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The authors discuss a large system transformation project they designed and implemented in Slovenia at the start of its independence in the early 1990s. Post-mortem insights are useful for practitioners who embark on similarly broad transformation processes. Design issues are discussed such as structuring the pre-contracting phase to guarantee inclusive stakeholder representation and participation throughout the transformation process and how intervention design needs to allow for experimentation and multi-stakeholder alliance building. Application of action research and action learning in a risk-averse environment typical of central governments helped create a sense of ownership, control, and collective accountability in the partner country.

There has been a long-running debate as to which is more important in the job market, education or experience. Traditionally, people have looked at these as exclusive traits of one another; however, more progressive thought sees these as complimentary attributes in perspective and existing employees that can be achieved at the same time through proactive activities such as micro-credentialing. This chapter will explore how formal and informal micro-credentialing processes can be put forward in both education and training environments.

The National Oceanic Atmospheric Administration (NOAA, 2022) shows an increase in severity and frequency of natural disasters in the past years with more organisations being faced with surviving these events than ever before. The recent COVID pandemic has shown how every organisation across the globe can be affected by a disaster and the cascading effects that follow. Techniques such as micro-credentialing is a tool that can be utilised by all organisations to ensure a safer outcome from these events as well as being positioned for better continuity of critical operations through the event helping to increase the survivability and profitability of the affected organisation.

The use of micro-credentialing components successfully could be discussed using any field or discipline. To be applicable to all readers, this chapter primarily focusses on the emergency services/management discipline as an example programme of how micro-credentialing can be efficiently utilised to produce a more successful workforce. Emergency management (EM) truly is an interdisciplinary field that utilises many other fields to protect people, organisations, and communities from emergencies and disasters. More importantly, though, there are components of EM that every field should embrace for safety as well as to ensure continuity of operations through any event, thereby making the components in this chapter applicable to all readers regardless of discipline or organisation.

The dynamic environment in which the academic library operates requires explicit links between business strategy and a new management priority including the development of people; this is the focus of human resource development (HRD). It serves the needs of an organization by ensuring that employees’ expertise is state-of-the-art, something that is critical in a period of rapid technological development coinciding with ever-expanding societal needs. HRD can be relied upon to support and shape a wide range of academic library initiatives requiring a competent and engaged workforce by recognizing people as the organization’s most critical asset, one that drives competitive advantage and helps it out-perform the market. Emphasis is placed on developing an organizational context that will attract and develop talented individuals and leaders and keep them engaged. Furthermore, HRD activities must respond to job changes and integrate staff skills sets with the long-term plans and strategies of the organization thus ensuring the efficient and effective use of resources. This chapter explores HRD as a strategic concern of the organization and how it can best serve the organization in the long term. In so doing, it considers how HRD can help the academic library focus resources in those areas where there are strong likelihoods that they can produce substantial improvements in future capacity and performance. This kind of strategic planning helps the organization configure resources within a dynamic competitive environment, thus serving market needs and satisfying stakeholder expectations, helping meet its business purpose and maintain its strategic direction. The case study developed here highlights the need for the effective linkage of HRD and strategic planning for the advancement of the academic library. It suggests the need for developing and implementing both a strategic plan and an HRD plan and developing a culture of strategic human resource development (SHRD) in academic libraries.

This book aimed to conceptualise a construction workforce management model suitable for effectively managing workers in construction organisations. To this end, this chapter presents the conceptualised model, which consists of seven workforce management practices with their respective measurement variables. Drawing from existing theories, models, and practices, the chapter concludes that a construction organisation that will attain its strategic objectives in the current fourth industrial revolution era must be willing to promote effective recruitment and selection, compensation and benefits, performance management and appraisal, employee involvement and empowerment, training and development, as well as improving workers emotional intelligence and handling external environment pressure. These practices can promote proactiveness, participation, and improved skills and can lead to effective commitment, better quality, and flexibility within the organisation.

Increasing numbers of support staff are employed in schools to provide services for students identified as requiring extra support. The roles of these staff have changed as a result of a variety of factors, foremost the increased inclusion of students with disabilities in mainstream settings. Compounding this increase is a re-evaluation of roles of staff in schools, shortages of qualified special education teachers, an increasing requirement of teachers to complete large quantities of administrative tasks, including paperwork (Lee, 2003), and the use of support staff, particularly teacher assistants (TAs) to relieve some of the work of teachers (Webster et al., 2010). This chapter will examine these factors and explore the resulting changes in roles and considerations for teachers when working with support staff.

Introduction: Numerous decision-making situations are faced in education where Artificial Intelligence may be prevalent as a decision-making support tool to capture streams of learners’ behaviours.

Purpose: The purpose of the present study is to understand the role of AI in student performance assessment and explore the future role of AI in educational performance assessment.

Scope: The study tries to understand the adaptability of AI in the education sector for supporting the educator in automating assessment. It supports the educator to concentrate on core teaching-learning activities.

Objectives: To understand the AI adaption for educational assessment, the positives and negatives of confidential data collections, and challenges for implementation from the view of various stakeholders.

Methodology: The study is conceptual, and information has been collected from sources comprised of expert interactions, research publications, survey and Industry reports.

Findings: The use of AI in student performance assessment has helped in early predictions for the activities to be adopted by educators. Results of AI evaluations give the data that may be combined and understood to create visuals.

Research Implications: AI-based analytics helps in fast decision-making and adapting the teaching curriculum’s fast-changing industry needs. Students’ abilities, such as participation and resilience, and qualities, such as confidence and drive, may be appraised using AI assessment systems.

Theoretical Implication: Artificial intelligence-based evaluation gives instructors, students, and parents a continuous opinion on how students learn, the help they require, and their progress towards their learning objectives.