Verfügbarkeit: Digital Competence and Future Skills

Digital Competence and Future Skills: How companies prepare themselves for the digital future

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Weitere Verfasser:	Ramin, Philipp (HerausgeberIn)
Format:	Buch
Sprache:	English
Veröffentlicht:	München Hanser [2022]
Schlagworte:	Lebenslanges Lernen Medienkompetenz Berufliche Qualifikation Unternehmen Industrie 4.0 Management Neue Medien Digitalisierung Arbeitswelt Digitale Revolution Kompetenz > Organisation Fähigkeit Personalpolitik corporate learning digikompetenzbuch digikompetenzpodcast digital change digital change management digital future digital transformation industry 4.0 FBMBMNGT: Management und Prozesse WIRT2022
Online-Zugang:	Inhaltsverzeichnis
Beschreibung:	Deutsch unter dem Titel:Ramin, Philipp [Herausgeber]: Handbuch digitale Kompetenzentwicklung
Beschreibung:	LIII, 696 Seiten Illustrationen, Diagramme 28 cm
ISBN:	9783446473126 3446473122

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Datensatz im Suchindex

_version_	1804184246732980225
adam_text	CONTENTS FOREWORD ................................................................................................................................................. V AUTHORS LIST ............................................................................................................................................. IX ABOUT THE PUBLISHING EDITOR ................................................................................................................... XXV AUTHOR DIRECTORY ...................................................................................................................................... XXVII DEFINING AND MEASURING DIGITAL COMPETENCE 1 SCIENTIFIC APPROACHES TO IDENTIFY AND MEASURE DIGITAL COMPETENCES ............................................... 3 DANIEL BEIMBORN AND YANNICK HILDEBRANDT 1.1 DIGITAL COMPETENCE MODELS AND MEASUREMENT APPROACHES: CURRENT STATE OF RESEARCH ... 3 1.2 THE TOOLBOX: DIGITAL COMPETENCE, COMPETENCE MODELS, AND THE MEASUREMENT OF COMPETENCES ................................................................................................................................ 4 1.2.1 DIGITAL COMPETENCE AND ITS LEVELS ............................................................................... 6 1.2.2 COMPETENCE MODELS ...................................................................................................... 7 1.2.3 COMPETENCE MEASUREMENT ............................................................................................ 8 1.3 USING THE TOOLBOX: LINKING THE CONCEPTS .................................................................................... 11 1.4 EXEMPLARY IMPLEMENTATION AND EVALUATION OF COMPETENCE PROFILES ....................................... 17 1.5 CHALLENGES .................................................................................................................................. 21 1.6 GUIDE FOR DIGITAL COMPETENCE MEASUREMENT ............................................................................. 22 2 MULTIDIMENSIONAL DIGITAL COMPETENCE SELF-ASSESSMENT: RESULTS FROM THE BIDT-SZ-DIGITALBAROMETER ................................................................................................................. 25 ROLAND A. STIIRZ AND DIRK VON GEHLEN 2.1 INTRODUCTION ................................................................................................................................... 25 2.2 KEY FINDINGS ................................................................................................................................... 28 2.3 DISCUSSION AND IMPLICATIONS ....................................................................................................... 39 2.4 CONCLUSION ..................................................................................................................................... 41 3 DIGITAL COMPETENCE DEVELOPMENT FROM THE VIEWPOINT OF THE GERMAN ASSOCIATION OF PERSONNEL MANAGERS BPM BERLIN .................................................................................................... 43 STEFFEN FISCHER 3.1 INTRODUCTION .................................................................................................................................. 43 3.2 INVENTORY ANALYSIS AT THE BEGINNING OF 2022: BPM SURVEY ON THE QUESTION OF HOW COMPANIES ARE PREPARING FOR THE DIGITAL FUTURE .............................................................. 44 3.2.1 ARE THERE ALREADY ESTABLISHED DIGITAL CONCEPTS OR A DIGITAL STRATEGY IN THE COMPANIES IN 2022? ......................................................................................... 45 3.2.2 HOW DOES THE DEVELOPMENT OF DIGITAL COMPETENCIES CURRENTLY TAKE PLACE IN COMPANIES? .............................................................................................................. 46 3.2.3 WHAT ARE THE PRIMARY CHALLENGES IN THE DEVELOPMENT OF DIGITAL COMPETENCIES IN COMPANIES? ................................................................................................. 49 3.2.4 WHAT ARE THE CENTRAL SUCCESS FACTORS IN THE DEVELOPMENT OF DIGITAL COMPETENCIES IN COMPANIES? ....................................................................... 52 XIII 3.3 IMPLEMENTATION EXAMPLES ............................................................................................................. 55 3.4 CHANGE OF VIEW - TAKING THE PERSPECTIVE OF THE EMPLOYEES .................................................... 57 3.5 CONCLUSION ..................................................................................................................................... 57 11 DIGITAL COMPETENCE IN INTERACTION BETWEEN BUSINESS AND INSTITUTIONS, ASSOCIATIONS 1 THROUGH DIGITALIZATION TO A FURTHER EDUCATION COUNTRY - PERSPECTIVES OF EUROPE S LEADING DIGITAL ASSOCIATION BITKOM ................................................................................................................ 61 DANIEL BREITINGER 1.1 VOCATIONAL TRAINING REPUBLIC OF GERMANY? TAKING OF AN INVENTORY ............................................ 62 1.2 WHAT REQUIREMENTS WILL VOCATIONAL TRAINING HAVE IN THE FUTURE? ............................................ 63 1.2.1 NEW WORK AND LEADERSHIP CULTURE ................................................................................ 64 1.2.2 INDIVIDUALIZATION IS MOVING IN ......................................................................................... 65 1.2.3 NO PURE KNOWLEDGE BUT COMPETENCE TRANSFER ............................................................ 66 1.3 HOW CAN COMPANIES OVERCOME THE CHALLENGES? ...................................................................... 66 1.4 HOW CAN POLITICS ACCOMPANY THIS TRANSFORMATION PROCESS? ..................................................... 69 1.5 SUMMARY ....................................................................................................................................... 72 2 SCIENCE AND BUSINESS IN DIALOGUE - IMPULSES FOR DIGITAL EDUCATION ................................................. 73 LUISE ORTLOFF AND KATHARINA WINKLER 2.1 INITIAL SITUATION ................................................................................................................................ 73 2.2 THE TEACHER AS LEARNING ATTENDANT AND COACH INSTEAD OF KNOWLEDGE MEDIATOR ...................... 80 2.2.1 PRETESTING THE CONCEPT IDEA - GAINING IDEAS FOR THE TARGETED DESIGN OF THE PILOT .. 82 2.2.2 COMPETENCE MATRIX FOR TEACHERS .................................................................................. 85 2.3 INSIGHTS FROM OPERATIONAL PRACTICE - IDEAS FOR TRANSFER ............................................................. 89 2.4 OUTLOOK ........................................................................................................................................... 92 MANAGING DIGITAL COMPETENCES: APPROACHES AND PROJECTS FROM CORPORATE PRACTICE 1 DIGITAL TRANSFORMATION FOR ORGANIZATION AND EMPLOYEES: A MANAGEMENT GUIDE ................................ 97 NILS STAMM 1.1 DIGITAL TRANSFORMATION: HYPE OR LIVED REALITY? ......................................................................... 97 1.2 TRANSFORMATION APPROACHES AND PHASES ...................................................................................... 98 1.3 TRANSFORMATION LEVELS ................................................................................................................... 99 1.3.1 DIGITAL BUSINESS ......................................................................................................... 99 1.3.2 DIGITAL CUSTOMER INTERFACE .............................................................................................. 100 1.3.3 IT & SYSTEM ARCHITECTURE ................................................................................................ 101 1.3.4 ORGANIZATION ..................................................................................................................... 101 1.3.5 CULTURE ............................................................................................................................. 103 1.4 IMPLEMENTATION .............................................................................................................................. 103 1.4.1 VISION ................................................................................................................................ 104 1.4.2 TARGETS AND FIGURES .......................................................................................................... 104 1.4.3 STRATEGY ............................................................................................................................ 105 1.4.4 PLAN .................................................................................................................................. 105 1.4.5 ORCHESTRATION ................................................................................................................... 106 1.4.6 EXECUTION .......................................................................................................................... 106 1.4.7 CONTROL .............................................................................................................................. 107 1.5 DOS AND DON TS OF THE DIGITAL TRANSFORMATION ........................................................................... 108 XIV 2 DIGITAL MINDSET REVOLUTION AS A BASIS FOR FUTURE-ORIENTED COMPETENCE DEVELOPMENT AT COCA-COLA EUROPACIFIC PARTNERS ........................................................................................................ 109 CAROLINE HEIDE AND ANNA SIMON 2.1 INTRODUCTION ................................................................................................................................. 109 2.2 FUTURE SKILLS ................................................................................................................................. 110 2.2.1 MONITOR CHANGING JOB REQUIREMENTS AND COMPETENCIES ........................................... 110 2.2.2 COMPETENCIES IN A DIGITAL ENVIRONMENT ...................................................................... 111 2.3 FUTURE-ORIENTED COMPETENCE DEVELOPMENT WITHIN THE SUPPLY CHAIN .................................... 113 2.3.1 CHANGED LEARNING REQUIREMENTS AND SPECIAL LEARNING REQUIREMENTS OF THE SUPPLY CHAIN ........................................................................................................ 113 2.3.2 REORIENTATION OF THE STRATEGIC COMPETENCE MANAGEMENT AND OUR LEARNING FORMATS .................................................................................................... 117 2.3.3 INTERNAL KNOWLEDGE TRANSFER: LEARNING FROM EACH OTHER ........................................... 119 2.4 CHANGE, TRUST AND COMMUNICATION ............................................................................................ 122 2.4.1 TRUST AS THE BASIS FOR DIGITAL COMPETENCE .................................................................. 122 2.4.2 NEW CHANGE & COMMUNICATION APPROACHES FROM PRACTICE ....................................... 124 2.4.3 IMPLEMENT THE FUTURE MINDSET ...................................................................................... 125 3 DIGITAL TRANSFORMATION IS 10% TECH AND 90% HUMAN - PRACTICAL EXAMPLE MITSUBISHI ELECTRIC CNC ......................................................................................................................... 129 ROMAN GAIDA 3.1 MITSUBISHI ELECTRIC EUROPE MECHATRONICS CNC ............................................................................. 129 3.2 LEADERSHIP IN A VUCA WORLD ....................................................................................................... 130 3.3 MITSUBISHI ELECTRIC EUROPE CNC - VALUES .................................................................................... 135 4 DIGITAL COMPETENCE AS A BRIDGE TO THE ALOT WORLD ............................................................................... 139 HERBERT PRICKARZ AND ALEXANDER ROCK 4.1 DIGITAL TRANSFORMATION AS A DRIVER OF THE NEED FOR ACTION ....................................................... 139 4.2 EXPANDING THE TERM DIGITAL COMPETENCE ................................................................................ 141 4.3 WHAT STAYS THE SAME - AND WHAT CHANGES ................................................................................ 142 4.4 UNDERSTANDING AND DEALING WITH CONSTANT CHANGE ................................................................... 143 4.5 CONNECTEDNESS TO LEARNING ACTORS IN SYSTEMS .......................................................................... 145 4.6 CHALLENGES FOR ASSOCIATES .......................................................................................................... 145 4.6.1 CHANGE OF ATTITUDE AS A RESULT OF DIGITALIZATION .......................................................... 145 4.6.2 LEADERSHIP - AND LEADERS AS MULTIPLIERS .................................................................... 146 4.7 CHALLENGES FOR THE ORGANIZATION .................................................................................................. 148 4.7.1 VISION AND STRATEGY ........................................................................................................ 148 4.7.2 DYNAMICS AND LEARNING ABILITY ...................................................................................... 148 4.7.3 ORGANIZATIONAL CULTURE AND ORGANIZATIONAL CLIMATE .................................................... 150 4.8 EMERGENCE AND STEERING ............................................................................................................ 151 4.9 CONCRETE IMPLEMENTATION OF DIGITAL COMPETENCE DEVELOPMENT ............................................. 152 4.9.1 BUILD-UP OF A COMPETENCE MODEL FOR THE DIGITAL TRANSFORMATION ............................... 152 4.9.2 DIGITAL COMPETENCE DEVELOPMENT PER FUNCTION .......................................................... 154 4.9.3 ANALYSIS OF THE TRAINING LANDSCAPE INTERNALLY AND EXTERNALLY ..................................... 155 4.9.4 ONLINE TRAINING, VIRTUAL LEARNING SPACES AND VIDEO PLATFORMS ................................... 155 4.9.5 EUNIVERSITIES AND EXTERNAL LEARNING PORTALS ................................................................ 156 4.9.6 CENTRAL INTERNAL LEARNING PORTAL ................................................................................... 157 4.9.7 INTERNAL EVENTS .............................................................................................................. 158 4.9.8 DEVELOPMENT OF DIGITAL CULTURAL ELEMENTS ................................................................... 159 4.10 AS A CONCLUSION ......................................................................................................................... 160 5 DIGITAL COMPETENCE IN PHARMA MARKETING & SALES - OUR LEARNING JOURNEY AT ASTRAZENECA ........... 163 JANA SONNTAG AND MILAID STEPHAN 5.1 EXECUTIVE SUMMARY ................................................................................................................... 163 5.2 REGULATORY ENVIRONMENT AND CONTEXT FOR CHANGE .................................................................... 164 5.2.1 THE GERMAN HEALTHCARE SYSTEM ................................................................................... 164 5.2.2 DIGITALIZATION IN HEALTHCARE ............................................................................................ 164 5.2.3 COVID-19 AS CATALYST FOR DIGITAL TRANSFORMATION ....................................................... 164 XV 5.3 THE NEW NORMAL IN PHARMA MARKETING AND SALES ................................................................... 165 5.3.1 THE SALES REP AS ORCHESTRATOR OF OMNICHANNEL .......................................................... 165 5.3.2 MARKETING AS OMNICHANNEL STRATEGIST ............................................................................ 168 5.3.3 MEDICAL AS THE KINGMAKER ............................................................................................... 169 5.4 CAPABILITIES FOR THE NEW WAY OF WORKING .................................................................................... 171 5.4.1 LOVE CHANGE - DIGITAL IS NATURAL .................................................................................... 171 5.4.2 COLLABORATION & PROJECT MANAGEMENT - AGILE TO WORK EFFECTIVELY ACROSS SILOES ... 172 5.4.3 DATA IS KING - KNOW HOW TO TRANSFORM DATA INTO INSIGHTS INTO ACTIONS .................... 173 5.4.4 IT IS QUEEN - KNOW WHY AND HOW TO USE IT TOOLS AND SYSTEMS .............................. 175 5.4.5 LEARNING MANAGEMENT IS KEY TO SUCCESS - FROM PRODUCT TRAINING TO CAPABILITY BUILDING ......................................................................................................... 176 5.5 CONCLUSION ....................................................................................................................................... 177 6 ONE PRIME OPERATIONS: DIGITAL COMPETENCE DEVELOPMENT IN THE PRODUCTION ECOSYSTEM OF AIRBUS DEFENCE AND SPACE ................................................................................................................ 179 ELVIRE MEIER-COMTE 6.1 INTRODUCTION: THE DIGITAL TRANSFORMATION AT AIRBUS ...................................................................... 179 6.2 DIGITALIZATION AND COMPETENCE DEVELOPMENT AT AIRBUS DEFENCE AND SPACE (DS) .................... 182 6.2.1 VALUES AND CULTURAL FOUNDATION AT AIRBUS DS .............................................................. 182 6.2.1.1 THE VALUE JOURNEY AND BUSINESS PURPOSE .................................................. 182 6.2.1.2 THE HUMAN-CENTRIC BUSINESS ECOSYSTEM AT THE CORE OF THE DIGITALIZATION OF OPERATIONS ................................................................ 186 6.2.2 AIRBUS LEARNING FRAMEWORK FOR THE DEVELOPMENT OF DIGITAL COMPETENCES ............. 187 6.2.2.1 AIRBUS COMPETENCE STRATEGY FRAMEWORK .................................................. 188 6.2.2.2 COMMUNITY OF PRACTICE AND ECOSYSTEM LEARNING ..................................... 191 6.3 INDUSTRY 4.0 ACTIVITIES AND COMPETENCE DEVELOPMENT ............................................................ 193 6.3.1 ERP STANDARDIZATION AND END TO END APPROACH OF DDMS ........................................... 194 6.3.1.1 DDMS USE CASE ........................................................................................... 194 6.3.1.2 DDMS COMPETENCE DEVELOPMENT ............................................................... 195 6.3.2 PRODUCTION AND MANUFACTURING ...................................................................................... 196 6.3.2.1 USE CASE: ELECTRICAL MANUFACTURING TROUBLESHOOTING ASSISTANT (AL) .... 197 6.3.2.2 AL TROUBLESHOOTING COMPETENCE DEVELOPMENT .......................................... 199 6.3.2.3 USE CASE: THE HUMAN FACTORY - OPERATORS HEALTH AND SAFETY MONITORING TOOLS (HOT, CYBER SECURITY, DATA ANALYTICS) ............... 201 6.3.2.4 HUMAN FACTORY COMPETENCE DEVELOPMENT .............................................. 202 6.3.3 PROCUREMENT .................................................................................................................... 204 6.3.3.1 USE CASE: DATA LAKE AS FOUNDATION FOR DATA ANALYTICS IN SUPPLY CHAIN AND QUALITY OPERATIONS ......................................................... 204 6.3.3.2 PROCUREMENT ANALYTICS COMPETENCE DEVELOPMENT ..................................... 205 6.3.4 QUALITY ............................................................................................................................... 207 6.3.4.1 USE CASES: QUALITY ANALYTICS ........................................................................ 208 6.3.4.2 QUALITY ANALYTICS AND COMPETENCE DEVELOPMENT ..................................... 210 6.4 CONCLUSION ..................................................................................................................................... 212 7 INTRODUCTION OF COMPETENCE-ORIENTED LEARNING AND DEVELOPMENT IN OPERATIONS OF INFINEON TECHNOLOGIES AG - A FIELD REPORT ...................................................................................... 215 ANDREA STICH 7.1 OBJECTIVES, TARGET GROUPS AND IMPLEMENTING ORGANIZATION IN OPERATIONS .............................. 216 7.1.1 TARGET GROUP - WHICH TARGET GROUP WAS PRIORITIZED AND WHY? .................................. 219 7.2 FRAMEWORK PROCESS ...................................................................................................................... 221 7.2.1 COMPETENCE MODEL .......................................................................................................... 221 7.2.2 COMPETENCE PROFILES ........................................................................................................ 223 7.2.3 COMPETENCE-ORIENTED CURRICULA - CURRICULA ............................................................... 226 7.2.4 TRAINING NEEDS ANALYSIS AND CONTINUING EDUCATION OFFERINGS FOLLOWING INFINEON S LEARNING PHILOSOPHY ...................................................................................... 227 XVI 7.3 THE 6 STEPS OF THE COMPETENCY MANAGEMENT PROCESS DEVELOPED FOR OPERATIONS ............... 228 7.3.1 ROLES AND RESPONSIBILITIES ............................................................................................ 230 7.3.1.1 PROCEDURE .................................................................................................... 230 7.3.1.2 PRACTICAL EXAMPLES FROM THE PILOT PROJECT ................................................. 230 7.3.2 ASSIGNMENT OF DETAILED TASKS TO JOB ROLES .................................................................. 234 7.3.2.1 PROCEDURE ..................................................................................................... 234 7.3.2.2 PRACTICAL EXAMPLES FROM THE PILOT PROJECT .................................................. 234 7.3.3 DERIVATION AND DEFINITION OF COMPETENCIES REQUIRED TO PERFORM TASKS ..................... 235 7.3.3.1 PROCEDURE ..................................................................................................... 236 7.3.3.2 PRACTICAL RESULTS FROM THE FIELD OF INDUSTRIAL ENGINEERING (IE) ................ 236 7.3.4 DEFINITION OF COMPETENCE PROFILES AND THEIR TARGET CHARACTERISTICS .......................... 238 7.3.4.1 PROCEDURE ..................................................................................................... 238 7.3.4.2 PRACTICAL EXAMPLES FROM THE PILOT PROJECT .................................................. 238 7.3.5 ASSIGNMENT OF EMPLOYEES TO THE CORRESPONDING COMPETENCE PROFILES AND INDIVIDUAL ASSESSMENT .................................................................................................. 241 7.3.5.1 PROCEDURE ..................................................................................................... 241 7.3.5.2 PRACTICAL EXAMPLES FROM THE PILOT PROJECT .................................................. 241 7.3.6 ASSIGNMENT OF APPROPRIATE LEARNING AND DEVELOPMENT PLANS .................................. 243 7.3.6.1 PROCEDURE ..................................................................................................... 243 7.3.6.2 PRACTICAL EXAMPLES FROM THE PILOT PROJECT ................................................. 243 7.4 ROLLOUT TO THE PILOT AREA AND OTHER AREAS IN OPERATIONS .......................................................... 245 7.5 LESSONS LEARNED .......................................................................................................................... 246 7.5.1 WHAT WENT WELL? ............................................................................................................ 246 7.5.2 WHAT HAVE WE LEARNED? ................................................................................................. 247 7.6 CONCLUSION .................................................................................................................................... 248 8 DIGITALIZATION IN VOCATIONAL EDUCATION AND TRAINING: TOWARDS THE OPERATIONALIZATION OF KNOWLEDGE AND SKILLS ....................................................................................................................... 251 JURGEN HOLLATZ AND BARBARA OFSTAD 8.1 INTRODUCTION .................................................................................................................................. 251 8.2 DEVELOPMENT OF STRATEGY IN VOCATIONAL EDUCATION AND TRAINING ............................................... 252 8.2.1 DIGITALIZATION PROJECT ...................................................................................................... 252 8.2.2 FUTURE COMPETENCIES .................................................................................................... 253 8.2.3 DIGITALIZATION ROADMAP AND CULTURE CHANGE ................................................................. 254 8.3 LEARNING IN VOCATIONAL EDUCATION AND TRAINING (VET) ................................................................. 256 8.3.1 TRAINING CONCEPT FOR LEARNERS ....................................................................................... 256 8.3.2 ROLE OF THE TRAINER .......................................................................................................... 258 8.3.3 COMPETENCY EVALUATION .......................................................................... 259 8.4 SHAPING THE FUTURE ........................................................................................................................ 261 8.4.1 PRODUCT LIFECYCLE MANAGEMENT (PLM) PROCESS IN VOCATIONAL EDUCATION AND TRAINING ........................................................................................................................... 261 8.4.2 LEARNING IN AN ECOSYSTEM .............................................................................................. 263 8.4.3 UPSKILLING/RESKILLING ...................................................................................................... 263 8.5 INTERNATIONAL ASPECTS ................................................................................................................... 264 8.6 SUMMARY AND OUTLOOK ................................................................................................................. 264 YY G MANAGING FURTHER EDUCATION AND LEARNING: I V APPROACHES AND PROJECTS FROM CORPORATE PRACTICE 1 THE STORY OF THE DREAM OF THE AUDI LEARNING VALLEY TO THE REALITY OF AUDI VIRTUAL TRAININGS (AVT) .. 269 HEIKO SCHMIDT AND CHRISTIANE NICOLAI 1.1 THE DREAM .................................................................................................................................... 269 1.2 THE FIRST STEPS INTO REALITY ........................................................................................................ 270 1.3 DEALING WITH THE OTHERS .......................................................................................................... 271 XVII 1.4 STEP BY STEP TOWARDS REALITY OR THE REAL WORLD POWERED BY GAME TECHNOLOGY .................... 272 1.5 FROM THE CONSTRUCTION TO THE MODEL ........................................................................................... 274 1.5.1 FROM THE MAYA MODEL TO THE REAL-TIME MODEL WITH TEXTURE ..................................... 274 1.5.2 THE ARCHITECTURE .............................................................................................................. 275 1.6 LEARNING CONTENT WITH GAMIFICATION .......................................................................................... 277 1.7 MOTIVATION THROUGH GAMIFICATION .................................................................................................. 280 1.8 FURTHER DEVELOPMENT: FROM AUDI VIRTUAL TRAINING EMERGES AUDI LEARNING VALLEY .................... 281 1.9 THE DIALOG EDITOR ........................................................................................................................... 284 1.10 QUALIFICATION PATHS WITH AUDI VIRTUAL TRAINING ........................................................................... 286 1.11 AVT MANAGEMENT PORTAL .............................................................................................................. 287 1.12 TO SUM IT UP ................................................................................................................................ 287 2 SHAPING TOMORROW WITH YOU - SUCCESSFULLY DESIGNING EDUCATIONAL PATHWAYS IN THE DIGITAL TRANSFORMATION ...................................................................................................................... 289 FELICITAS BIRKNER 2.1 SUMMARY ....................................................................................................................................... 289 2.2 FUJITSU - A DX COMPANY ON THE ROAD TO A DIGITAL FUTURE ........................................................... 290 2.3 VARIETY PAVES THE WAY INTO THE DIGITAL FUTURE ........................................................................... 302 2.4 DEVELOPING CREATIVE LEARNING EXPERIENCES ............................................................................... 317 2.5 MAKING BECOMES A SUCCESS FACTOR IN THE TRANSFORMATION ..................................................... 321 3 DIGITAL COMPETENCE ENHANCEMENT AT CONTINENTAL - E-LEARNING AS A BASIS AND OVERVIEW OF THE TRANSFORMATIONAL QUALIFICATION ................................................................................................... 325 ANDREA SCHINDLER AND SEBASTIAN BORCHERS 3.1 THE DESIGN OF TRANSFORMATION AT CONTINENTAL - INITIAL SITUATION AND APPROACH ........................ 325 3.2 IMPLEMENTATION OF INDUSTRY 4.0 - FUTURE LEARNING AS A FRAMEWORK FOR UNIFORM AND BROAD QUALIFICATION IN DIGITAL BASIC COMPETENCIES ....................................................... 326 3.3 EMERGENCE AND CREATION OF TARGET GROUP-ORIENTED LEARNING MODULES FOR THE DEVELOPMENT OF DIGITAL COMPETENCIES ............................................................................ 330 3.4 IMPLEMENTATION IN THE GROUP - REACHING EMPLOYEES IS CRUCIAL ............................................. 336 3.5 OUTLOOK .......................................................................................................................................... 339 4 IBM YOUR LEARNING - HOW NEW RULES TRANSFORM LEARNING ................................................................. 341 LUTZ MARTEN 4.1 SUMMARY ......................................................................................................................................... 341 4.2 THE PRINCIPLES OF IBM YOUR LEARNING ........................................................................................... 344 4.3 THE APPROACH .................................................................................................................................. 345 4.4 EXPERIENCES AND LESSONS LEARNED FROM THE YOUR LEARNING PROJECT ....................................... 349 4.4.1 MARKETING ........................................................................................................................ 349 4.4.2 CONTINUOUS LEARNING ....................................................................................................... 350 4.4.3 CURIOSITY AS A DRIVING FORCE FOR LEARNING ..................................................................... 351 4.5 THE FUTURE ...................................................................................................................................... 354 5 A LEARNING ORGANIZATION AS BUSINESS ENABLER - WE INVITE YOU TO OUR JOURNEY ................................ 359 ANN-KATHRIN HEINEMANN-BECKER AND NINA RAUWALD 5.1 ATLAS COPCO - AN INDUSTRIAL COMPANY THAT INNOVATES CONSTANTLY ........................................... 359 5.1.1 COMPANY CULTURE ENABLES CONTINUOUS LEARNING ......................................................... 361 5.1.2 BEHAVIORS THAT ENABLE LEARNING ORGANIZATIONS ............................................................. 362 5.1.3 SUMMARY ......................................................................................................................... 363 5.2 A LEARNING ORGANIZATION ................................................................................................................ 364 5.2.1 LEARNING VISION & MISSION ............................................................................................. 364 5.2.2 LEARNING INFRASTRUCTURE ................................................................................................. 365 5.2.3 KEY LEARNING PERIMETERS FOR SUCCESS: PEOPLE MANAGEMENT STRATEGY ...................... 367 5.2.3.1 KEY FIGURES AND KPI S .................................................................................. 368 5.2.3.2 PROUD AND TRANSPARENT LEARNING COMMUNICATION ..................................... 368 5.2.4 GROUPWIDE INITIATIVES AND INITIAL SUCCESSES TO CELEBRATE ......................................... 369 5.2.4.1 LEARNING CULTURE AWARD ................................................................................ 369 5.2.4.2 LEARNING WEEK 2021 - LEARNING FESTIVAL 2022 ......................................... 369 5.2.5 SUMMARY AND OUTLOOK ................................................................................................... 370 XVIII DIGITAL COMPETENCES: PERSPECTIVES FROM SMES 1 COMPETENCE MANAGEMENT IN MEDIUM-SIZED COMPANIES - SUCCESS FACTOR AND CHALLENGE ............. 375 RAHILD NEUBURGER 1.1 STARTING POINT ................................................................................................................................ 375 1.2 HOLISTIC COMPETENCE MANAGEMENT - AN INTRODUCTION ............................................................... 376 1.3 SUCCESS FACTOR COMPETENCE MANAGEMENT IN MEDIUM-SIZED COMPANIES ............................... 377 1.4 CHALLENGE OF COMPETENCE MANAGEMENT IN MEDIUM-SIZED COMPANIES ................................... 379 1.5 STEPS AND LEVERS OF COMPETENCE MANAGEMENT ....................................................................... 381 1.5.1 STRATEGIC COMPETENCE ANALYSIS .................................................................................... 381 1.5.2 ACTUAL COMPETENCE ANALYSIS .......................................................................................... 384 1.5.3 CONCEPTS OF COMPETENCE DEVELOPMENT ....................................................................... 385 1.5.4 ADJUSTING LEVER ............................................................................................................. 388 1.6 GOAL: FUTURE-ORIENTED FURTHER DEVELOPMENT ............................................................................. 390 2 DIGITAL LEARNING FOR SHOP FLOOR EMPLOYEES IN MEDIUM-SIZED COMPANIES ........................................... 393 WOLFGANG GALLENBERGER 2.1 INITIAL SITUATION IN THE EXAMPLE COMPANY .................................................................................. 393 2.2 EMPLOYEES WITHOUT SYSTEM ACCESS VS. SYSTEM-SIDE REQUIREMENTS FOR THE DISTRIBUTION OF E-LEARNINGS ........................................................................................................ 395 2.3 ALTERNATIVES FOR PRODUCTION EMPLOYEES ..................................................................................... 395 2.3.1 ALLIANCES (EXTEND THE USE CASE) .................................................................................... 396 2.3.2 ON-SITE LEARNING WITH INTERNAL HOSTING ......................................................................... 396 2.3.3 EXTERNAL HOSTING FOR PRODUCTION EMPLOYEES ................................................................. 397 2.3.4 THE CHOSEN COMPROMISE IN THE IN4.0RM PROJECT ...................................................... 398 2.4 PROBLEMS WITH THE PLACE OF LEARNING .......................................................................................... 400 2.4.1 PRODUCTION-RELATED LEARNING STATIONS - IS IT WORTH SETTING UP? ................................. 400 2.4.2 BLUE-COLLAR WORKERS LEARNING AT HOME? ....................................................................... 400 2.5 CYBER SECURITY ............................................................................................................................. 401 2.5.1 YOU MUST WALK OVER SEVEN BRIDGES (OUR CASE STUDY - SETTING IT UP ON YOUR OWN DEVICE) .......................................................................................................... 401 2.5.2 ANOTHER OBSTACLE: ACCEPTANCE OF PERSONAL ACCESS TO THE COMPANY NETWORK .... 403 2.6 MANAGEMENT INVOLVEMENT AND IN4.0RM LIVE EVENTS ................................................................ 403 SELECTED APPLICATION AND PARTIAL AREAS OF DIGITAL COMPETENCE 1 HANDS-ON COBOTS IN PRACTICE: POTENTIALS, APPLICATIONS AND FURTHER TRAINING REQUIREMENTS FROM THE UNIVERSAL ROBOTS PERSPECTIVE ................................................................................................ 407 ANDREA ALBONI AND SVEN KRUGER 1.1 AUTOMATION FOR EVERYONE: HOW COBOTS REVOLUTIONIZED INDUSTRIAL ROBOTICS ............................ 407 1.2 DON T BE AFRAID OF COLLABORATIVE ROBOTICS: AUTOMATION AS A RESPONSE TO DEMOGRAPHIC CHANGE AND LABOR SHORTAGES .................................................................. 409 1.3 COBOTS IN PRACTICE: HOW COMPANIES ARE AUTOMATING THEIR PRODUCTION WITH COLLABORATIVE ROBOTS .................................................................................................................. 411 1.3.1 FROM PRODUCTION ASSISTANT TO COBOT EXPERT ................................................................ 411 1.3.2 PARTNERSHIP INSTEAD OF COMPETITION ............................................................................. 412 1.4 FIT FOR NEW WORKING WORLDS: ROBOTICS AS A NECESSARY LEARNING CONTENT IN EDUCATION AND TRAINING ................................................................................................................ 413 1.5 INNOVATIVE LEARNING CONCEPTS FOR COMPETENCE TRANSFER ......................................................... 416 1.5.1 THE UR ACADEMY ............................................................................................................ 416 1.5.2 THE UR EDUCATION CONCEPT ........................................................................................... 418 1.6 COBOTS IN THE CLASSROOM: PRACTICAL EXAMPLES FROM GERMANY, THE CZECH REPUBLIC AND DENMARK ............................................................................................................................... 421 XIX 2 DATA COMPETENCE AS A CENTRAL BUILDING BLOCK OF A DATA STRATEGY: FROM VISION TO ROADMAP ........... 425 KATHARINA SCHULLER 2.1 SUMMARY ........................................................................................................................................ 425 2.2 IMPORTANCE AND CLASSIFICATION OF THE DATA STRATEGY ................................................................. 426 2.2.1 IMPORTANCE OF THE DATA STRATEGY .................................................................................. 426 2.2.2 CLASSIFICATION OF THE DATA STRATEGY ............................................................................. 427 2.2.2.1 RELEVANT TRENDS IN TECHNOLOGY AND MARKET AS DRIVERS ............................. 427 2.2.2.2 INTEGRATION INTO THE CORPORATE STRATEGY ..................................................... 427 2.3 SUCCESS FACTORS OF A SUSTAINABLE DATA STRATEGY ..................................................................... 429 2.3.1 DATA COMPETENCE AS A CLUSTER OF EFFECTIVE MODES OF ACTION IN THE VALUE CREATION PROCESS ................................................................................................. 430 2.3.2 PROCESS FOCUS IN THE WORKSHOPS .................................................................................. 431 2.4 THE DATA STRATEGY IN DETAIL ......................................................................................................... 432 2.4.1 VISION AND MISSION/ACTIVITY FIELDS OF THE DATA STRATEGY ........................................... 432 2.4.2 TASK AREAS AND BUILDING BLOCKS OF THE DATA STRATEGY ACCORDING TO THE STAT-UP DATA STRATEGY REFERENCE MODEL ..................................................................... 433 2.4.3 TASKS OF THE DATA STRATEGY ............................................................................................ 433 2.4.3.1 DATA GOVERNANCE ........................................................................................... 434 2.4.3.2 QUALITY AND RISK MANAGEMENT ................................................................... 435 2.4.3.3 DATA AND INFORMATION MANAGEMENT ............................................................. 436 2.4.3.4 CHANGE MANAGEMENT .............................................................................. 437 2.4.3.5 TARGET IMAGE ................................................................................................. 438 2.4.4 BUILDING BLOCKS OF THE DATA STRATEGY ........................................................................... 439 2.4.4.1 STRUCTURES ...................................................................................................... 440 2.4.4.2 RULES ............................................................................................................... 441 2.4.4.3 PROCESSES ...................................................................................................... 441 2.4.4.4 ROLES .............................................................................................................. 442 2.4.4.5 COMPETENCES ............................................................................................... 443 2.4.4.6 REFERENCE TO THE DATA VALUE CREATION PROCESS .......................................... 445 2.5 USE CASES AND THEIR CONTRIBUTION TO THE DATA STRATEGY .......................................................... 446 2.5.1 CLASSIFICATION OF USE CASES IN THE DATA VALUE CREATION PROCESS ............................... 446 2.5.2 ROADMAP OF USE CASES .................................................................................................. 447 2.5.3 IMPLEMENTATION OF THE USE CASES IN DATA LABS ........................................................... 450 2.5.4 ROADMAP OF MEASURES TO INCREASE DATA LITERACY ....................................................... 451 2.6 OUTLOOK .......................................................................................................................................... 453 3 ARTIFICIAL INTELLIGENCE IN BUSINESS AND INDUSTRY - IDENTIFYING AND IMPARTING COMPETENCIES FOR DIFFERENT TARGET GROUPS .................................................................................................................... 457 UTE SCHMID AND SEBASTIAN KIEFER 3.1 MOTIVATION ...................................................................................................................................... 457 3.2 THE RESEARCH FIELD OF ARTIFICIAL INTELLIGENCE ............................................................................. 458 3.3 MACHINE LEARNING METHODS ........................................................................................................ 460 3.4 CHALLENGES: DATA QUALITY AND COMPREHENSIBILITY ..................................................................... 463 3.5 CASE STUDY: CONVOLUTIONAL NEURAL NETWORKS (CNNS) FOR QUALITY CONTROL IN INDUSTRIAL PRODUCTION ........................................................................................................ 466 3.6 CASE STUDY: NATURAL LANGUAGE PROCESSING ............................................................................... 467 3.7 TARGET-GROUP-SPECIFIC AL COMPETENCIES .................................................................................... 469 4 GUIDE: SYSTEMATIC COMPETENCE DEVELOPMENT IN THE SMART FACTORY ENVIRONMENT ............................ 475 NILS LUFT AND ANGELA LUFT 4.1 INTRODUCTION ................................................................................................................................... 475 4.2 VISION AND REALITY - A NOT-SO-BRIEF COMPARISON ....................................................................... 476 4.2.1 THE VISION OF THE SMART FACTORY .................................................................................... 477 4.2.2 TODAY S FACTORY - THE STATUS QUO .................................................................................. 478 4.3 THE DELTA AND SOME OF ITS CAUSES ............................................................................................... 480 4.4 COMPETENCIES FOR THE FACTORY OF THE FUTURE ............................................................................... 483 4.4.1 BASIC COMPETENCIES ....................................................................................................... 484 4.4.1.1 LEAN MANAGEMENT AND SHOPFLOOR MANAGEMENT ....................................... 484 XX 4.4.1.2 DATA LITERACY ................................................................................................ 487 4.4.1.3 CHANGE-MANAGEMENT AND TRANSFORMATION ................................................ 488 4.4.1.4 DIGITAL BUSINESS MODEL DEVELOPMENT ........................................................ 490 4.4.2 TECHNOLOGY COMPETENCIES ............................................................................................ 491 4.4.2.1 EMBEDDED SYSTEMS, SENSORS AND ACTUATORS (CPS) ................................... 491 4.4.2.2 COLLABORATIVE ROBOTICS AND AUTONOMOUS SYSTEMS ................................... 492 4.4.2.3 ADDITIVE MANUFACTURING ............................................................................... 492 4.4.2.4 ADVANCED ASSISTANCE SYSTEMS ................................................................... 493 4.4.2.5 ARTIFICIAL INTELLIGENCE ................................................................................... 494 4.4.3 DEVELOPMENT COMPETENCIES .......................................................................................... 495 4.4.4 CONCLUSIONS .................................................................................................................... 499 4.5 SUMMARY ...................................................................................................................................... 501 4.6 OUTLOOK ........................................................................................................................................ 502 11 CHANGE PROCESSES IN THE CONTEXT OF DIGITAL COMPETENCE 1 MANAGEMENT - THE BOTTLENECK IN DIGITAL TRANSFORMATION? ................................................................ 507 PHILIPP RAMIN 1.1 AN ERROR IN THE FORMULA? ............................................................................................................. 507 1.2 DIGITALIZATION ON THE BACKBURNER ................................................................................................ 508 1.3 LONG LIVE BENCHMARKS ................................................................................................................. 510 1.4 BACK TO SCHOOL .............................................................................................................................. 511 1.5 DIGITAL TRANSFORMATION NEEDS LEARNING ORGANIZATIONS AND COMPANIES ................................ 517 1.6 ENOUGH OF TRENDS - JUST DO IT .................................................................................................... 519 2 CAN YOU TEACH AN OLD ANALOG DOG NEW DIGITAL TRICKS? ........................................................................ 521 MARTIN DOWLING AND MICHAEL DOWLING 2.1 INTRODUCTION .................................................................................................................................. 521 2.2 OVERVIEW OF DISRUPTION THEORY .................................................................................................... 523 2.3 COMPETENCES AND DISRUPTION .................................................................................................... 525 2.4 COMPETENCE FROM A PSYCHOLOGICAL PERSPECTIVE .......................................................................... 527 2.5 CONCLUSIONS AND RECOMMENDATIONS .......................................................................................... 532 3 RESISTANCE AND ACCEPTANCE BEHAVIOR IN DIGITAL COMPETENCE DEVELOPMENT .................................... 535 KIM LEONARDO BOHM AND ERICH RENZ 3.1 INTRODUCTION LEARNING VS. APPLYING ............................................................................................ 535 3.2 RESISTANCE AND ACCEPTANCE IN THE DIGITAL TRANSFORMATION ........................................................ 536 3.3 ACCEPTANCE AND RESISTANCE BEHAVIOR WHEN CHANGING FROM THE OLD TO THE NEW WORKING ENVIRONMENT .......................................................................................................... 537 3.4 ACCEPTANCE AND RESISTANCE BEHAVIOR IN THE PROCESS OF COMPETENCE ACQUISITION ................. 539 3.4.1 PERSONAL FACTORS ............................................................................................................. 540 3.4.2 ORGANIZATIONAL FACTORS .................................................................................................. 543 3.5 ACCEPTANCE AND RESISTANCE BEHAVIOR IN THE PROCESS OF COMPETENCE APPLICATION ............... 545 3.5.1 PERSONAL FACTORS ............................................................................................................. 545 3.5.2 ORGANIZATIONAL FACTORS .................................................................................................. 548 3.6 CONCLUSION ................................................................................................................................... 549 4 THE IMPACT OF CHANGE MANAGEMENT TO ACCELERATE DIGITAL COMPETENCES .......................................... 555 ROBERT NEUMANN AND BEATE KREINER 4.1 DIGITALIZATION - NEW ANSWERS TO FAMILIAR QUESTIONS OR REASON TO ASK ANEW? ..................... 555 4.2 THE CORPORATE MATURITY & ALIGNMENT NAVIGATOR (CAN) FOR ROUTE PLANNING OF DIGITAL COMPETENCE DEVELOPMENT .................................................................................. 559 4.3 DIGITALIZATION AS A PROCESS OF ORGANIZATIONAL DEVELOPMENT AND HOW CHANGE MANAGEMENT CAN BE SUPPORTIVE ..................................................................... 562 XXI 4.4 PRINCIPLES AND GUIDELINES FOR SUCCESSFUL REALIZATION OF DIGITAL COMPETENCE DEVELOPMENT ................................................................................... 570 4.5 EFFECTIVE ROUTING THROUGH THE DIGITALIZATION LANDSCAPE NEEDS LEADERSHIP MATURITY ............. 574 / 1 I I TRANSFORMATION OF THE FINANCE SECTOR: VIII ANALYSIS AND SOLUTION APPROACHES FROM DIFFERENT COMPETENCE PERSPECTIVES 1 WORKING IN THE FINANCIAL SECTOR 4.0 ....................................................................................................... 579 LAURA STILLER 1.1 INTRODUCTION .................................................................................................................................... 579 1.2 TECHNOLOGY ...................................................................................................................................... 580 1.2.1 PLATFORMS .......................................................................................................................... 580 1.2.2 ARTIFICIAL INTELLIGENCE ........................................................................................................ 584 1.2.2.1 CHATBOTS AND VIRTUAL ASSISTANTS ................................................................. 585 1.2.2.2 RECOMMENDATION SYSTEMS ......................................................................... 585 1.2.2.3 ROBO-ADVICE ................................................................................................. 586 1.2.2.4 FRAUD AND RISK ASSESSMENT ....................................................................... 586 1.2.3 BLOCKCHAIN ........................................................................................................................ 588 1.3 PERSONNEL DEVELOPMENT OF DIGITAL COMPETENCIES ..................................................................... 589 1.3.1 COMMERZBANK, GOLDMAN SACHS & JP MORGAN ................................................................ 589 1.3.2 HSBC .................................................................................................................................. 590 1.3.3 BANK OF AMERICA ............................................................................................................... 590 2 DIGITAL COMPETENCES IN CORPORATE BANKING .......................................................................................... 595 SILVIO ANDRAE 2.1 INTRODUCTION .................................................................................................................................... 595 2.2 DIGITAL CAPABILITIES IN CORPORATE BANKING ................................................................................... 596 2.2.1 BUSINESS MODEL OF CORPORATE BANKING .......................................................................... 596 2.2.2 CUSTOMER RELATIONS .......................................................................................................... 597 2.2.3 OPERATING MODEL ............................................................................................................... 599 2.3 TECHNOLOGIES IN CORPORATE BANKING ............................................................................................. 599 2.3.1 ECOSYSTEM ESTABLISHMENT ................................................................................................ 601 2.3.2 INTEGRATION OF PHYSICAL AND DIGITAL PROCESSES ................................................................ 602 2.3.3 REALIGNMENT OF TRANSACTION FLOWS ................................................................................. 603 2.3.4 REINTERPRETATION OF CORE FUNCTIONS ................................................................................. 604 2.4 DIGITAL COMPETENCIES ..................................................................................................................... 605 2.4.1 COMPETENCE FRAMEWORK .................................................................................................. 606 2.4.2 APPLICATION IN CORPORATE BANKING ................................................................................... 610 2.5 ACQUISITION OF COMPETENCIES ........................................................................................................ 612 2.5.1 MULTIFACETED QUALIFICATIONS .............................................................................................. 613 2.5.2 ON-DEMAND STAFFING WORK ............................................................................................. 615 2.5.3 AUTOMATION AND THE ROLE OF THE MACHINE ...................................................................... 617 2.5.4 LESSONS LEARNED .............................................................................................................. 618 2.6 CONCLUSION ...................................................................................................................................... 620 3 DIGITAL COMPETENCE IN PUBLIC SERVICE - CHALLENGES AND ROLE OF CONTINUING EDUCATION AND TRAINING: THE EXAMPLE OF DEUTSCHE BUNDESBANK ................................................................................. 623 ANNIKA MULLER DE VRIES 3.1 INTRODUCTION ................................................................................................................................... 623 3.2 DIGITAL TRANSFORMATION: CHALLENGES FOR THE BUNDESBANK AND ITS TRAINING SECTION ................. 625 3.2.1 WHY DOES DIGITAL COMPETENCE GO FROM IMPORTANT TO EVEN MORE IMPORTANT IN THE BUNDESBANK? ......................................................................................................... 625 3.2.1.1 WIDTH AND DEPTHS OF TASKS ASSIGNED BY BUNDESBANK ACT (IN THE CONTEXT OF DIGITALIZATION) ................................................................ 626 3.2.1.2 STRUCTURING STAFF AND TASKS ......................................................................... 627 XXII 3.2.2 WHICH DIGITAL COMPETENCIES FOR THE BUNDESBANK? ...................................................... 628 3.2.2.1 NEW JOB PROFILES: EXPLORATORY IT ............................................................... 629 3.2.2.2 IT SPECIALIZATION IN THE DG STATISTICS ......................................................... 629 3.2.2.3 DIGITAL BANKING AND FINANCIAL SUPERVISION .............................................. 630 3.3 THE TRAINING SECTION AND OTHER STAKEHOLDERS IN QUALIFICATION ................................................. 631 3.3.1 PLANNING PROCESSES OF THE TRAINING SECTION ................................................................. 632 3.3.2 UPTAKE OF TRAINING MEASURES ......................................................................................... 635 3.3.3 RESPONSIBILITY FOR THE DEVELOPMENT OF DIGITALIZATION COMPETENCE ............................ 637 3.3.3.1 VOCATIONAL TRAINING ...................................................................................... 637 3.3.3.2 DIRECTORATES GENERAL OF THE CORE AREAS, TRAINING COORDINATORS AND MANAGEMENT ................................................................................... 638 3.3.3.3 THE ROLE OF THE DIRECTORATE GENERAL HUMAN RESOURCES .......................... 639 3.3.3.4 DRIVERS OF INNOVATION - THE DIRECTORATE GENERAL INFORMATION TECHNOLOGY 641 3.3.3.5 THE DIGITALIZATION UNIT .............................................................................. 643 3.3.3.6 EXCURSUS: DIGITAL LITERACY AS A MANDATE FOR THE TRAINING SECTION .... 643 3.3.4 INTERIM CONCLUSION: CHALLENGES FOR TRAINING SECTION OF THE BUNDESBANK ................. 645 3.4 THE DIGITAL TRANSFORMATION PROCESS OF THE BUNDESBANK - STRUCTURES AND CONCRETE STEPS .. 647 3.4.1 THE COORDINATION COMMITTEE ON DIGITALIZATION AND ITS WORKING GROUPS ............... 647 3.4.2 THE DIGITAL AGENDA ........................................................................................................ 648 3.4.3 THE RESULTS OF THE KADI WORKING GROUP ON DIGITAL COMPETENCES .......................... 650 3.4.3.1 TOP-DOWN ANALYSIS - PROJECTION FOR THE NEXT FIVE YEARS ......................... 651 3.4.3.2 BOTTOM-UP SURVEY - DETERMINATION OF THE DIGITAL COMPETENCE PROFILE .. 654 3.4.3.3 THE PROPOSALS OF KADI WG 4 DIGITAL COMPETENCES ............................... 656 3.4.4 CONCRETE STEPS TAKEN BY STAKEHOLDERS ......................................................................... 657 3.4.4.1 THE TRAINING OFFER OF THE TRAINING SECTION .................................................. 657 3.4.4.2 THE DIGITAL ACADEMY .................................................................................... 659 3.4.4.3 EXCURSUS: TECHQUARTIER, INNOVATION WORKSHOP, BIS HUB ......................... 660 3.5 CONCLUDING REMARKS ................................................................................................................... 663 4 DIGITAL LITERACY IS NOT OPTIONAL PERSONAL DIGITAL BANKING: MAKING A COOPERATIVE BANK FIT FOR THE FUTURE .................................................................................................................................... 669 LEONHARD ZINTL, KATHRIN DROSTE AND GRIT ZIMMER 4.1 OUR LEARNING JOURNEY - AGREEING ON THE BASIC UNDERSTANDING OF THE BANK S COMPETENCES AND PERSPECTIVES GOING FORWARD .................................................................................... 670 4.2 DIGITAL LITERACY IN CUSTOMER SERVICE - A KEY SUCCESS FACTOR FOR OUR BANK GOING FORWARD 677 4.2.1 CHALLENGES AND ADVANCEMENTS IN CUSTOMER SERVICE ................................................. 677 4.2.2 DIGITALIZATION CAMPAIGN - PAVING THE WAY TO SAFEGUARD THE FUTURE OF THE COOPERATIVE BANK ....................................................................... 681 INDEX ............................................................................................................................................................... 689 XXIII
adam_txt	CONTENTS FOREWORD . V AUTHORS ' LIST . IX ABOUT THE PUBLISHING EDITOR . XXV AUTHOR DIRECTORY . XXVII DEFINING AND MEASURING DIGITAL COMPETENCE 1 SCIENTIFIC APPROACHES TO IDENTIFY AND MEASURE DIGITAL COMPETENCES . 3 DANIEL BEIMBORN AND YANNICK HILDEBRANDT 1.1 DIGITAL COMPETENCE MODELS AND MEASUREMENT APPROACHES: CURRENT STATE OF RESEARCH . 3 1.2 THE TOOLBOX: DIGITAL COMPETENCE, COMPETENCE MODELS, AND THE MEASUREMENT OF COMPETENCES . 4 1.2.1 DIGITAL COMPETENCE AND ITS LEVELS . 6 1.2.2 COMPETENCE MODELS . 7 1.2.3 COMPETENCE MEASUREMENT . 8 1.3 USING THE TOOLBOX: LINKING THE CONCEPTS . 11 1.4 EXEMPLARY IMPLEMENTATION AND EVALUATION OF COMPETENCE PROFILES . 17 1.5 CHALLENGES . 21 1.6 GUIDE FOR DIGITAL COMPETENCE MEASUREMENT . 22 2 MULTIDIMENSIONAL DIGITAL COMPETENCE SELF-ASSESSMENT: RESULTS FROM THE BIDT-SZ-DIGITALBAROMETER . 25 ROLAND A. STIIRZ AND DIRK VON GEHLEN 2.1 INTRODUCTION . 25 2.2 KEY FINDINGS . 28 2.3 DISCUSSION AND IMPLICATIONS . 39 2.4 CONCLUSION . 41 3 DIGITAL COMPETENCE DEVELOPMENT FROM THE VIEWPOINT OF THE GERMAN ASSOCIATION OF PERSONNEL MANAGERS BPM BERLIN . 43 STEFFEN FISCHER 3.1 INTRODUCTION . 43 3.2 INVENTORY ANALYSIS AT THE BEGINNING OF 2022: BPM SURVEY ON THE QUESTION OF HOW COMPANIES ARE PREPARING FOR THE DIGITAL FUTURE . 44 3.2.1 ARE THERE ALREADY ESTABLISHED DIGITAL CONCEPTS OR A DIGITAL STRATEGY IN THE COMPANIES IN 2022? . 45 3.2.2 HOW DOES THE DEVELOPMENT OF DIGITAL COMPETENCIES CURRENTLY TAKE PLACE IN COMPANIES? . 46 3.2.3 WHAT ARE THE PRIMARY CHALLENGES IN THE DEVELOPMENT OF DIGITAL COMPETENCIES IN COMPANIES? . 49 3.2.4 WHAT ARE THE CENTRAL SUCCESS FACTORS IN THE DEVELOPMENT OF DIGITAL COMPETENCIES IN COMPANIES? . 52 XIII 3.3 IMPLEMENTATION EXAMPLES . 55 3.4 CHANGE OF VIEW - TAKING THE PERSPECTIVE OF THE EMPLOYEES . 57 3.5 CONCLUSION . 57 11 DIGITAL COMPETENCE IN INTERACTION BETWEEN BUSINESS AND INSTITUTIONS, ASSOCIATIONS 1 THROUGH DIGITALIZATION TO A FURTHER EDUCATION COUNTRY - PERSPECTIVES OF EUROPE ' S LEADING DIGITAL ASSOCIATION BITKOM . 61 DANIEL BREITINGER 1.1 VOCATIONAL TRAINING REPUBLIC OF GERMANY? TAKING OF AN INVENTORY . 62 1.2 WHAT REQUIREMENTS WILL VOCATIONAL TRAINING HAVE IN THE FUTURE? . 63 1.2.1 NEW WORK AND LEADERSHIP CULTURE . 64 1.2.2 INDIVIDUALIZATION IS MOVING IN . 65 1.2.3 NO PURE KNOWLEDGE BUT COMPETENCE TRANSFER . 66 1.3 HOW CAN COMPANIES OVERCOME THE CHALLENGES? . 66 1.4 HOW CAN POLITICS ACCOMPANY THIS TRANSFORMATION PROCESS? . 69 1.5 SUMMARY . 72 2 SCIENCE AND BUSINESS IN DIALOGUE - IMPULSES FOR DIGITAL EDUCATION . 73 LUISE ORTLOFF AND KATHARINA WINKLER 2.1 INITIAL SITUATION . 73 2.2 THE TEACHER AS LEARNING ATTENDANT AND COACH INSTEAD OF KNOWLEDGE MEDIATOR . 80 2.2.1 PRETESTING THE CONCEPT IDEA - GAINING IDEAS FOR THE TARGETED DESIGN OF THE PILOT . 82 2.2.2 COMPETENCE MATRIX FOR TEACHERS . 85 2.3 INSIGHTS FROM OPERATIONAL PRACTICE - IDEAS FOR TRANSFER . 89 2.4 OUTLOOK . 92 MANAGING DIGITAL COMPETENCES: APPROACHES AND PROJECTS FROM CORPORATE PRACTICE 1 DIGITAL TRANSFORMATION FOR ORGANIZATION AND EMPLOYEES: A MANAGEMENT GUIDE . 97 NILS STAMM 1.1 DIGITAL TRANSFORMATION: HYPE OR LIVED REALITY? . 97 1.2 TRANSFORMATION APPROACHES AND PHASES . 98 1.3 TRANSFORMATION LEVELS . 99 1.3.1 DIGITAL BUSINESS . 99 1.3.2 DIGITAL CUSTOMER INTERFACE . 100 1.3.3 IT & SYSTEM ARCHITECTURE . 101 1.3.4 ORGANIZATION . 101 1.3.5 CULTURE . 103 1.4 IMPLEMENTATION . 103 1.4.1 VISION . 104 1.4.2 TARGETS AND FIGURES . 104 1.4.3 STRATEGY . 105 1.4.4 PLAN . 105 1.4.5 ORCHESTRATION . 106 1.4.6 EXECUTION . 106 1.4.7 CONTROL . 107 1.5 DOS AND DON 'TS OF THE DIGITAL TRANSFORMATION . 108 XIV 2 DIGITAL MINDSET REVOLUTION AS A BASIS FOR FUTURE-ORIENTED COMPETENCE DEVELOPMENT AT COCA-COLA EUROPACIFIC PARTNERS . 109 CAROLINE HEIDE AND ANNA SIMON 2.1 INTRODUCTION . 109 2.2 FUTURE SKILLS . 110 2.2.1 MONITOR CHANGING JOB REQUIREMENTS AND COMPETENCIES . 110 2.2.2 COMPETENCIES IN A DIGITAL ENVIRONMENT . 111 2.3 FUTURE-ORIENTED COMPETENCE DEVELOPMENT WITHIN THE SUPPLY CHAIN . 113 2.3.1 CHANGED LEARNING REQUIREMENTS AND SPECIAL LEARNING REQUIREMENTS OF THE SUPPLY CHAIN . 113 2.3.2 REORIENTATION OF THE STRATEGIC COMPETENCE MANAGEMENT AND OUR LEARNING FORMATS . 117 2.3.3 INTERNAL KNOWLEDGE TRANSFER: LEARNING FROM EACH OTHER . 119 2.4 CHANGE, TRUST AND COMMUNICATION . 122 2.4.1 TRUST AS THE BASIS FOR DIGITAL COMPETENCE . 122 2.4.2 NEW CHANGE & COMMUNICATION APPROACHES FROM PRACTICE . 124 2.4.3 IMPLEMENT THE FUTURE MINDSET . 125 3 DIGITAL TRANSFORMATION IS 10% TECH AND 90% HUMAN - PRACTICAL EXAMPLE MITSUBISHI ELECTRIC CNC . 129 ROMAN GAIDA 3.1 MITSUBISHI ELECTRIC EUROPE MECHATRONICS CNC . 129 3.2 LEADERSHIP IN A VUCA WORLD . 130 3.3 MITSUBISHI ELECTRIC EUROPE CNC - VALUES . 135 4 DIGITAL COMPETENCE AS A BRIDGE TO THE ALOT WORLD . 139 HERBERT PRICKARZ AND ALEXANDER ROCK 4.1 DIGITAL TRANSFORMATION AS A DRIVER OF THE NEED FOR ACTION . 139 4.2 EXPANDING THE TERM " DIGITAL COMPETENCE " . 141 4.3 WHAT STAYS THE SAME - AND WHAT CHANGES . 142 4.4 UNDERSTANDING AND DEALING WITH CONSTANT CHANGE . 143 4.5 CONNECTEDNESS TO LEARNING ACTORS IN SYSTEMS . 145 4.6 CHALLENGES FOR ASSOCIATES . 145 4.6.1 CHANGE OF ATTITUDE AS A RESULT OF DIGITALIZATION . 145 4.6.2 LEADERSHIP - AND LEADERS AS MULTIPLIERS . 146 4.7 CHALLENGES FOR THE ORGANIZATION . 148 4.7.1 VISION AND STRATEGY . 148 4.7.2 DYNAMICS AND LEARNING ABILITY . 148 4.7.3 ORGANIZATIONAL CULTURE AND ORGANIZATIONAL CLIMATE . 150 4.8 EMERGENCE AND STEERING . 151 4.9 CONCRETE IMPLEMENTATION OF DIGITAL COMPETENCE DEVELOPMENT . 152 4.9.1 BUILD-UP OF A COMPETENCE MODEL FOR THE DIGITAL TRANSFORMATION . 152 4.9.2 DIGITAL COMPETENCE DEVELOPMENT PER FUNCTION . 154 4.9.3 ANALYSIS OF THE TRAINING LANDSCAPE INTERNALLY AND EXTERNALLY . 155 4.9.4 ONLINE TRAINING, VIRTUAL LEARNING SPACES AND VIDEO PLATFORMS . 155 4.9.5 EUNIVERSITIES AND EXTERNAL LEARNING PORTALS . 156 4.9.6 CENTRAL INTERNAL LEARNING PORTAL . 157 4.9.7 INTERNAL EVENTS . 158 4.9.8 DEVELOPMENT OF DIGITAL CULTURAL ELEMENTS . 159 4.10 AS A CONCLUSION . 160 5 DIGITAL COMPETENCE IN PHARMA MARKETING & SALES - OUR LEARNING JOURNEY AT ASTRAZENECA . 163 JANA SONNTAG AND MILAID STEPHAN 5.1 EXECUTIVE SUMMARY . 163 5.2 REGULATORY ENVIRONMENT AND CONTEXT FOR CHANGE . 164 5.2.1 THE GERMAN HEALTHCARE SYSTEM . 164 5.2.2 DIGITALIZATION IN HEALTHCARE . 164 5.2.3 COVID-19 AS CATALYST FOR DIGITAL TRANSFORMATION . 164 XV 5.3 THE " NEW NORMAL " IN PHARMA MARKETING AND SALES . 165 5.3.1 THE SALES REP AS ORCHESTRATOR OF OMNICHANNEL . 165 5.3.2 MARKETING AS OMNICHANNEL STRATEGIST . 168 5.3.3 MEDICAL AS THE KINGMAKER . 169 5.4 CAPABILITIES FOR THE NEW WAY OF WORKING . 171 5.4.1 LOVE CHANGE - DIGITAL IS NATURAL . 171 5.4.2 COLLABORATION & PROJECT MANAGEMENT - AGILE TO WORK EFFECTIVELY ACROSS SILOES . 172 5.4.3 DATA IS KING - KNOW HOW TO TRANSFORM DATA INTO INSIGHTS INTO ACTIONS . 173 5.4.4 IT IS QUEEN - KNOW WHY AND HOW TO USE IT TOOLS AND SYSTEMS . 175 5.4.5 LEARNING MANAGEMENT IS KEY TO SUCCESS - FROM PRODUCT TRAINING TO CAPABILITY BUILDING . 176 5.5 CONCLUSION . 177 6 ONE PRIME OPERATIONS: DIGITAL COMPETENCE DEVELOPMENT IN THE PRODUCTION ECOSYSTEM OF AIRBUS DEFENCE AND SPACE . 179 ELVIRE MEIER-COMTE 6.1 INTRODUCTION: THE DIGITAL TRANSFORMATION AT AIRBUS . 179 6.2 DIGITALIZATION AND COMPETENCE DEVELOPMENT AT AIRBUS DEFENCE AND SPACE (DS) . 182 6.2.1 VALUES AND CULTURAL FOUNDATION AT AIRBUS DS . 182 6.2.1.1 THE VALUE JOURNEY AND BUSINESS PURPOSE . 182 6.2.1.2 THE HUMAN-CENTRIC BUSINESS ECOSYSTEM AT THE CORE OF THE DIGITALIZATION OF OPERATIONS . 186 6.2.2 AIRBUS LEARNING FRAMEWORK FOR THE DEVELOPMENT OF DIGITAL COMPETENCES . 187 6.2.2.1 AIRBUS COMPETENCE STRATEGY FRAMEWORK . 188 6.2.2.2 COMMUNITY OF PRACTICE AND ECOSYSTEM LEARNING . 191 6.3 INDUSTRY 4.0 ACTIVITIES AND COMPETENCE DEVELOPMENT . 193 6.3.1 ERP STANDARDIZATION AND END TO END APPROACH OF DDMS . 194 6.3.1.1 DDMS USE CASE . 194 6.3.1.2 DDMS COMPETENCE DEVELOPMENT . 195 6.3.2 PRODUCTION AND MANUFACTURING . 196 6.3.2.1 USE CASE: ELECTRICAL MANUFACTURING TROUBLESHOOTING ASSISTANT (AL) . 197 6.3.2.2 AL TROUBLESHOOTING COMPETENCE DEVELOPMENT . 199 6.3.2.3 USE CASE: THE HUMAN FACTORY - OPERATORS ' HEALTH AND SAFETY MONITORING TOOLS (HOT, CYBER SECURITY, DATA ANALYTICS) . 201 6.3.2.4 HUMAN FACTORY COMPETENCE DEVELOPMENT . 202 6.3.3 PROCUREMENT . 204 6.3.3.1 USE CASE: DATA LAKE AS FOUNDATION FOR DATA ANALYTICS IN SUPPLY CHAIN AND QUALITY OPERATIONS . 204 6.3.3.2 PROCUREMENT ANALYTICS COMPETENCE DEVELOPMENT . 205 6.3.4 QUALITY . 207 6.3.4.1 USE CASES: QUALITY ANALYTICS . 208 6.3.4.2 QUALITY ANALYTICS AND COMPETENCE DEVELOPMENT . 210 6.4 CONCLUSION . 212 7 INTRODUCTION OF COMPETENCE-ORIENTED LEARNING AND DEVELOPMENT IN OPERATIONS OF INFINEON TECHNOLOGIES AG - A FIELD REPORT . 215 ANDREA STICH 7.1 OBJECTIVES, TARGET GROUPS AND IMPLEMENTING ORGANIZATION IN OPERATIONS . 216 7.1.1 TARGET GROUP - WHICH TARGET GROUP WAS PRIORITIZED AND WHY? . 219 7.2 FRAMEWORK PROCESS . 221 7.2.1 COMPETENCE MODEL . 221 7.2.2 COMPETENCE PROFILES . 223 7.2.3 COMPETENCE-ORIENTED CURRICULA - " CURRICULA " . 226 7.2.4 TRAINING NEEDS ANALYSIS AND CONTINUING EDUCATION OFFERINGS FOLLOWING INFINEON ' S LEARNING PHILOSOPHY . 227 XVI 7.3 THE 6 STEPS OF THE COMPETENCY MANAGEMENT PROCESS DEVELOPED FOR OPERATIONS . 228 7.3.1 ROLES AND RESPONSIBILITIES . 230 7.3.1.1 PROCEDURE . 230 7.3.1.2 PRACTICAL EXAMPLES FROM THE PILOT PROJECT . 230 7.3.2 ASSIGNMENT OF DETAILED TASKS TO JOB ROLES . 234 7.3.2.1 PROCEDURE . 234 7.3.2.2 PRACTICAL EXAMPLES FROM THE PILOT PROJECT . 234 7.3.3 DERIVATION AND DEFINITION OF COMPETENCIES REQUIRED TO PERFORM TASKS . 235 7.3.3.1 PROCEDURE . 236 7.3.3.2 PRACTICAL RESULTS FROM THE FIELD OF INDUSTRIAL ENGINEERING (IE) . 236 7.3.4 DEFINITION OF COMPETENCE PROFILES AND THEIR TARGET CHARACTERISTICS . 238 7.3.4.1 PROCEDURE . 238 7.3.4.2 PRACTICAL EXAMPLES FROM THE PILOT PROJECT . 238 7.3.5 ASSIGNMENT OF EMPLOYEES TO THE CORRESPONDING COMPETENCE PROFILES AND INDIVIDUAL ASSESSMENT . 241 7.3.5.1 PROCEDURE . 241 7.3.5.2 PRACTICAL EXAMPLES FROM THE PILOT PROJECT . 241 7.3.6 ASSIGNMENT OF APPROPRIATE LEARNING AND DEVELOPMENT PLANS . 243 7.3.6.1 PROCEDURE . 243 7.3.6.2 PRACTICAL EXAMPLES FROM THE PILOT PROJECT . 243 7.4 ROLLOUT TO THE PILOT AREA AND OTHER AREAS IN OPERATIONS . 245 7.5 LESSONS LEARNED . 246 7.5.1 WHAT WENT WELL? . 246 7.5.2 WHAT HAVE WE LEARNED? . 247 7.6 CONCLUSION . 248 8 DIGITALIZATION IN VOCATIONAL EDUCATION AND TRAINING: TOWARDS THE OPERATIONALIZATION OF KNOWLEDGE AND SKILLS . 251 JURGEN HOLLATZ AND BARBARA OFSTAD 8.1 INTRODUCTION . 251 8.2 DEVELOPMENT OF STRATEGY IN VOCATIONAL EDUCATION AND TRAINING . 252 8.2.1 DIGITALIZATION PROJECT . 252 8.2.2 FUTURE COMPETENCIES . 253 8.2.3 DIGITALIZATION ROADMAP AND CULTURE CHANGE . 254 8.3 LEARNING IN VOCATIONAL EDUCATION AND TRAINING (VET) . 256 8.3.1 TRAINING CONCEPT FOR LEARNERS . 256 8.3.2 ROLE OF THE TRAINER . 258 8.3.3 COMPETENCY EVALUATION . 259 8.4 SHAPING THE FUTURE . 261 8.4.1 PRODUCT LIFECYCLE MANAGEMENT (PLM) PROCESS IN VOCATIONAL EDUCATION AND TRAINING . 261 8.4.2 LEARNING IN AN ECOSYSTEM . 263 8.4.3 UPSKILLING/RESKILLING . 263 8.5 INTERNATIONAL ASPECTS . 264 8.6 SUMMARY AND OUTLOOK . 264 YY \ G MANAGING FURTHER EDUCATION AND LEARNING: I V APPROACHES AND PROJECTS FROM CORPORATE PRACTICE 1 THE STORY OF THE DREAM OF THE AUDI LEARNING VALLEY TO THE REALITY OF AUDI VIRTUAL TRAININGS (AVT) . 269 HEIKO SCHMIDT AND CHRISTIANE NICOLAI 1.1 THE DREAM . 269 1.2 THE FIRST STEPS INTO REALITY . 270 1.3 DEALING WITH THE " OTHERS " . 271 XVII 1.4 STEP BY STEP TOWARDS REALITY OR THE REAL WORLD POWERED BY GAME TECHNOLOGY . 272 1.5 FROM THE CONSTRUCTION TO THE MODEL . 274 1.5.1 FROM THE MAYA MODEL TO THE REAL-TIME MODEL WITH TEXTURE . 274 1.5.2 THE ARCHITECTURE . 275 1.6 LEARNING CONTENT WITH GAMIFICATION . 277 1.7 MOTIVATION THROUGH GAMIFICATION . 280 1.8 FURTHER DEVELOPMENT: FROM AUDI VIRTUAL TRAINING EMERGES AUDI LEARNING VALLEY . 281 1.9 THE DIALOG EDITOR . 284 1.10 QUALIFICATION PATHS WITH AUDI VIRTUAL TRAINING . 286 1.11 AVT MANAGEMENT PORTAL . 287 1.12 TO SUM IT UP . 287 2 SHAPING TOMORROW WITH YOU - SUCCESSFULLY DESIGNING EDUCATIONAL PATHWAYS IN THE DIGITAL TRANSFORMATION . 289 FELICITAS BIRKNER 2.1 SUMMARY . 289 2.2 FUJITSU - A DX COMPANY ON THE ROAD TO A DIGITAL FUTURE . 290 2.3 VARIETY PAVES THE WAY INTO THE DIGITAL FUTURE . 302 2.4 DEVELOPING CREATIVE LEARNING EXPERIENCES . 317 2.5 MAKING BECOMES A SUCCESS FACTOR IN THE TRANSFORMATION . 321 3 DIGITAL COMPETENCE ENHANCEMENT AT CONTINENTAL - E-LEARNING AS A BASIS AND OVERVIEW OF THE TRANSFORMATIONAL QUALIFICATION . 325 ANDREA SCHINDLER AND SEBASTIAN BORCHERS 3.1 THE DESIGN OF TRANSFORMATION AT CONTINENTAL - INITIAL SITUATION AND APPROACH . 325 3.2 IMPLEMENTATION OF INDUSTRY 4.0 - FUTURE LEARNING AS A FRAMEWORK FOR UNIFORM AND BROAD QUALIFICATION IN DIGITAL BASIC COMPETENCIES . 326 3.3 EMERGENCE AND CREATION OF TARGET GROUP-ORIENTED LEARNING MODULES FOR THE DEVELOPMENT OF DIGITAL COMPETENCIES . 330 3.4 IMPLEMENTATION IN THE GROUP - REACHING EMPLOYEES IS CRUCIAL . 336 3.5 OUTLOOK . 339 4 IBM " YOUR LEARNING " - HOW NEW RULES TRANSFORM LEARNING . 341 LUTZ MARTEN 4.1 SUMMARY . 341 4.2 THE PRINCIPLES OF IBM YOUR LEARNING . 344 4.3 THE APPROACH . 345 4.4 EXPERIENCES AND LESSONS LEARNED FROM THE " YOUR LEARNING " PROJECT . 349 4.4.1 MARKETING . 349 4.4.2 CONTINUOUS LEARNING . 350 4.4.3 CURIOSITY AS A DRIVING FORCE FOR LEARNING . 351 4.5 THE FUTURE . 354 5 A LEARNING ORGANIZATION AS BUSINESS ENABLER - WE INVITE YOU TO OUR JOURNEY . 359 ANN-KATHRIN HEINEMANN-BECKER AND NINA RAUWALD 5.1 ATLAS COPCO - AN INDUSTRIAL COMPANY THAT INNOVATES CONSTANTLY . 359 5.1.1 COMPANY CULTURE ENABLES CONTINUOUS LEARNING . 361 5.1.2 BEHAVIORS THAT ENABLE LEARNING ORGANIZATIONS . 362 5.1.3 SUMMARY . 363 5.2 A LEARNING ORGANIZATION . 364 5.2.1 LEARNING VISION & MISSION . 364 5.2.2 LEARNING INFRASTRUCTURE . 365 5.2.3 KEY LEARNING PERIMETERS FOR SUCCESS: PEOPLE MANAGEMENT STRATEGY . 367 5.2.3.1 KEY FIGURES AND KPI ' S . 368 5.2.3.2 PROUD AND TRANSPARENT LEARNING COMMUNICATION . 368 5.2.4 GROUPWIDE INITIATIVES AND INITIAL SUCCESSES TO CELEBRATE . 369 5.2.4.1 LEARNING CULTURE AWARD . 369 5.2.4.2 LEARNING WEEK 2021 - LEARNING FESTIVAL 2022 . 369 5.2.5 SUMMARY AND OUTLOOK . 370 XVIII DIGITAL COMPETENCES: PERSPECTIVES FROM SMES 1 COMPETENCE MANAGEMENT IN MEDIUM-SIZED COMPANIES - SUCCESS FACTOR AND CHALLENGE . 375 RAHILD NEUBURGER 1.1 STARTING POINT . 375 1.2 HOLISTIC COMPETENCE MANAGEMENT - AN INTRODUCTION . 376 1.3 SUCCESS FACTOR COMPETENCE MANAGEMENT IN MEDIUM-SIZED COMPANIES . 377 1.4 CHALLENGE OF COMPETENCE MANAGEMENT IN MEDIUM-SIZED COMPANIES . 379 1.5 STEPS AND LEVERS OF COMPETENCE MANAGEMENT . 381 1.5.1 STRATEGIC COMPETENCE ANALYSIS . 381 1.5.2 ACTUAL COMPETENCE ANALYSIS . 384 1.5.3 CONCEPTS OF COMPETENCE DEVELOPMENT . 385 1.5.4 ADJUSTING LEVER . 388 1.6 GOAL: FUTURE-ORIENTED FURTHER DEVELOPMENT . 390 2 DIGITAL LEARNING FOR SHOP FLOOR EMPLOYEES IN MEDIUM-SIZED COMPANIES . 393 WOLFGANG GALLENBERGER 2.1 INITIAL SITUATION IN THE EXAMPLE COMPANY . 393 2.2 EMPLOYEES WITHOUT SYSTEM ACCESS VS. SYSTEM-SIDE REQUIREMENTS FOR THE DISTRIBUTION OF E-LEARNINGS . 395 2.3 ALTERNATIVES FOR PRODUCTION EMPLOYEES . 395 2.3.1 ALLIANCES (EXTEND THE USE CASE) . 396 2.3.2 ON-SITE LEARNING WITH INTERNAL HOSTING . 396 2.3.3 EXTERNAL HOSTING FOR PRODUCTION EMPLOYEES . 397 2.3.4 THE CHOSEN COMPROMISE IN THE IN4.0RM PROJECT . 398 2.4 PROBLEMS WITH THE PLACE OF LEARNING . 400 2.4.1 PRODUCTION-RELATED LEARNING STATIONS - IS IT WORTH SETTING UP? . 400 2.4.2 BLUE-COLLAR WORKERS LEARNING AT HOME? . 400 2.5 CYBER SECURITY . 401 2.5.1 YOU MUST WALK OVER SEVEN BRIDGES (OUR CASE STUDY - SETTING IT UP ON YOUR OWN DEVICE) . 401 2.5.2 ANOTHER OBSTACLE: ACCEPTANCE OF PERSONAL ACCESS TO THE COMPANY NETWORK . 403 2.6 MANAGEMENT INVOLVEMENT AND IN4.0RM LIVE EVENTS . 403 SELECTED APPLICATION AND PARTIAL AREAS OF DIGITAL COMPETENCE 1 HANDS-ON COBOTS IN PRACTICE: POTENTIALS, APPLICATIONS AND FURTHER TRAINING REQUIREMENTS FROM THE UNIVERSAL ROBOTS PERSPECTIVE . 407 ANDREA ALBONI AND SVEN KRUGER 1.1 AUTOMATION FOR EVERYONE: HOW COBOTS REVOLUTIONIZED INDUSTRIAL ROBOTICS . 407 1.2 DON ' T BE AFRAID OF COLLABORATIVE ROBOTICS: AUTOMATION AS A RESPONSE TO DEMOGRAPHIC CHANGE AND LABOR SHORTAGES . 409 1.3 COBOTS IN PRACTICE: HOW COMPANIES ARE AUTOMATING THEIR PRODUCTION WITH COLLABORATIVE ROBOTS . 411 1.3.1 FROM PRODUCTION ASSISTANT TO COBOT EXPERT . 411 1.3.2 PARTNERSHIP INSTEAD OF COMPETITION . 412 1.4 FIT FOR NEW WORKING WORLDS: ROBOTICS AS A NECESSARY LEARNING CONTENT IN EDUCATION AND TRAINING . 413 1.5 INNOVATIVE LEARNING CONCEPTS FOR COMPETENCE TRANSFER . 416 1.5.1 THE UR ACADEMY . 416 1.5.2 THE UR EDUCATION CONCEPT . 418 1.6 COBOTS IN THE CLASSROOM: PRACTICAL EXAMPLES FROM GERMANY, THE CZECH REPUBLIC AND DENMARK . 421 XIX 2 DATA COMPETENCE AS A CENTRAL BUILDING BLOCK OF A DATA STRATEGY: FROM VISION TO ROADMAP . 425 KATHARINA SCHULLER 2.1 SUMMARY . 425 2.2 IMPORTANCE AND CLASSIFICATION OF THE DATA STRATEGY . 426 2.2.1 IMPORTANCE OF THE DATA STRATEGY . 426 2.2.2 CLASSIFICATION OF THE DATA STRATEGY . 427 2.2.2.1 RELEVANT TRENDS IN TECHNOLOGY AND MARKET AS DRIVERS . 427 2.2.2.2 INTEGRATION INTO THE CORPORATE STRATEGY . 427 2.3 SUCCESS FACTORS OF A SUSTAINABLE DATA STRATEGY . 429 2.3.1 DATA COMPETENCE AS A CLUSTER OF EFFECTIVE MODES OF ACTION IN THE VALUE CREATION PROCESS . 430 2.3.2 PROCESS FOCUS IN THE WORKSHOPS . 431 2.4 THE DATA STRATEGY IN DETAIL . 432 2.4.1 VISION AND MISSION/ACTIVITY FIELDS OF THE DATA STRATEGY . 432 2.4.2 TASK AREAS AND BUILDING BLOCKS OF THE DATA STRATEGY ACCORDING TO THE STAT-UP DATA STRATEGY REFERENCE MODEL . 433 2.4.3 TASKS OF THE DATA STRATEGY . 433 2.4.3.1 DATA GOVERNANCE . 434 2.4.3.2 QUALITY AND RISK MANAGEMENT . 435 2.4.3.3 DATA AND INFORMATION MANAGEMENT . 436 2.4.3.4 CHANGE MANAGEMENT . 437 2.4.3.5 TARGET IMAGE . 438 2.4.4 BUILDING BLOCKS OF THE DATA STRATEGY . 439 2.4.4.1 STRUCTURES . 440 2.4.4.2 RULES . 441 2.4.4.3 PROCESSES . 441 2.4.4.4 ROLES . 442 2.4.4.5 COMPETENCES . 443 2.4.4.6 REFERENCE TO THE DATA VALUE CREATION PROCESS . 445 2.5 USE CASES AND THEIR CONTRIBUTION TO THE DATA STRATEGY . 446 2.5.1 CLASSIFICATION OF USE CASES IN THE DATA VALUE CREATION PROCESS . 446 2.5.2 ROADMAP OF USE CASES . 447 2.5.3 IMPLEMENTATION OF THE USE CASES IN DATA LABS . 450 2.5.4 ROADMAP OF MEASURES TO INCREASE DATA LITERACY . 451 2.6 OUTLOOK . 453 3 ARTIFICIAL INTELLIGENCE IN BUSINESS AND INDUSTRY - IDENTIFYING AND IMPARTING COMPETENCIES FOR DIFFERENT TARGET GROUPS . 457 UTE SCHMID AND SEBASTIAN KIEFER 3.1 MOTIVATION . 457 3.2 THE RESEARCH FIELD OF ARTIFICIAL INTELLIGENCE . 458 3.3 MACHINE LEARNING METHODS . 460 3.4 CHALLENGES: DATA QUALITY AND COMPREHENSIBILITY . 463 3.5 CASE STUDY: CONVOLUTIONAL NEURAL NETWORKS (CNNS) FOR QUALITY CONTROL IN INDUSTRIAL PRODUCTION . 466 3.6 CASE STUDY: NATURAL LANGUAGE PROCESSING . 467 3.7 TARGET-GROUP-SPECIFIC AL COMPETENCIES . 469 4 GUIDE: SYSTEMATIC COMPETENCE DEVELOPMENT IN THE SMART FACTORY ENVIRONMENT . 475 NILS LUFT AND ANGELA LUFT 4.1 INTRODUCTION . 475 4.2 VISION AND REALITY - A NOT-SO-BRIEF COMPARISON . 476 4.2.1 THE VISION OF THE SMART FACTORY . 477 4.2.2 TODAY ' S FACTORY - THE STATUS QUO . 478 4.3 THE DELTA AND SOME OF ITS CAUSES . 480 4.4 COMPETENCIES FOR THE FACTORY OF THE FUTURE . 483 4.4.1 BASIC COMPETENCIES . 484 4.4.1.1 LEAN MANAGEMENT AND SHOPFLOOR MANAGEMENT . 484 XX 4.4.1.2 DATA LITERACY . 487 4.4.1.3 CHANGE-MANAGEMENT AND TRANSFORMATION . 488 4.4.1.4 DIGITAL BUSINESS MODEL DEVELOPMENT . 490 4.4.2 TECHNOLOGY COMPETENCIES . 491 4.4.2.1 EMBEDDED SYSTEMS, SENSORS AND ACTUATORS (CPS) . 491 4.4.2.2 COLLABORATIVE ROBOTICS AND AUTONOMOUS SYSTEMS . 492 4.4.2.3 ADDITIVE MANUFACTURING . 492 4.4.2.4 ADVANCED ASSISTANCE SYSTEMS . 493 4.4.2.5 ARTIFICIAL INTELLIGENCE . 494 4.4.3 DEVELOPMENT COMPETENCIES . 495 4.4.4 CONCLUSIONS . 499 4.5 SUMMARY . 501 4.6 OUTLOOK . 502 11 CHANGE PROCESSES IN THE CONTEXT OF DIGITAL COMPETENCE 1 MANAGEMENT - THE BOTTLENECK IN DIGITAL TRANSFORMATION? . 507 PHILIPP RAMIN 1.1 AN ERROR IN THE FORMULA? . 507 1.2 DIGITALIZATION ON THE BACKBURNER . 508 1.3 LONG LIVE BENCHMARKS . 510 1.4 BACK TO SCHOOL . 511 1.5 DIGITAL TRANSFORMATION NEEDS LEARNING ORGANIZATIONS AND COMPANIES . 517 1.6 ENOUGH OF TRENDS - JUST DO IT . 519 2 CAN YOU TEACH AN OLD ANALOG DOG NEW DIGITAL TRICKS? . 521 MARTIN DOWLING AND MICHAEL DOWLING 2.1 INTRODUCTION . 521 2.2 OVERVIEW OF DISRUPTION THEORY . 523 2.3 COMPETENCES AND DISRUPTION . 525 2.4 COMPETENCE FROM A PSYCHOLOGICAL PERSPECTIVE . 527 2.5 CONCLUSIONS AND RECOMMENDATIONS . 532 3 RESISTANCE AND ACCEPTANCE BEHAVIOR IN DIGITAL COMPETENCE DEVELOPMENT . 535 KIM LEONARDO BOHM AND ERICH RENZ 3.1 INTRODUCTION LEARNING VS. APPLYING . 535 3.2 RESISTANCE AND ACCEPTANCE IN THE DIGITAL TRANSFORMATION . 536 3.3 ACCEPTANCE AND RESISTANCE BEHAVIOR WHEN CHANGING FROM THE OLD TO THE NEW WORKING ENVIRONMENT . 537 3.4 ACCEPTANCE AND RESISTANCE BEHAVIOR IN THE PROCESS OF COMPETENCE ACQUISITION . 539 3.4.1 PERSONAL FACTORS . 540 3.4.2 ORGANIZATIONAL FACTORS . 543 3.5 ACCEPTANCE AND RESISTANCE BEHAVIOR IN THE PROCESS OF COMPETENCE APPLICATION . 545 3.5.1 PERSONAL FACTORS . 545 3.5.2 ORGANIZATIONAL FACTORS . 548 3.6 CONCLUSION . 549 4 THE IMPACT OF CHANGE MANAGEMENT TO ACCELERATE DIGITAL COMPETENCES . 555 ROBERT NEUMANN AND BEATE KREINER 4.1 DIGITALIZATION - NEW ANSWERS TO FAMILIAR QUESTIONS OR REASON TO ASK ANEW? . 555 4.2 THE " CORPORATE MATURITY & ALIGNMENT NAVIGATOR (CAN) " FOR ROUTE PLANNING OF DIGITAL COMPETENCE DEVELOPMENT . 559 4.3 DIGITALIZATION AS A PROCESS OF ORGANIZATIONAL DEVELOPMENT AND HOW CHANGE MANAGEMENT CAN BE SUPPORTIVE . 562 XXI 4.4 PRINCIPLES AND GUIDELINES FOR SUCCESSFUL REALIZATION OF DIGITAL COMPETENCE DEVELOPMENT . 570 4.5 EFFECTIVE ROUTING THROUGH THE DIGITALIZATION LANDSCAPE NEEDS LEADERSHIP MATURITY . 574 \ / 1 I I TRANSFORMATION OF THE FINANCE SECTOR: VIII ANALYSIS AND SOLUTION APPROACHES FROM DIFFERENT COMPETENCE PERSPECTIVES 1 WORKING IN THE FINANCIAL SECTOR 4.0 . 579 LAURA STILLER 1.1 INTRODUCTION . 579 1.2 TECHNOLOGY . 580 1.2.1 PLATFORMS . 580 1.2.2 ARTIFICIAL INTELLIGENCE . 584 1.2.2.1 CHATBOTS AND VIRTUAL ASSISTANTS . 585 1.2.2.2 RECOMMENDATION SYSTEMS . 585 1.2.2.3 ROBO-ADVICE . 586 1.2.2.4 FRAUD AND RISK ASSESSMENT . 586 1.2.3 BLOCKCHAIN . 588 1.3 PERSONNEL DEVELOPMENT OF DIGITAL COMPETENCIES . 589 1.3.1 COMMERZBANK, GOLDMAN SACHS & JP MORGAN . 589 1.3.2 HSBC . 590 1.3.3 BANK OF AMERICA . 590 2 DIGITAL COMPETENCES IN CORPORATE BANKING . 595 SILVIO ANDRAE 2.1 INTRODUCTION . 595 2.2 DIGITAL CAPABILITIES IN CORPORATE BANKING . 596 2.2.1 BUSINESS MODEL OF CORPORATE BANKING . 596 2.2.2 CUSTOMER RELATIONS . 597 2.2.3 OPERATING MODEL . 599 2.3 TECHNOLOGIES IN CORPORATE BANKING . 599 2.3.1 ECOSYSTEM ESTABLISHMENT . 601 2.3.2 INTEGRATION OF PHYSICAL AND DIGITAL PROCESSES . 602 2.3.3 REALIGNMENT OF TRANSACTION FLOWS . 603 2.3.4 REINTERPRETATION OF CORE FUNCTIONS . 604 2.4 DIGITAL COMPETENCIES . 605 2.4.1 COMPETENCE FRAMEWORK . 606 2.4.2 APPLICATION IN CORPORATE BANKING . 610 2.5 ACQUISITION OF COMPETENCIES . 612 2.5.1 MULTIFACETED QUALIFICATIONS . 613 2.5.2 ON-DEMAND STAFFING WORK . 615 2.5.3 AUTOMATION AND THE ROLE OF THE MACHINE . 617 2.5.4 LESSONS LEARNED . 618 2.6 CONCLUSION . 620 3 DIGITAL COMPETENCE IN PUBLIC SERVICE - CHALLENGES AND ROLE OF CONTINUING EDUCATION AND TRAINING: THE EXAMPLE OF DEUTSCHE BUNDESBANK . 623 ANNIKA MULLER DE VRIES 3.1 INTRODUCTION . 623 3.2 DIGITAL TRANSFORMATION: CHALLENGES FOR THE BUNDESBANK AND ITS TRAINING SECTION . 625 3.2.1 WHY DOES DIGITAL COMPETENCE GO FROM IMPORTANT TO EVEN MORE IMPORTANT IN THE BUNDESBANK? . 625 3.2.1.1 WIDTH AND DEPTHS OF TASKS ASSIGNED BY BUNDESBANK ACT (IN THE CONTEXT OF DIGITALIZATION) . 626 3.2.1.2 STRUCTURING STAFF AND TASKS . 627 XXII 3.2.2 WHICH DIGITAL COMPETENCIES FOR THE BUNDESBANK? . 628 3.2.2.1 NEW JOB PROFILES: " EXPLORATORY IT " . 629 3.2.2.2 IT SPECIALIZATION IN THE DG STATISTICS . 629 3.2.2.3 " DIGITAL " BANKING AND FINANCIAL SUPERVISION . 630 3.3 THE TRAINING SECTION AND OTHER STAKEHOLDERS IN QUALIFICATION . 631 3.3.1 PLANNING PROCESSES OF THE TRAINING SECTION . 632 3.3.2 UPTAKE OF TRAINING MEASURES . 635 3.3.3 RESPONSIBILITY FOR THE DEVELOPMENT OF DIGITALIZATION COMPETENCE . 637 3.3.3.1 VOCATIONAL TRAINING . 637 3.3.3.2 DIRECTORATES GENERAL OF THE CORE AREAS, TRAINING COORDINATORS AND MANAGEMENT . 638 3.3.3.3 THE ROLE OF THE DIRECTORATE GENERAL HUMAN RESOURCES . 639 3.3.3.4 DRIVERS OF INNOVATION - THE DIRECTORATE GENERAL INFORMATION TECHNOLOGY 641 3.3.3.5 THE " DIGITALIZATION UNIT " . 643 3.3.3.6 EXCURSUS: " DIGITAL LITERACY " AS A MANDATE FOR THE TRAINING SECTION . 643 3.3.4 INTERIM CONCLUSION: CHALLENGES FOR TRAINING SECTION OF THE BUNDESBANK . 645 3.4 THE DIGITAL TRANSFORMATION PROCESS OF THE BUNDESBANK - STRUCTURES AND CONCRETE STEPS . 647 3.4.1 THE " COORDINATION COMMITTEE ON DIGITALIZATION " AND ITS WORKING GROUPS . 647 3.4.2 THE DIGITAL AGENDA . 648 3.4.3 THE RESULTS OF THE KADI WORKING GROUP ON " DIGITAL COMPETENCES " . 650 3.4.3.1 TOP-DOWN ANALYSIS - PROJECTION FOR THE NEXT FIVE YEARS . 651 3.4.3.2 BOTTOM-UP SURVEY - DETERMINATION OF THE DIGITAL COMPETENCE PROFILE . 654 3.4.3.3 THE PROPOSALS OF KADI WG 4 " DIGITAL COMPETENCES " . 656 3.4.4 CONCRETE STEPS TAKEN BY STAKEHOLDERS . 657 3.4.4.1 THE TRAINING OFFER OF THE TRAINING SECTION . 657 3.4.4.2 THE DIGITAL ACADEMY . 659 3.4.4.3 EXCURSUS: TECHQUARTIER, INNOVATION WORKSHOP, BIS HUB . 660 3.5 CONCLUDING REMARKS . 663 4 DIGITAL LITERACY IS NOT OPTIONAL PERSONAL DIGITAL BANKING: MAKING A COOPERATIVE BANK FIT FOR THE FUTURE . 669 LEONHARD ZINTL, KATHRIN DROSTE AND GRIT ZIMMER 4.1 OUR LEARNING JOURNEY - AGREEING ON THE BASIC UNDERSTANDING OF THE BANK ' S COMPETENCES AND PERSPECTIVES GOING FORWARD . 670 4.2 DIGITAL LITERACY IN CUSTOMER SERVICE - A KEY SUCCESS FACTOR FOR OUR BANK GOING FORWARD 677 4.2.1 CHALLENGES AND ADVANCEMENTS IN CUSTOMER SERVICE . 677 4.2.2 DIGITALIZATION CAMPAIGN - PAVING THE WAY TO SAFEGUARD THE FUTURE OF THE COOPERATIVE BANK . 681 INDEX . 689 XXIII
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id	DE-604.BV048371731
illustrated	Illustrated
index_date	2024-07-03T20:16:22Z
indexdate	2024-07-10T09:36:18Z
institution	BVB
isbn	9783446473126 3446473122
language	English
oai_aleph_id	oai:aleph.bib-bvb.de:BVB01-033750772
oclc_num	1339084279
open_access_boolean
owner	DE-210 DE-12 DE-860 DE-634 DE-91 DE-BY-TUM
owner_facet	DE-210 DE-12 DE-860 DE-634 DE-91 DE-BY-TUM
physical	LIII, 696 Seiten Illustrationen, Diagramme 28 cm
publishDate	2022
publishDateSearch	2022
publishDateSort	2022
publisher	Hanser
record_format	marc
spelling	Digital Competence and Future Skills How companies prepare themselves for the digital future Philipp Ramin ; [zahlreiche Autoren] München Hanser [2022] ©2022 LIII, 696 Seiten Illustrationen, Diagramme 28 cm txt rdacontent n rdamedia nc rdacarrier Deutsch unter dem Titel:Ramin, Philipp [Herausgeber]: Handbuch digitale Kompetenzentwicklung Lebenslanges Lernen (DE-588)4134373-6 gnd rswk-swf Medienkompetenz (DE-588)4680767-6 gnd rswk-swf Berufliche Qualifikation (DE-588)4069335-1 gnd rswk-swf Unternehmen (DE-588)4061963-1 gnd rswk-swf Industrie 4.0 (DE-588)1072179776 gnd rswk-swf Management (DE-588)4037278-9 gnd rswk-swf Neue Medien (DE-588)4196910-8 gnd rswk-swf Digitalisierung (DE-588)4123065-6 gnd rswk-swf Arbeitswelt (DE-588)4002805-7 gnd rswk-swf Digitale Revolution (DE-588)7854804-4 gnd rswk-swf Kompetenz Organisation (DE-588)4328165-5 gnd rswk-swf Fähigkeit (DE-588)4153521-2 gnd rswk-swf Personalpolitik (DE-588)4045269-4 gnd rswk-swf corporate learning digikompetenzbuch digikompetenzpodcast digital change digital change management digital future digital transformation industry 4.0 FBMBMNGT: Management und Prozesse WIRT2022 Unternehmen (DE-588)4061963-1 s Neue Medien (DE-588)4196910-8 s Medienkompetenz (DE-588)4680767-6 s Digitalisierung (DE-588)4123065-6 s Digitale Revolution (DE-588)7854804-4 s Personalpolitik (DE-588)4045269-4 s DE-604 Industrie 4.0 (DE-588)1072179776 s Kompetenz Organisation (DE-588)4328165-5 s Arbeitswelt (DE-588)4002805-7 s Berufliche Qualifikation (DE-588)4069335-1 s Fähigkeit (DE-588)4153521-2 s Lebenslanges Lernen (DE-588)4134373-6 s Management (DE-588)4037278-9 s Ramin, Philipp (DE-588)1155101324 edt Übersetzung von Ramin, Philipp [Herausgeber] Handbuch digitale Kompetenzentwicklung München : Hanser, [2021] L, 670 Seiten 978-3-446-46738-5 Erscheint auch als Online-Ausgabe 978-3-446-47428-4 Erscheint auch als Online-Ausgabe, EPUB 978-3-446-47553-3 DNB Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033750772&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p vlb 20220511 DE-101 https://d-nb.info/provenance/plan#vlb
spellingShingle	Digital Competence and Future Skills How companies prepare themselves for the digital future Lebenslanges Lernen (DE-588)4134373-6 gnd Medienkompetenz (DE-588)4680767-6 gnd Berufliche Qualifikation (DE-588)4069335-1 gnd Unternehmen (DE-588)4061963-1 gnd Industrie 4.0 (DE-588)1072179776 gnd Management (DE-588)4037278-9 gnd Neue Medien (DE-588)4196910-8 gnd Digitalisierung (DE-588)4123065-6 gnd Arbeitswelt (DE-588)4002805-7 gnd Digitale Revolution (DE-588)7854804-4 gnd Kompetenz Organisation (DE-588)4328165-5 gnd Fähigkeit (DE-588)4153521-2 gnd Personalpolitik (DE-588)4045269-4 gnd
subject_GND	(DE-588)4134373-6 (DE-588)4680767-6 (DE-588)4069335-1 (DE-588)4061963-1 (DE-588)1072179776 (DE-588)4037278-9 (DE-588)4196910-8 (DE-588)4123065-6 (DE-588)4002805-7 (DE-588)7854804-4 (DE-588)4328165-5 (DE-588)4153521-2 (DE-588)4045269-4
title	Digital Competence and Future Skills How companies prepare themselves for the digital future
title_auth	Digital Competence and Future Skills How companies prepare themselves for the digital future
title_exact_search	Digital Competence and Future Skills How companies prepare themselves for the digital future
title_exact_search_txtP	Digital Competence and Future Skills How companies prepare themselves for the digital future
title_full	Digital Competence and Future Skills How companies prepare themselves for the digital future Philipp Ramin ; [zahlreiche Autoren]
title_fullStr	Digital Competence and Future Skills How companies prepare themselves for the digital future Philipp Ramin ; [zahlreiche Autoren]
title_full_unstemmed	Digital Competence and Future Skills How companies prepare themselves for the digital future Philipp Ramin ; [zahlreiche Autoren]
title_short	Digital Competence and Future Skills
title_sort	digital competence and future skills how companies prepare themselves for the digital future
title_sub	How companies prepare themselves for the digital future
topic	Lebenslanges Lernen (DE-588)4134373-6 gnd Medienkompetenz (DE-588)4680767-6 gnd Berufliche Qualifikation (DE-588)4069335-1 gnd Unternehmen (DE-588)4061963-1 gnd Industrie 4.0 (DE-588)1072179776 gnd Management (DE-588)4037278-9 gnd Neue Medien (DE-588)4196910-8 gnd Digitalisierung (DE-588)4123065-6 gnd Arbeitswelt (DE-588)4002805-7 gnd Digitale Revolution (DE-588)7854804-4 gnd Kompetenz Organisation (DE-588)4328165-5 gnd Fähigkeit (DE-588)4153521-2 gnd Personalpolitik (DE-588)4045269-4 gnd
topic_facet	Lebenslanges Lernen Medienkompetenz Berufliche Qualifikation Unternehmen Industrie 4.0 Management Neue Medien Digitalisierung Arbeitswelt Digitale Revolution Kompetenz Organisation Fähigkeit Personalpolitik
url	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033750772&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
work_keys_str_mv	AT raminphilipp digitalcompetenceandfutureskillshowcompaniespreparethemselvesforthedigitalfuture

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