Arbeiten und Lernen in der digitalisierten Welt

Stich, Volker; Gudergan, Gerhard; Senderek, Roman

doi:10.5771/9783845263205-108

Cited by 5 publications

(3 citation statements)

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“…Above all, digitalization requires an increase in company training efforts. Continuing education must be organized close to the work process (close to or directly in the workplace) and should in particular make use of the learning potential of digital media (Kagermann et al, 2013 ; Spath et al, 2013 ; Ovtcharova et al, 2015 ; Stich et al, 2015 ). Specific attention is given to the opportunities and risks of learning close to work (Dehnbostel, 2019 ).…”

Section: Resultsmentioning

confidence: 99%

“…Rather, a combination of initial training, vocational practice, and continuing vocational training is a prerequisite for such task profiles in other cases. These tasks are often voluntarily taken on and successfully mastered by persons who have also begun or completed training as technicians or as foremen ("Meister and should in particular make use of the learning potential of digital media (Kagermann et al, 2013;Spath et al, 2013;Ovtcharova et al, 2015;Stich et al, 2015). Specific attention is given to the opportunities and risks of learning close to work (Dehnbostel, 2019).…”

Section: Technical Competence: Augmentation Not Replacementmentioning

confidence: 99%

“…With regard to teaching needs, there is the view that digitalization has increased the need for worker training and that this need must be met above all through new forms of learning at work (Kagermann et al, 2013 ; Spath et al, 2013 ) even as the limitations of on-the-job learning have been noted (Dehnbostel, 2019 ). With regard to new learning opportunities, the authors argue almost without exception that opportunities for competence development have expanded because of digitized work (Dehnbostel, 2019 ) and digital media (e.g., Ovtcharova et al, 2015 ; Stich et al, 2015 ).…”

Section: Introductionmentioning

confidence: 99%

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Digitized Industrial Work: Requirements, Opportunities, and Problems of Competence Development

Baethge-Kinsky¹

2020

Front. Sociol.

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German companies have been affected by a new wave of digitalization during the past years, and this has led to responses both in the way production is organized and in the goals of the German industrial policy. The coordinated response is widely referred to as “Industry 4.0” and is intended to support German industries in the increasingly fierce competition for global leadership in manufacturing. Simultaneously, a social science debate about changes in work and in employee training began and continues to this day. Far-reaching predictions of fundamental change circulate, especially concerning the organization of work and worker competence requirements. Other issues include also the needs and opportunities of firm-based competence development at work as well as the role and the uses of digital media. In recent years, more empirical studies have become available for clarifying open questions, and this paper presents three main results from one such study based on case investigations in 10 German industrial firms. First, digitalization does not change industrial production work radically. There is no general trend of upskilling, downgrading, or reskilling. A moderate trend favoring upgrading is observable, however. Thus, traditional workforce competences are not becoming “obsolete.” Rather, in the context of automation, they are being complemented by other skills including new technical qualifications in information technology as well as the ability to take a more theoretical approach to problem-solving in process optimization. Second, our results confirm more cautious assessments of the need for accelerated continuing vocational training. They also make it clear that the potential for increased learning opportunities in digital work and for the increased use of digital media in continuing vocational training has been overestimated. Learning opportunities seem to decrease rather than increase with digital work. Moreover, the use of digital media in continuing vocational training is limited due to organizational, financial, and cultural constraints and due to the lack of knowledge about the effectiveness of digital learning environments. Third, a number of organizational measures are needed to manage change. One measure would be to integrate new skill requirements into a binding institutional curriculum for education and training. Another measure would be to make on-the-job learning opportunities a central aspect of how work is organized.

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Section: Resultsmentioning

confidence: 99%

Section: Technical Competence: Augmentation Not Replacementmentioning

confidence: 99%