Digitalisierung in Deutschland: Substituierbarkeitspotenziale von Berufen und die möglichen Folgen für die Beschäftigung

Dengler, Katharina; Matthes, Britta

doi:10.1007/978-3-658-23373-0_3

Cited by 24 publications

(37 citation statements)

References 4 publications

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“…Frey and Osborne, 2013 ; Brynjolfsson and McAfee, 2014 ), national forecasts with a strong technical focus (cf. Dengler and Matthes, 2015 , 2019 ; Wolter et al, 2016 ) often prognosticate a major restructuring of work. The thesis is that digitalization should make the typical tasks of skilled and semiskilled industrial labor disappear because these tasks can be automated.…”

Section: Resultsmentioning

confidence: 99%

“…Others expect a general downgrading instead (Butollo et al, 2017 ). Another thesis is that there will be a massive restructuring of companies' employment structure (“reskilling”) such that existing activities (Dengler and Matthes, 2015 , 2019 ) or professions (Wolter et al, 2016 ) will disappear and completely new ones will be created.…”

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: Introductionmentioning

confidence: 99%

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

Baethge-Kinsky¹

2020

Front. Sociol.

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“…In all European societies, low-skilled workers face particular labour market risks in terms of unemployment, bad working conditions or low pay (Eurofound 2009). These risks will further increase with on-going changes in the world of work, often leading to higher skill requirements and a shrinking demand for low-skilled work (Berger and Frey 2015;Dengler and Matthes 2019;OECD 2016). Continuing training forms a key measure to respond to these developments by improving skills, labour market opportunities and career prospects for this group of workers (Cedefop 2015;Martin and Rüber 2016;McVicar et al 2016;Mohr et al 2016: 553).…”

Section: Introductionmentioning

confidence: 99%

When Do Companies Train Low‐Skilled Workers? The Role of Institutional Arrangements at the Company and Sectoral Level

Wotschack

2019

Brit J Industrial Rel

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The article investigates how institutional arrangements at the organizational and sectoral level affect the likelihood and size of employer investments in continuing training for low-skilled workers in Germany. By building on comparative political economy and organizational theory, hypotheses are derived and tested. Regression analysis based on the IAB Establishment Survey (waves 2011 and 2013) shows evidence that the training participation of low-skilled workers is related to institutional differences between sectors and organizations. At the organizational level, structures of employee representation and formalized HR policies are positively associated with higher rates of training participation among low-skilled workers. Moreover, there is evidence that low-skilled workers benefit in organizational clusters that are characterized by structures of employee representation, formalized HR practices, and bargaining coverage. At the sectoral level, this study finds evidence that low-skilled workers in the health care and manufacturing sector are more likely to receive continuing training.

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“…In this regard, two theses are in the discussion. On the one hand, the substitution thesis (Dengler & Matthes, 2015a, 2015bDormann & Gerholz, 2017b;Frey & Osborne, 2017) discusses that large sections of the population will be excluded from the job market due to a lack of skills or simply because their skills are outdated. This would definitely have a severe impact on the construction of our social system.…”

Section: Learning To Live With the Spiritmentioning

confidence: 99%

Virtuelle Realitäten in der Pflegebildung?

2021

LLiG

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Virtual realities (VR) are computer-generated, interactive, multimodal, three-dimensional and multi-perspective navigable environments. In this article, the media-specific features are presented as potentials that make VR particularly interesting for teaching and learning. A narrative review of the research literature shows, that VR in nursing education are mainly used as training environments. The main results of the current research syntheses also illustrate the challenges associated with the development and use of VR. Different research approaches are outlined. To achieve an effective integration of VR in nursing education, both basic and applied research and design recommendations derived therefrom must be funded.

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Digitalisierung in Deutschland: Substituierbarkeitspotenziale von Berufen und die möglichen Folgen für die Beschäftigung

Cited by 24 publications

References 4 publications

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

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

When Do Companies Train Low‐Skilled Workers? The Role of Institutional Arrangements at the Company and Sectoral Level

Virtuelle Realitäten in der Pflegebildung?

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