Organizational Approaches to Answer a VUCA World

Diefenbach, Stefan; Deelmann, Thomas

doi:10.1007/978-3-319-16889-0_13

Cited by 10 publications

(6 citation statements)

References 3 publications

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“…In order to achieve this, scholars and practitioners argue that businesses have to become more agile specifically through a greater decentralization of their organizations and decision processes (e.g. Diefenbach and Deelmann, 2016). In agile organizations teams are given more leeway to make their own decisions.…”

Section: Linking Self-directed and Experiential Learning In Entrepreneurshipmentioning

confidence: 99%

Self-directed experiential learning to meet ever-changing entrepreneurship demands

Morris

König

2020

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PurposePolicy makers have called for more entrepreneurship throughout societies as a response to the digital transformation. This paper argues that the rapidly changing conditions of the digital age indeed mark a change in the bases of entrepreneurship. Specifically, as adaptivity becomes key, a learning capacity and general ability to adapt becomes a critical factor in entrepreneurial activity. The paper identifies self-directed learning (SDL) as a fundamental competence in this regard and examines its role for entrepreneurship and entrepreneurial competence.Design/methodology/approachThe paper develops a theoretical framework for the role of SDL in entrepreneurship through a process of systematic review of previous studies that have linked SDL to entrepreneurship.FindingsThe formulated theoretical framework shows how SDL competence combines with experiential learning in supporting the kind of adaptivity needed for entrepreneurial competence, especially under more rapidly changing conditions. SDL competence also gains wider importance through enabling individuals to meet the demands of organizational changes in our highly volatile world.Practical implicationsSDL competence prepares individuals for entrepreneurship and resilience in face of rapid changes as well as for being more entrepreneurial in the conduct of their lives more generally. Fostering SDL competence can thus be regarded as an important objective of entrepreneurship education.Originality/valueThe described self-directed experiential learning cycle offers a novel perspective that clarifies how both self-directed and experiential learning competences are integral for understanding the basis of adaptiveness in entrepreneurial activity.

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Section: Linking Self-directed and Experiential Learning In Entrepreneurshipmentioning

confidence: 99%

Self-directed experiential learning to meet ever-changing entrepreneurship demands

Morris

König

2020

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“…In the contemporary volatile, uncertain, complex and ambiguous world, many principles developed by management pioneers almost a century ago no longer apply (Diefenbach and Deelmann, 2016). In today’s unique workforce, five generations – the Silent Generation, Baby Boomers, Generation X, Millennials and Generation Z – work together to spearhead the Fourth Industrial Revolution, which is characterized by increasing mobile interconnectivity and smart automation powered by artificial intelligence (Schwab, 2016).…”

Section: Discussionmentioning

confidence: 99%

The human capital management perspective on quiet quitting: recommendations for employees, managers, and national policymakers

Serenko

2023

JKM

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Purpose The purpose of this Real Impact Viewpoint Article is to analyze the quiet quitting phenomenon from the human capital management perspective. Design/methodology/approach The methods comprise the analysis of 672 TikTok comments, the use of secondary data and literature review. Findings Quiet quitting is a mindset in which employees deliberately limit work activities to their job description, meet yet not exceed the preestablished expectations, never volunteer for additional tasks and do all this to merely maintain their current employment status while prioritizing their well-being over organizational goals. Employees quiet quit due to poor extrinsic motivation, burnout and grudges against their managers or organizations. Quiet quitting is a double-edged sword: while it helps workers avoid burnout, engaging in this behavior may jeopardize their professional careers. Though the term is new, the ideas behind quiet quitting are not and go back decades. Practical implications Employees engaged in quiet quitting should become more efficient, avoid burnout, prepare for termination or resignation and manage future career difficulties. In response to quiet quitting, human capital managers should invest in knowledge sharing, capture the knowledge of potential quiet quitters, think twice before terminating them, conduct a knowledge audit, focus on high performers, introduce burnout management programs, promote interactional justice between managers and subordinates and fairly compensate for “going above and beyond.” Policymakers should prevent national human capital depletion, promote work-life balance as a national core value, fund employee mental health support and invest in employee efficiency innovation. Originality/value This Real Impact Viewpoint Article analyzes quiet quitting from the human capital management perspective.

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“…Entrepreneurship education is a good context for preparing the students for the VUCA side of the world, where adaptability and flexibility are necessary [4]. Entrepreneurship education is among the fastest growing fields of education.…”

Section: Introductionmentioning

confidence: 99%

“…The main ingredients of the PSE course are described in Sect. 4. Section 5 presents the major changes that were introduced in the course to adapt it to different circumstances.…”

Section: Introductionmentioning

confidence: 99%

A Software Engineering Course that Promotes Entrepreneurship: Insights from a VUCA Perspective

Fernandes

Afonso

2021

Lecture Notes in Business Information Processing

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In a context of higher volatility, uncertainty, complexity, and ambiguity (VUCA), engineering education must promote active learning approaches, where the responsibility of learning is focused on students, enhancing their competencies and ability to be competitive in the market. But, such educational strategies encompass many issues, questions and challenges, both for teachers and students. This article presents and discusses the main changes that have been introduced in a course that promotes entrepreneurship in the field of software engineering. The changes were introduced to address two main aims: (1) to provide opportunities for students to experiment new skills, that prepare them to better behave in a VUCA context, and (2) to make the course more efficiently managed. External elements and personal issues complement the intrinsic motivation related to the course on entrepreneurship.

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Organizational Approaches to Answer a VUCA World

Cited by 10 publications

References 3 publications

Self-directed experiential learning to meet ever-changing entrepreneurship demands

Self-directed experiential learning to meet ever-changing entrepreneurship demands

The human capital management perspective on quiet quitting: recommendations for employees, managers, and national policymakers

A Software Engineering Course that Promotes Entrepreneurship: Insights from a VUCA Perspective

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