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With the US unemployment rate at 50-year lows and the increased use of automation expected to force organizations to replace or retrain over 25 per cent of their workforce, enterprises need new ways to re-skill employees to prepare for future needs.

The authors spoke with HR leaders of different enterprises to see how they will adapt to the future of work with the combination of automation in the workplace. After gaining insights from multiple sources, they were able to come to some conclusions on how the future of work is shaping up to be.

After gaining insights, they were able to find that companies that seek to combine the best of human ingenuity, empathy and change resilience with the prudent use of automation and re-skilling will be leading the workforce of the future.

This paper from ISG was created to give insights into Strategic HR Review from real customers and research conducted. This paper gives valuable insights on how enterprises are actually re-skilling employees to adapt to the rise of automation and IT skills gap.

Excessive entitlement, the enacted belief that one's voice, opinion, or assessment holds more weight than that of others (even those of one's own kind), and how it unavoidably rubs against their sense of their best-loved self, is the focus of this chapter. Some define excessive entitlement as a kind of greed where individuals in academia elevate themselves and lord their perceptions/stances over others. This work is situated in the academy and involves relationships and situations that arose between and among graduate students and professors as well as between and among professors and other professors. Wedged between conflicting agendas, individuals feel pulled from pillar-to-post as they experience differing phenomena and images playing out within themselves, some seriously challenging their images of the best-loved self. This fine-grained scholarship illustrates that although strides have been made around gender, professional backgrounds, ethnicity, and race in society, room for significant improvement still exists, most especially at the micro-levels where aggressions can still take place. This research reveals intertwined hegemonies in academia. Narrative inquiry – a storied method that unpacks stories – deftly skirts research issues by including fictionalization as a fourth analytical tool, joining the conventional tools of broadening, burrowing and storying-restorying. Using these devices situates the inquiry, burrows into stories of experiences, and illuminates shifts taking place. Truth is established through employing multiple research tools over time and gauging the extent to which the intersecting narratives ring true to those outside the research situation.

Cites California as one of the most progressive states in the area of sexual discrimination legislation and has quickly added precedents set by the Supreme Court into their legislation. Outlines the history of Californian sexual harassment legislation with reference to case law before considering recent cases. Provides tips for employers.

Arnold Arons, along with Robert Karplus, can fairly be called one of the founding fathers of U.S. Physics Education Research and a pioneer of inquiry methods of education. The instructional methods advocated by Arons were influenced by the work of Socrates, Plato, Montaigne, Rousseau, Dewey, Whitehead, and Piaget, but are primarily derived from Arons’ epic half century effort to improve introductory science teaching by shutting up and listening carefully to students’ responses to probing Socratic questions on physics, science, and ways of thinking. Arons emphasized: (1) conceptual understanding, (2) operative knowledge, (3) interactive engagement, (4) Socratic dialogue, (5) attention to cognitive development, (6) attention to preconceptions of beginning students, (7) operational definitions, (8) reduction of volume and pace of standard introductory courses, (9) idea first, name afterward, (10) importance of a course “story line,” and (11) science as a liberal art. Most of these are attributes of enlightened inquiry-based learning as described in Inquiry and the National Science Education Standards: A Guide for Teaching and Learning (NRC, 2000).

This chapter addresses a sensitive topic in the field of education: the relationship between and among narrative inquiry, critical analysis, and critical theory. It argues that narrative inquirers are critical – but not in the same way that critical theorists are critical, although they may draw on the same literature and terms. To make our point, we unpack three of our peer-reviewed articles and highlight our theoretical frames and research moves to demonstrate criticality in narrative inquiry. We specifically discuss (1) titles and topics, (2) research frameworks, (3) historical and contemporary data, (4) use of participants' voices (words and feelings), (5) themes, and (6) new knowledge. We mostly argue that narrative inquiry exists because of experience. From experience, everything else unfolds – including criticality – depending on where the researcher in relationship with research participants, takes the inquiry. This chapter explicitly addresses a lived issue known both inside the narrative inquiry community and outside of it.

This chapter focuses on issues that arise when certain professors invoke the age-old hierarchy of position their terminal degrees bestow on them and interact in elevated ways with graduate students and sometimes with faculty members as well. Lack of relationship with peers/students, absence of appreciation for others' contributions and resistance to change, coupled with academic positions that allow them to aggrandize themselves (and get away with it) sit at the core of some male behaviors I have experienced. In this work, Lugones' notions of “arrogant perception” and “loving acceptance” are used as the central conceptual lens through which three in situ, betwixt-and-between career experiences are presented, unpacked and traced to their roots. While position, gender and power play out excessively in the three featured scenarios in this work, this does not mean that all males claim and act on the dominant plotline that history has bestowed on them. Neither does it mean that all females reject that plot as well. The shifting positioning of both males and females are sample topics for potential follow-up research.

Located at the place where excessive entitlement and the “best-loved self” intersect, this research illustrates what happens when the excessive entitlement of one educator trumps that of another. Then, in a perverse sort of way, those who are excessively entitled may even imply that the other is acting excessively entitled. This is how the “not getting your due is your due” theme emerged in the two exemplary cases that are spotlighted. Excessive entitlement is the belief that one's voice, opinion, and assessment hold more weight than others, whereas the best-loved self is the image to which educators ideally aspire. Given the contested nature of universities, it is not surprising that tensions occur around due – with due being the scholarly attention one legitimately expects to receive. The two featured narratives of experience present “amalgams of experience” lived in multiple academic contexts – with both narrative accounts not turning out as expected. The first story chronicles the choosing of an outstanding doctoral student for a prestigious award; the second one tells how a professor who received two national honors was celebrated at her institution. Through using narrative inquiry as both a research method and a form of representation, the researcher also was able to suggest how people might move beyond excessive entitlement. Narrative inquiry's well-known interpretive tools of fictionalization, broadening, burrowing, and storying and restorying, employed repeatedly throughout this chapter, produced deeper meanings and richer understandings that could result to more generous and informed actions for everyone involved.

This narrative inquiry examines teachers' influences on undergraduate/graduate students who enrolled in STEM programs and intended to enter STEM careers. Three National Science Foundation (NSF) scholarship grants sat in the backdrop. Narrative exemplars were crafted using the interpretative tools of broadening, burrowing, storying and restorying, fictionalization, and serial interpretation. Three diverse students' narratives constituted the science education cases: one from teacher education, another about cybertechnology, and a third involving cybersecurity. The influence of the university students' former teachers cohered around five themes: (1) same program-different narratives, (2) in loco parentis, (3) counterstories, (4) learning in small moments, and (5) the importance of the liberal arts in STEM education. The students' narratives form instructive models for their siblings and other students pursuing STEM degrees/careers. Most importantly, the multiperspectival stories of experiences capture the far-reaching impact of “unsung teachers” whose long-term influence is greatly underestimated by the public.

Purpose – This chapter aims to present an overview of what constitutes child murder, including definitions, history, prevalence, risk factors, offender motivations, and theoretical understanding.

Design/methodology/approach – The author uses secondary data from the National Incident-Based Reporting System, Uniformed Crime Reports, and Vital Statistics to show comparisons with previously conducted research. This allows for an overview of child murder.

Findings – There are numerous inconsistencies due to methodological issues. It is hard to find studies where a large sample was used. Definitions of child vary between studies, as does the age categories used. In addition, child homicide is predicted to be grossly underrepresented due to lack of communication between agencies, lack of formalized training, lack of a formalized classification system, and lack of reporting.

Originality/value – Research on child homicide can be instrumental in many areas including policy creation, implementation, and evaluation. It can serve as a benefit for those attempting to provide preventative measures. It may also help law enforcement with investigation. It is only through continued analysis of these types of cases and vigilant research, policy, and practice that society can more effectively protect young children from exposure to potentially murderous outcomes.