E-learning concepts gained significant importance in the last decade, tending to be more and more attractive to companies. E-learning has become a central scholastic and teaching instrument in the current business climate for the simple reason that corporations have adopted it as part of their business operations. The success of e-learning depends on how organizations support and train employees to use learning technologies. Other contributing forces enabling the use of e-learning include senior management commitment, user-friendly and effective courses, corporate investment in human capital, and organizational culture supporting innovations and changes. Since employees are the biggest asset of a company, the more they are qualified, the better it is for any organization to boost productivity and profitability. As employees become more satisfied with their jobs, they are more likely to work harder and therefore largely contribute to the company's success. This is how any business can start booming. All this happens because employees were empowered to go the extra mile and help their organization flourish. Because in the last year most companies embraced the "work from home" method, the management needed to take some measures and convert their usual teaching/learning techniques to online trainings. The current paper examines the impact of organizational e-learning on Romanian employees' productivity, performance, and skills. This study is supported by an innovative online survey from different Romanian public and private organizations and qualitative interviews with some of the participants. The results concluded there is a correlation between e-learning usage and job productivity, performance, and satisfaction. Also, the advantages, the drawbacks of e- learning and the key factors for implementing it successfully were underlined in this paper.

The paper proposes a new system for career recommendations based on advanced analytics of users' profile, extracted automatically from various data sources, the inference mechanism built in the European qualifications ontology ESCO and a complex technology stack. Besides students and high school pupils, the system will have several other stakeholders as well: career counselling centres from high-schools and universities, who will automate their services, higher education institution which will increase their graduation rate, government, which will not spend money on undecided students, companies which will have skilled and passionate employees. The system will exploit the latest technologies, e.g. semantic web, ontologies, social network connectors, and modern data analytics application programming interfaces. The system is especially good for engineering education, where the drop-out rate is higher than in other domains, because students choose this domain for its financial benefits and not because of their aptitudes. The intricacy of choosing a career path causes confusion, anxiety, lack of fulfilment within a study path or workplace, possibly leading to a lack of academic or job performance, motivation, and even studies abandonment. With the current Digital Era, the workforce demand is more dynamic than ever, and career possibilities exploded from formal employment options to freelancing and self-employment. Thus, students and young professionals construct their careers through a dynamic and multiplex process that allows for development and shifts, valuing both flexibility and a challenging environment, as well as stability and predictability. An automated guiding system as we proposed could support them continuously and provide them the help they need.

To train project managers for navigating their projects in VUCA environments is considered as being extremely challenging. For fulfilling a such objective, the technology-enhanced learning should consider applying diverse and AI-based methods and tools. The paper presents the potential of AI in e-learning for the successfully development of a new mindset as required for managing projects in contexts with high volatility, uncertainty, complexity and ambiguity. The paper presents the analysis of the efficacy of different AI-based learning and teaching methods for developing the competences associated with the project managers' mindset, as requested for acting in VUCA environments. The main AI methods and tools which are considered for e-learning are: semantic web, ontologies, machine learning algorithms, AI-based simulations deep-learning. The impact of methods in e-learning is analyzed by considering the relevant competences associated with the mindset growth, as needed for managing projects in VUCA environments. The specific competences which are considered by the authors of the paper are aligned with OECD Key Competencies, as defined in the DeSeCo project, being related to the creation of new value, the reconciliation of tensions and dilemmas and assuming responsibility. Personal qualities, such as curiosity, resourcefulness, resilience, integrity, engagement, and self-reflection are critical for the mindset growth. The main competence model considered by authors is the IPMA (International Project Management Association) model of individual competences, as defined in ICB (Individual Competence Baseline), version 4.0. The IPMA competence model define three area of competences : perspective competences, People competences and Practice competences. The authors will consider mainly the competences included in People area.

Although knowledge economy came with an increased amount of world-wide career opportunities, major difficulties related to knowledge workers' employment have occurred, among them incapacity of choosing the suitable career. Usually, careers (jobs, occupations) are determined by education, either formal or informal. When a student enrolls to a faculty, he/she in fact makes the first step in choosing one's career. Unfortunately, in Romania, more than a quarter of the students enrolled in a graduate or master program do not finish their studies. This translates into no-return-on-investment for the Romanian government regarding the money spent on the incomplete schooling of so many undecided youths. The career counselling centers, which could diminish the drop-out problem, are under-financed and under-staffed, as one councilor provides such programs for 3400 students, while in high schools a counselor activates for approximative 800 pupils, according to public statistics. In Romania, the university drop-out rate increases from year to year, especially in engineering programs, which are harder, and less known to pupils, conducting to a lack of skilled personnel in the corresponding domains in industry. In the light of the above observations, the scope of the article is to propose a technological model for a Smart Career Path Profiling System (CPPS) with the aim of providing career counseling and recommendations based on advanced analytics of users' profile, extracted automatically from various data sources, e.g. the school situation, social media profiles, specific answers etc. CPPSs are not a new thing. Usually they are built based on psychometric instruments and psychological tests. Unfortunately, these tests are time-consuming and don't take into consideration all aspects of a person behavior. As a follow-up of the technological opportunities, researchers have tried to improve the CPPSs by exploiting recommendation algorithms, data mining techniques and social media technologies: a new generation of CPPSs occurred. Our model is based on recent technologies and customized for Romanian environment and for engineering domains and presented in the context of the new generation of CPPSs.

Using the Activity Theory to Identify the Challenges of Designing eLearning Tools based on Machine Learning for Security Operations Centers Mihail CAZACU Economic Informatics Doctoral School, University of Economic Studies, Romania, Romana Square 6, Bucharest, Romania mihail.cazacu@gmail.com Maria-Iuliana DASC?LU Department of Engineering in Foreign Languages, Faculty of Engineering in Foreign Languages, University Politehnica of Bucharest, Splaiul Independentei, No 313, Bucharest, Romania maria.dascalu@upb.ro Constanta-Nicoleta BODEA Department of Economic Informatics and Cybernetics, Faculty of Economic Cybernetics, Statistics and Informatics, University of Economic Studies, Romana Square 6, Bucharest, Romania bodea@ase.ro Abstract There is a fast-growing requirement for setting up Security Operation Centers (SOCs), with qualified personnel, mainly due to the increase of demands to protect ITC systems from security breaches, data disruption or unauthorized usage. The 2018 Report of Privacy Rights Clearinghouse mentions that over 8,000 data breaches were reported since 2005, with more than 10 billion records affected. And according to the 2017 study of IBM Security and Ponemon Institute, the average cost of a data breach exceed 3.6 million US dollars. SOCs have the mission to run in this "arms race" against cyber attackers (criminals, spies, terrorists, activists) and to be economically viable, as a profit or a cost center. Development of e-learning tools for continuous enhancing of the professional competences of the SOC's personnel is critical for the successful operation of SOCs. Recent studies have applied the framework of the Activity Theory in order to identify the conflicting priorities which need to be handled by different members of SOCs and have suggested ways to mitigate the risks. While automating mundane tasks is one solution, the issue of automating the automation process itself through Machine Learning, especially in the e-learning activities performed inside SOCs was not often addressed. The paper aims to present the challenges of applying the framework of the Activity Theory in designing e-learning tools based on machine learning methods for SOCs. Some well-established Open Source security tools and machine learning packages will be evaluated for their suitability for developing e-learning tools.