Demand-oriented Competency Development in a Manufacturing Context: The Relevance of Process and Knowledge Modeling

Competency management is a crucial success factor for organizations in the area of tension between knowledge management, human resource management, and process management, and has to be considered from a knowledge economy perspective. A basis for developing appropriate qualification measures in organizations is the comparison of necessary and available competencies. Given the time and cost intensity of the comparison process, the use of appropriate methods is of particular relevance for enterprises. This paper presents a procedural method and a software tool which enable resource-saving comparisons. Usually, employees’ “to competencies” are determined on a strategic level. Currently available “is competencies” can be derived from the actual knowledge transfer or from existing competence profiles. The method and tool first allow for the appropriate visualization of both competencies. After an automatized comparison of both contents, an overview of given and missing “to competencies” will be provided. Not available competencies can be addressed as qualification requirements and reflections regarding staffing or task allocation can be conducted

Sustainable Digital Sovereignty: Interdependencies Between Sustainable Digitalization and Digital Sovereignty

This study is dedicated to the interdependencies between digital sovereignty and sustainable digitalization, which need to be explicitly linked to an increasing degree in political discourse, academia, and societal debates. Digital skills are the prerequisites for shaping digitalization in the interest of society and sustainable development

ACCEPTANCE OF DIGITAL LEARNING IN HIGHER EDUCATION - WHAT ROLE DO TEACHERS\u27 COMPETENCIES PLAY?

To transfer knowledge and build competencies effectively and thus make learning processes successful, diverse requirements exist for the teacher. Sufficient knowledge of the content and proficient pedagogical knowledge have long traditions and have been most influential. The currently growing diffusion of digital teaching and learning requires considering the technology itself, equally relevant as pedagogical and content knowledge for teaching in digital learning settings. Teachers are, however, differently skilled in levering the potentials of these technologies for supporting teaching and learning processes. Furthermore, there has not yet been sufficient research on the influence of teachers\u27 competencies on students\u27 acceptance of digital learning. Therefore, this paper presents an empirical study investigating the effects of different teachers\u27 knowledge facets on the perceived usefulness of digital technologies. Results show that students\u27 acceptance of teaching in digital space is influenced by their perception of the teachers\u27 pedagogical, technological, and content knowledge

Digitalisation and Enterprise Knowledge (net)Working

Social media and emerging mobile technologies have forever changed the landscape of human interaction. Furthermore, they already play a pivotal role also in enterprises as a part of the organisational Knowledge Management System. Almost all large organisations have already implemented at least one Enterprise Social Media tool since they enable collaboration, provide easy access to information, and are available at reasonable costs. The effects of the decoupling of the real and the virtual world (as a result of Social Media use) on the construct knowledge and on knowledge management are still not sufficiently investigated. Against this background, the paper presents an exploratory approach of the development of a specific morphological tableau as an instrument for the analysis of employees’ behavior in context of knowledge management related ESM use. Furthermore, the application of the tableau is exemplary illustrated and further research steps are explained

Modellability of System Characteristics - Using Formal Mark-up Languages for Change Capability by Design

AbstractChange capability enables a production system to cope with external influences in an efficient, fast and self-organized manner. Several approaches have been designed for measuring change capability by specific indicators which represent core characteristics of production systems. On the other hand, formal modelling languages are used for production system design. Unfortunately, these languages do not match with system characteristics and especially with those indicators of change capability. Due to this missing linkage, existent production system models don’t facilitate the implementation of a system's change capability by design. Goal of this contribution is to point out the possibilities of operationalization approaches and their potential to be extended for (formal) modelling of system characteristics and sub properties, exemplified by using the concept of change capability. Additionally, the potential of change capability to be representable in a formal language will be exemplarily outlined by emphasizing on Systems Modelling Language (SysML). For this purpose, a qualitative approach with an emphasis on literature- and content analysis will be applied. Results of this contribution are (1) to pinpoint the research gap (which is also of crucial practical relevance) and (2) to point out possible solution approaches for a formal modellability of system characteristics

Real-time exciton dynamics with time-dependent density-functional theory

Linear-response time-dependent density-functional theory (TDDFT) can describe excitonic features in the optical spectra of insulators and semiconductors, using exchange-correlation (xc) kernels behaving as $-1/k^{2}$ to leading order. We show how excitons can be modeled in real-time TDDFT, using an xc vector potential constructed from approximate, long-range corrected xc kernels. We demonstrate for various materials that this real-time approach is consistent with frequency-dependent linear response, gives access to femtosecond exciton dynamics following short-pulse excitations, and can be extended with some caution into the nonlinear regime.Comment: 7 pages, 4 figure

Use of molecular networking to identify 2,5-diketopiperazines in chocolates as potential markers of bean variety

2,5-diketopiperazines are cyclic dipeptides found, among others, in chocolate. Although those compounds are contributing greatly to its pleasant bitterness, they can also be seen as interesting markers of cocoa beans processing. To evaluate the influence of bean variety and processing technology on the quantity of 2,5-diketopiperazines formed in chocolates, HPLC-MS/MS analyses were conducted, and a molecular network was built with the MS2 data. This approach eases the identification of 2,5-diketopiperazines within complex datasets and allows to visualize the chemical diversity of all samples. Using this methodology, 33 dark chocolates were analysed. 18 different diketopiperazine were identified and quantified. Among them, cyclo(L-ile-L-val), cyclo(L-leu-L-ile) and cyclo(L-phe-L-phe) were, to the best of our knowledge, detected for the first time in chocolate. The molecular network allows the clear visualization of differences between samples. The principal component analysis revealed the clustering of small batch chocolate samples according to bean variety, suggesting that bean genotype has a strong influence on the 2,5-diketopiperazines content of bean-to-bar chocolates, regardless of the degree of roasting or the technological process used by the small producers. The presence of two unique diastereoisomers in the classical chocolates bought in the supermarket indicates that the beans have probably undergone a more intense heat treatment. This study proposes the use of 2,5-diketopiperazines as potential markers of cocoa beans variety, as well as an indicator of post-harvest processing and processing technology, and highlights the potential of the molecular networks in the field of food and drink innovation as a promising tool to understand the complex chemistry of flavours

Development of individual competencies and team performance in interprofessional ward rounds: results of a study with multimodal observations at the Heidelberg Interprofessional Training Ward.

INTRODUCTION Interprofessional training wards (IPTW) aim to improve undergraduates' interprofessional collaborative practice of care. Little is known about the effects of the different team tasks on IPTW as measured by external assessment. In Heidelberg, Germany, four nursing and four medical undergraduates (= one cohort) care for up to six patients undergoing general surgery during a four-week placement. They learn both professionally and interprofessionally, working largely on their own responsibility under the supervision of the medical and nursing learning facilitators. Interprofessional ward rounds are a central component of developing individual competencies and team performance. The aim of this study was to evaluate individual competencies and team performance shown in ward rounds. METHODS Observations took place in four cohorts of four nursing and four medical undergraduates each. Undergraduates in one cohort were divided into two teams, which rotated in morning and afternoon shifts. Team 1 was on morning shift during the first (t0) and third (t1) weeks of the IPTW placement, and Team 2 was on morning shift during the second (t0) and fourth (t1) weeks. Within each team, a tandem of one nursing and one medical undergraduate cared for a patient room with three patients. Ward round observations took place with each team and tandem at t0 and t1 using the IP-VITA instrument for individual competencies (16 items) and team performance (11 items). Four hypotheses were formulated for statistical testing with linear mixed models and correlations. RESULTS A total of 16 nursing and medical undergraduates each were included. There were significant changes in mean values between t0 and t1 in individual competencies (Hypothesis 1). They were statistically significant for all three sum scores: "Roles and Responsibilities", Patient-Centeredness", and "Leadership". In terms of team performance (Hypothesis 2), there was a statistically significant change in mean values in the sum score "Roles and Responsibilities" and positive trends in the sum scores "Patient-Centeredness" and "Decision-Making/Collaborative Clinical Reasoning". Analysis of differences in the development of individual competencies in the groups of nursing and medical undergraduates (Hypothesis 3) showed more significant differences in the mean values of the two groups in t0 than in t1. There were significant correlations between individual competencies and team performance at both t0 and t1 (Hypothesis 4). DISCUSSION The study has limitations due to the small sample and some sources of bias related to the external assessment by means of observation. Nevertheless, this study offers insights into interprofessional tasks on the IPTW from an external assessment. Results from quantitative and qualitative analysis of learners self-assessment are confirmed in terms of roles and responsibilities and patient-centeredness. It has been observed that medical undergraduates acquired and applied skills in collaborative clinic reasoning and decision-making, whereas nursing undergraduates acquired leadership skills. Within the study sample, only a small group of tandems remained constant over time. In team performance, the group of constant tandems tended to perform better than the group of random tandems. The aim of IPTW should be to prepare healthcare team members for the challenge of changing teams. Therefore, implications for IPTW implementation could be to develop learning support approaches that allow medical and nursing undergraduates to bring interprofessional competencies to team performance, independent of the tandem partner or team