Search results

Studies show that the twenty-first-century construction industry needs reskilling and upskilling tools to train large numbers of the workforce for better-integrated project delivery. Evidence shows that digitisation via the fourth industrial revolution (4IR) technology can play a critical role in reskilling and competency demand. Attempting to use digital technology may have had some challenges. Studies about the perceived hindrances facing Nigeria's built environment professionals (BEP) reskilling and upskilling needs in the workplace via 4IR technologies are scarce. Thus, the study investigated the perceived encumbrances facing Nigeria's BEP training needs and proffered measures to improve their performance in the workplace via 4IR technologies.

The researchers engaged BEP in Lagos and Abuja, Nigeria. Regarding the data collection, a qualitative research design was adopted. The study achieved saturation after 32 virtual interviews. A thematic analysis was adopted for the collected data.

The study shows that using 4IR for reskilling and upskilling will enhance integrated project delivery. But the level of usage in training needs is low. Findings identified the various ways reskilling and upskilling could be achieved. Also identified are the major built environment areas that require 4IR training. Findings highlighted possible encumbrances facing the use of 4IR technologies by Nigerian BEP for reskilling and upskilling needs in the workplace and proffered feasible measures to improve 4IR usage for training needs.

The study is restricted to the perceived encumbrances and proffers measures to improve BEP reskilling and upskilling needs via 4IR technologies via a qualitative method. Future research is required to validate the findings and test the proposed framework that emerged from the study.

The study confirms that reskilling and upskilling measures are required at all skill levels and may lead to economic growth. The paper would advance Nigerian higher educational accreditation agencies and various BEP regulatory bodies to review the curriculum and incorporate 4IR as a component or module.

The thematic network analysis and proposed framework could be utilised to stimulate Nigeria's BEP reskilling and upskilling needs in the workplace via 4IR technologies. It would stir main stakeholders, especially government policymakers, to facilitate programmes to improve 4IR technologies usage.

This research explores the link between job redesign and skilling in three Lebanese service provider industries, aiming to understand how these factors affect organizational agility, a crucial factor for efficiency and effectiveness and promote long-term interventions through job redesign, upskilling and reskilling.

This study employed two surveys, one for personnel (employees) and one for human aid managers (HR managers). These surveys collected data from 384 employees and 67 HR managers. The study utilized a work design questionnaire (WDQ), skilling application evaluation and the change acceptance model and testing to evaluate job redesign, skilling application effectiveness, technology acceptance and change readiness.

It was revealed that there is a significant and positive relationship between job redesign and the application of skilling programs. This relationship was shown to enhance organizational agility, with a particular focus on employees' technology acceptance and readiness for change. The integrated framework that combines job redesign, upskilling and reskilling was empirically tested and found to enable organizations to build their agility. The study also identified challenges and offered solutions for implementation, emphasizing the importance of employee responsiveness.

This research emphasizes the need for organizations to adapt job designs and enhance employee skills to enhance organizational agility, recommending a structured approach that combines job redesign and skill development efforts.

This research integrates job redesign, upskilling and reskilling in Lebanese service provider industries, contributing to organizational change and workforce development. It emphasizes technology acceptance and readiness for change.

Purpose – The purpose of this research is to provide empirical evidence on the relationships among new technologies, innovative work practices and upskilling in the Spanish case. Design/methodology/approach – Using detailed plant‐level data from a survey of Spanish manufacturing firms, we apply estimation methods, such as tobit and ordered probit models, to test the hypothesis that the use of ICT, AMT, and innovative work practices is positively related to upskilling. Findings – As available empirical evidence shows for other countries, we have found that AMT, ICT and innovative work practices are positively related to skills, although they have different effects on workforce composition and training. We have also found several significant effects of the interactive terms of the three technologies and work practices considered on the selected variables of upskilling. Research limitations/implications – The main limitation is the lack of time series data. Cross‐sectional data do not allow the use of lagged variables and make it impossible to analyse the evolution of the adoption of new technologies and work practices by firms and their dynamic effects on skills, or to study causalities among variables. In addition, the study relates only to manufacturing industries. Further research should consider expanding the analysis to the service sector and studying possible complementarities between technology and work practices, in terms of labor cost savings. Originality/value – This paper offers empirical evidence for Spain on the relationship between new technologies, innovative work practices and upskilling considered jointly. It analyses two different technologies: ICT and AMT. The paper also focuses on different dimensions of upskilling.

Introduction: Artificial intelligence (AI) has progressed significantly over the past few years, evolving into a collection of innovative tools that provide a competitive advantage to businesses. The acceptance and investment in AI are skyrocketing over the globe. The entry of AI in the workplace automates tasks and impacts making a timely decisions. At the same time, the workforce is not ready to welcome the new technology due to the skill gap. The organisation has to face many challenges in reskilling and convincing the workforce to incorporate AI in their work.

Purpose: With this study, the authors aim to analyse and highlight the introduction of AI in the organisation and the call for the reskilling of the workforce. To figure out what skills are most important for employees to learn to advance their careers.

Methodology: Given the deductive nature of the study, the researchers used secondary data collected and compiled from research papers, publications, websites, HR blogs, survey reports, etc. Research papers from reputed journals, reports of consultancies and agencies have been considered to synthesise the information and present it in a systematic manner and to derive the conclusion.

Findings: The findings indicate AI’s capabilities and applications have grown considerably, which shows the importance of AI in a growing number of fields, yet several hurdles need to be overcome, the most prominent one being the issues concerning upskilling the workforce for the future of AI. This study reveals the change in the perceived importance of the skills in the present and future times. Reskilling and upskilling the workforce and creating new talent to meet the changing employment demands is becoming increasingly important.

The adoption of knowledge management (KM) to steer new skills and capabilities among people provides evidence that KM not only offers competitive advantages but also provides a means for organisational survival, by improvising core capabilities or generate new ones that can drive people in the Fourth Industrial Revolution (4IR) era. This paperaim to identify critical new skills and capabilities among people within an organisation to stay competitive, innovative and relevant.

The paper presents the findings on new skills assessment for Fourth Industrial Revolution. The study was carried out through an interview with a focus group discussion technique to gather data on the role of KM in creating new set of skills or capabilities in Fourth Industrial Revolution’s landscape. The study also reports a bibliographic study of critical skills based on more than a decade of related academic and industry publications to portray research trends and future directions.

There is a demand in “must-have” skills related to Industry 4.0 such as capability for complex decision-making, complex problem-solving, collaborative innovation, project management, creativity and critical thinking, social skill and social responsibility. While these skills are critical enablers to aiding individuals in the scenarios of plausible 4IR futures, several important new research trends that emerge have also not been adequately explored including KM and Industry 4.0 skill gap, skill evolution, machine knowledge, intuitive decision-making, rational decision-making, technostress, digital fluency, collaborative innovation, industrial policies, human–machine interaction and societal systems.

This research provides a roadmap for the next research trends and topics in the area of Fourth Industrial Revolution and new skills requirements. The study discusses some of the essential issues and challenges with upskilling required for Industry 4.0. It also focuses on how upskilling learning initiatives influence new knowledge creation. This primarily contributes to the educational field in deciding how and when to adopt appropriate strategies and identify which initiatives to best meet the needs of its community.

KM enables individuals to utilise their existing core capabilities or generate new ones for immediate investment in upskilling to meet current and future skills needs required by an organisation. Simply put, KM will improve the organisation’s talent-driven learning strategy and increase individuals’ ability to learn faster and attain sustainable competitive advantage in a fast-paced ever changing environment.

This paper is useful to academics, practitioners and policymakers in the fields of KM. The research provides initial insight into new skills mapping in the context of Fourth Industrial Revolution and the needs for researchers to understand the recent research trends in KM.

Introduction: Human resource management (HRM) is going through a transformation phase due to the pandemic. The COVID-19 crisis compelled the employees to work virtually. To mitigate the effects of COVID-19, several organisations heavily invested in artificial intelligence (AI) in the realm of HRM.

Purpose: With limited studies on the paradigm shift in HRM post-pandemic and the role of AI, the study investigates and proposes a conceptual framework for the paradigm shift in HRM practices post-COVID-19 pandemic and the significance of AI. Furthermore, the study investigates the outcomes of the use of AI in HRM for organisations and employees.

Methodology: A comprehensive review of the literature based on the guidelines of Tranfield, Denyer, and Smart (2003) and Crossan and Apaydin (2010) has been followed. A systematic literature review assisted in critically analysing, synthesising, and mapping the extant literature by identifying the broad themes involved.

Findings: COVID-19-related economic disruption has led to a paradigm shift in HRM practices. AI-enabled HRM practices are now centred around remote and contingent workforce management, mindfulness, social capital, increasing employee engagement, reskilling and upskilling towards new competencies, etc. AI is making remote work seamless through smooth recruitment and selection process, onboarding, career and development, tracking and managing the performance, facilitating learning, and talent management. Post-pandemic, AI-powered tools based on data mining (DM), predictive analytics, big data analytics, natural language processing (NLP), intelligent robots, machine learning (ML), virtual (VR)/augmented reality (AR), etc., have paved the way for managing the HRM practices effectively, thereby leading to enhanced organisational performance, employee well-being, automation, and reduced cost.

Since new digital micro-credential technologies emerged a decade ago, there has been a rapid rise in micro-credentials in the education landscape. Much has been promised about these educational technologies, yet there is much confusion by key stakeholders in the digital micro-credential ecosystem. This confusion has led to significant efforts globally to define micro-credentials to ensure quality learning and generate beneficial impacts to learners, employers, education providers and edtech organisations.

This commentary reviews relevant literature on digital micro-credentials and other alternative credentials to determine how these educational technologies can meet the demands of the Fourth Industrial Revolution to nurture lifelong learning for working learners.

Universities are being challenged to address the changing needs and uncertainty being introduced by the Fourth and Fifth Industrial Revolutions, particularly with implications for workforce upskilling and lifelong learning. To adapt, universities will need to rethink their roles and shift their institutional mindsets in how they may approach the challenges through mechanisms such as digital micro-credntials.

This paper focuses on the analysis of five policy statements about micro-credentials. While these policy statements represent a sample, there is a representation of Western education-related systems. Thus, they skew the findings towards Western education systems thinking.

Understanding how micro-credentials are being positioned within education-related systems is useful for applying the educational technologies by, for example, universities, learners and employers.

Provides an overview of how these educational technologies may provide beneficial impacts for society as it plans to adapt to economic uncertainty and change.

The commentary provides a policy context for the emerging use of micro-credential technologies to examine demands for workforce upskilling.

This paper explores the implications for higher education of the rapid development in technology used by the manufacturing sector. Higher education programmes change or new courses are introduced in attempts to match labour market demands. However, the pace of change in the manufacturing industry challenges the authors to reconceive how programmes and modules can and should be designed and delivered.

This study is based on interviews with 26 senior management representatives from manufacturing companies in Ireland. The 26 senior managers and their companies represent the wide diversity of Ireland's manufacturing sector. All the interviews were face to face, complimented by a short questionnaire. Follow-up interviews focussed on the emergent findings were carried out to aid the writing of recommendations for the best practice in programme design and delivery.

What emerges from this study is that the manufacturing industry needs skills at three distinct levels. The authors define and classify the skill requirements at entry, competent and expert level. The authors place an emphasis on upskilling as an aid to movement between the three levels. In addition, and significantly, the desired time frame for delivery of these skills and/or upskilling is very short.

Accelerated reskilling programmes with faster, shorter bursts of work-based learning (WBL) and experiential training are required. With a growing demand for those at competent and expert level, it is necessary to promote WBL to facilitate the upskilling of those employed in manufacturing roles, particularly in small and medium-sized enterprises (SMEs).

This paper conducts empirical research to assess the new skillsets employees require in order to remain competitive in the age of automation.

Research is conducted through focus groups leveraging semi-structured interviews. Participants were selected via convenience sampling from UK-based consulting agencies operating in the public and private sectors.

The findings suggest that organizations are looking to upskill employees in 5 key skill blocks: Humanistic, Process engineering, Automation technologies, Self-leadership and Data driven. The findings also suggest that employee orientation towards these skill blocks will be critical for positive work opportunities in future.

This paper builds on the author’s previous work to produce a conceptual skills framework which can be used by organizations as a blueprint for upskilling their employees in a period of unprecedented technological advancement.

This chapter frames the digital age transformation journey for sustainability from the lenses of transformation skills and competencies required for future work. It provides a synopsis of the digital transformation considering digital technologies, connecting digital transformation to future work and reflections on the new digital age to sustainability issues. In detail, this chapter comprehensively reviews digital technologies transformation skills, including digital skills and integrated skills for the digital economy linked to integrated skills. This chapter takes into consideration the possible effects from a competency point of view from the domains on issues like: global independence, trust, a shift in skills and ways of work, commitment to justice, improving the know-how, financial inclusion, data and data privacy that are critical imperatives for sustainability. Developing a digital economy requires integrated sustainable development competencies; this chapter considers combined skills for digital transformation in triple connecting points of human skills, business skills and digital building blocks skills to argue for sustainability. Because attaining Sustainable Development Goals (SDGs) requires input from different quotas globally, sustainable competencies are needed to ensure individuals work cohesively through new-age digital technologies. This chapter further highlights emerging competencies such as critical thinking, appreciative equity, open communication and acting on collective well-being as imperatives transforming digital disruptions. The final section of this chapter puts into perspective the implication of required digital technologies for the future of work and its significance on the need to reskill and retool. It concludes by reflecting on opportunities and challenges for crucial consideration towards creating a sustainable digital age.