## 1 Introduction
Furthermore, [PERSON] [17] called on universities to urgently reform their curricula in an attempt to align higher education with current industrial trends. Moreover, [PERSON] [18], [PERSON] [19], and [PERSON], [PERSON], & [PERSON] [20] reported that the majority of educational institutes focus on teaching BIM software technology for drafting and 3D modelling, despite a strong need for other non-technical competencies in the BIM implementation processes, coordination, collaboration, and management. However, from an empirical point of view, these technical and non-technical competencies may be highly dependent on external and internal influential variables that dictate vocational training needs within organisations. Such influences include: government mandates, policies, knowledge sources, data proprietorships, roles and responsibilities, choice of BIM software, choice of common data environments, user attitudes, and cultural collaboration. Similarly, according to [PERSON] et al. [13], organisational change resulting from BIM adoption requires organisations to educate and train their in-house cultures on bespoke processes that are tailored to suit the type and function of their specialised multi-disciplinary domains. Organisations in general are committed to providing staff with the support needed to boost their competency and subsequently leverage the effectiveness of BIM implementation. [PERSON] & [PERSON] [21] and [PERSON] [9] revealed that the perceived organisational support to BIM-user competency was 75% and 85%, respectively. However, little guidance is available to organisations pursuing the upskilling of their in-house cultures when it comes to strategic decision-making involving Work-Based Education and Training (WBET) investment focus and magnitude. Furthermore, current literature pertaining to WBET focuses on high level recommendations in the form of verified variables, and based on results of exploratory reviews, conceptual frameworks, and user-acceptance models. Such variables range between socio-organisational technical and nontechnical WBET needs, which are randomly scattered within extant literature; therefore, they lack hierarchal importance and significance. Moreover, it is unclear as to what variables overlap, supersede, or nullify others as no research has proposed a binding framework or an in-situ evaluation mechanism that verifies the applicability of these variables to distinct organisational functions. Therefore, this paper proposes the development of an Organisational Upskilling Model (OUM) that represents a guided framework of organised WBET variables, and identifies vocational priorities within an organisation. OUM focuses on interrogating intercultural competency needs so that it can accurately predict and inform WBET investment decisions based on the influential significance of the interacting variables within its framework. OUM is regarded as an extension to the Technology Acceptance Model (TAM) of [PERSON] et al. [22], which is extremely reliable for Information Systems research and development [21; 23]. Extensively cited in [24], TAM is a predictive tool, specific to user-behaviour and accepted for developing Information Technology systems [22], hence its high applicability to BIM adoption. TAM is structured so that it allows for the testing of influencing factors, such as WBET variables, against the constructs of individual beliefs in order to predict and inform potential uptake of new technologies. In particular, TAM puts forward two user-behavioral independent variables. 'Perceived Usefulness' is the subjective belief of increased performance from the use of a new technology, which is influenced by the level of user-expectation towards operating a new technology with minimal effort, i.e., 'Perceived Ease of Use'.