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NRW Fortschrittskolleg: Gestaltung von flexiblen Arbeitswelten
(Arbeit 4.0)

T 4 - Concepts of initial and continuing training

T4.1 A Culture of Learning Organization as HR Strategy

Learning organisations represent within the framework of various total quality or human resource approaches a guiding principle of employee integration and development. Changes in work processes and structures are experienced to varying degrees of intensity by employees, which is reflected in a varying strong impact of approval and rejection tendencies. If the guiding principle of a learning organization is set down in the human resource strategies (HR) of a company, the question of how a culture of learning and development can be achieved, anchored and lived is always connected with it. One starting point here is the modification of employees' behaviour: The behaviour of persons is determined both by their personality traits, which are largely resistant to change, and by their current "states", which can be regarded as situational-variant and thus change-sensitive. The differentiation between trait and state components of behaviour thus makes it possible to make interventions and training programmes more selective and thus more goal-oriented. In this way, existing HR concepts can be expanded with the aim of strengthening and promoting motivational, volitional and action-regulating states of the employees. This is intended to create the prerequisites for implementing Industry 4.0 successfully and in a way that is compatible with employees. In order to achieve this, individual characteristics of an employee as well as characteristics in group or team situations at the personality trait and "state" level must be analysed, prepared for human resource programmes and systematically evaluated.

Contact: Prof. Dr. Christian Harteis, Faculty of Cultural Studies, Christian. Harteis[at]upb. de, University of Paderborn

T4.2 Individual Competence Development

Competence acquisition and development processes are not very transparent in highly technological and automated work processes. Obstacles in or lack of understanding of competence acquisition can have far-reaching consequences for the productivity of the company and for the development opportunities of individuals. Within the last two decades, the structures of training in many occupations have been renewed and adapted to the key objective of vocational competence development.  One of the challenges is to identify and promote those competences that generate individual and company competitive advantages within the framework of Industry 4.0 and, as part of in-company training and continuing education programmes, can strengthen the professional and social participation of individuals. Within the framework of in-company training programmes, this can take the form of authentic work and business process simulations (e. g.[Winther 2010]), for example, since the trainees' entire potential for action can be taken up here without generating direct economic consequences for the company. One of the key problems here is the balancing of didactic clarity and real complexity.

Contact person: Prof. Dr. Martin Schneider, Faculty of Economics, martin. schneider[at] wiwi. upb. de, University of Paderborn, in cooperation with Prof. Dr. Esther Winther, University of Duisburg-Essen/DIE, Bonn.

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