation of complex systems. The ability of existing technologies to meet current application needs is analyzed, and the results are then used to assess the areas where additional research and development is most needed. Following a brief history of human performance modeling, a taxonomy of models and modeling techniques is established, as a framework for remaining discussion. The human performance modeling technology base is separately analyzed for its ability to support system design processing and to support system operation. The system design process analysis considers the various roles that human performance models may play during that process, ranging from generating design concepts to affording simulation-based range of roles, from training to performance support to automation. These analyses demonstrate that human modeling technology has reached a sufficient state of maturity and has become a proven contributor of the complex systems engineering process. Challenges for further high-payoff research are also presented in five categories: cognition, knowledge management, team and organizational structure and processes, predictive models of training, and human-centered systems engineering.

As technology-mediated communication improves, many organizations increasingly use new types of collaborative online tools to promote team-based learning and performance. The purpose of this study is to explore how virtual team leaders cope with process challenges in developing a context for team creativity.

The authors interviewed nine leaders who have worked for more than five years and managed virtual teams in different fields.

This research uncovered distrust, personality differences, generational differences in views, scheduling issues and technology difficulties as the top five inhibitors for virtual team creativity and success. The authors identified seven main strategies for developing virtual team creativity and success. The authors found that building “team norms” and guidelines to encourage positive interactions between team members can facilitate team creativity. In addition, a concept of trust-based open communication was identified as one of the important strategies when teams actively use technology-mediated communication tools.

Organizational practitioners can use the results of this study when developing knowledge to establish assessments regarding which employees possess the appropriate characteristics to lead virtual teams and implement virtual team training.

This study emphasizes the importance of technology in professional lives by showing how technology-mediated work leads to success in learning and producing creative ideas and performance in a virtual team environment.

This chapter explored how people and technology are managed in the workplace. It examines how data and data analytics in AI, human resource information system (HRIS), learning content management systems, learning management systems, and talent management software have become major components of human resource and workforce development. Middle-skill, low-skill, and disadvantaged employees are being asked to use their knowledge, skills, and abilities (KSAs) to evaluate and understand technology systems, technology resources, and equipment in the workplace. HRD and HRM professionals must understand the competencies and resources needed to achieve harmony and balance between people and technology use in the workplace.