Challenges for Educators in P/SM curricula How to teach soft skills and tacit knowledge in P/SM?

1. Challenges for Educators in PSM-Curricula
Stek, Koch, Zunk and Schiele, 10-12 April 2017 Page 1
Challenges for Educators in PSM curricula
Quest for closing the gap with employers’ requirements
Klaas Stek, Volker Koch, Bernd Markus Zunk and Holger Schiele
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event.

2. Challenges for Educators in PSM-Curricula
Stek, Koch, Zunk and Schiele, 10-12 April 2017 Page 2
• Context : P/SM Competencies
• PERFECT project : towards a P/SM curriculum
• Methodology: 300 European job ads & literature review
• Results: Similarities and cultural / structural differences
• Conclusions & recommendations
Agenda
Agenda

3. Challenges for Educators in PSM-Curricula
Stek, Koch, Zunk and Schiele, 10-12 April 2017 Page 3
Explicit knowledgeExplicit knowledge Tacit KnowledgeTacit Knowledge
• explicit, codified, ‘hard’ book knowledge
• “know-what”
• ‘public goods’
• e.g. knowledge of subjects like ‘cost
management’, ‘lean principles’ or ‘law and
regulations’
• explicit, codified, ‘hard’ book knowledge
• “know-what”
• ‘public goods’
• e.g. knowledge of subjects like ‘cost
management’, ‘lean principles’ or ‘law and
regulations’
• unspoken, tacit knowledge - ‘experience’
• “know-how”
• 90% of knowledge in organisations is tacit
• hard to copy or steal
• e.g. negotiation experience
• 50% of decision-making is tacit
• unspoken, tacit knowledge - ‘experience’
• “know-how”
• 90% of knowledge in organisations is tacit
• hard to copy or steal
• e.g. negotiation experience
• 50% of decision-making is tacit
Context - P/SM Competencies
Skills and knowledge
Hard skillsHard skills Soft SkillsSoft Skills
• professional and technical skills
• e.g. handling a computer,
being able to work with MS Excel
• professional and technical skills
• e.g. handling a computer,
being able to work with MS Excel
• non-technical skills aim
• e.g. social skills, decision-making,
time management and problem solving
• non-technical skills aim
• e.g. social skills, decision-making,
time management and problem solving
Sources: Fawcett and Rutner (2014), Birou et al. (2016), Shou and Wang (2015), Giunipero and Pearcy (2000), Mulder et al. (2005), Tassabehji and
Moorhouse (2008), Nonaka, (1994). Smith (2001), Shub and Stonebraker (2009), Giunipero et al. (1999), Polanyi (1958), Polanyi (1966),
Jasimuddin et al. (2005), Nonaka and Takeuchi (1995)

4. Challenges for Educators in PSM-Curricula
Stek, Koch, Zunk and Schiele, 10-12 April 2017 Page 4
Internalization
from explicit to tacit
(access to codified knowledge,
goal based training)
Internalization
from explicit to tacit
(access to codified knowledge,
goal based training)
Externalization
from tacit to explicit
(writing it down, creating metaphors,
modelling)
Externalization
from tacit to explicit
(writing it down, creating metaphors,
modelling)
Context - P/SM Competencies
Knowledge Spiral: transformations from and to tacit
and explicit knowledge
Source: Nonaka (1991), Nonaka and Takeuchi (1995)
Combination
from explicit to explicit
(sorting, adding, categorizing,
codified information)
Combination
from explicit to explicit
(sorting, adding, categorizing,
codified information)
Socialization
from tacit to tacit
(observing, teamwork, sharing
experiences, imitating)
Socialization
from tacit to tacit
(observing, teamwork, sharing
experiences, imitating)
TO: TACIT KNOWLEDGETO: TACIT KNOWLEDGE TO: EXPLICIT KNOWLEDGETO: EXPLICIT KNOWLEDGE
FROM:
TACIT KNOWLEDGE
FROM:
TACIT KNOWLEDGE
FROM:
EXPLICIT
KNOWLEDGE
FROM:
EXPLICIT
KNOWLEDGE

5. Challenges for Educators in PSM-Curricula
Stek, Koch, Zunk and Schiele, 10-12 April 2017 Page 5
• No harmonised PSM curriculum
• Explicit knowledge - (business & P/SM know-what, e.g. knowledge theories)
• Explicit knowledge - (business & P/SM know-what, e.g. knowledge theories)
• Tacit knowledge - (business & P/SM know-how, e.g. decision-
making)
• Soft skills - (e.g. interpersonal skills, teamwork, creativity)
Needs of firms:
• Translate P/SM needs of firms into curricula
• Developing skills of student (future P/SM staff)
• Standardizing of harmonizing P/SM curricula
Closing the gap:
Context - P/SM Competencies
Literature on ‘PSM Business Schools vs. PSM practice’
ource: Birou et al., 2016; Dubey and Singh, 2009; Jim Wu et al., 2013)
Learning objectives
of schools:
GAP
Online Job
advertisements
• important source of highly up-to-date practical available data
• gives good understanding what employers do require from employees.

6. Challenges for Educators in PSM-Curricula
Stek, Koch, Zunk and Schiele, 10-12 April 2017 Page 6
• Context : P/SM Competencies
• PERFECT project : towards a P/SM curriculum
• Methodology: 300 European job ads & literature review
• Results: Similarities and cultural / structural differences
• Conclusions & recommendations
Agenda
Agenda

7. Challenges for Educators in PSM-Curricula
Stek, Koch, Zunk and Schiele, 10-12 April 2017 Page 7
Project
PERFECT – Purchasing Education and Research
for European Competence Transfer
Project Lead
Univ. Prof. Dr. habil. Michael Henke, TU Dortmund
Project Term
01-09-2015 to 31-08-2018
Project Objectives/Milestones
PSM Skill Concept
Company Cases
Survey
Harmonized European purchasing curriculum
Skills self-assessment tool
Massive Open Online Course (MOOC)
PERFECT: towards a P/SM curriculum
PERFECT project - details

8. Challenges for Educators in PSM-Curricula
Stek, Koch, Zunk and Schiele, 10-12 April 2017 Page 8
PERFECT: towards a P/SM curriculum
Aim:
PSM skills concept
Basis for the later Intellectual Outputs of the project
Structure:
PERFECT project – Intellectual Outputs

9. Challenges for Educators in PSM-Curricula
Stek, Koch, Zunk and Schiele, 10-12 April 2017 Page 9
PERFECT: towards a P/SM curriculum
PERFECT project – output links

10. Challenges for Educators in PSM-Curricula
Stek, Koch, Zunk and Schiele, 10-12 April 2017 Page 10
• Context : P/SM Competencies
• PERFECT project : towards a P/SM curriculum
• Methodology: 300 European job ads & literature review
• Results: Similarities and cultural / structural differences
• Conclusions & recommendations
Agenda
Agenda

11. Challenges for Educators in PSM-Curricula
Stek, Koch, Zunk and Schiele, 10-12 April 2017 Page 11
• Different cultures
• On basis of Hofstede’s Cultural Dimensions
• Two methods of measurement
Cluster analysis
(Kale, 1995)
Methodology
Three distinct different cultures
ource: Hofstede (1983b), Kale (1995), Kogut and Singh (1988)
Austria, Belgium
and the Netherlands
Cultural Distance
Index (Kogut &
Singh, 1995)
• Cluster 1: Austria, Germany, Switzerland, UK, Ireland and Italy
• Cluster 2: Belgium, France, Greece, Portugal, Spain and Turkey
• Cluster 3: Netherlands, Denmark, Finland, Norway and Sweden
• Equation:
• All countries have large Cultural Distance Indices

12. Challenges for Educators in PSM-Curricula
Stek, Koch, Zunk and Schiele, 10-12 April 2017 Page 12
• important source of highly up-to-date practical available data
• gives good understanding what employers do require from employees.
Online Platforms:
Methodology
Online job ads.
ource: Birou et al., 2016; Dubey and Singh, 2009; Jim Wu et al., 2013, Beasley and Schumacker, 1995; García-Pérez and Núñez-Antón, 2003 )
Online Job
advertisements
Cell-wise Residual
Contingency
Analysis in SPSS 22
• squaring the individual Adjusted Residual per cell of the Cross Tabulation
• P-values were calculated subsequently
• H0 is: the distribution of averages per skill is equal in the three countries.
• HA is: the opposite.
• Alpha is set on 0.05

13. Challenges for Educators in PSM-Curricula
Stek, Koch, Zunk and Schiele, 10-12 April 2017 Page 13
13
mapping in
KODE®X skills
model
mapping in
KODE®X skills
model
comparing datasetscomparing datasets
ource: own graph
Methodology
steps in the proces of comparing skills in online P/SM job ads
in Austria, Belgium and the Netherlands and in literature
300 P/SM job
skills A, B & NL
300 P/SM job
skills A, B & NL
Differences (culture
and structural) &
similarities
Differences (culture
and structural) &
similarities
Conclusions
recom-mendations
Conclusions
recom-mendations
Online platforms on
search term ‘buyer’ in
different languages
Online platforms on
search term ‘buyer’ in
different languages
Cluster
analyses
Cluster
analyses
29 scientific articles P/SM
on skills and
competencies (1987 –
2014)
29 scientific articles P/SM
on skills and
competencies (1987 –
2014)

14. Challenges for Educators in PSM-Curricula
Stek, Koch, Zunk and Schiele, 10-12 April 2017 Page 14
14
e: © 2009 Prof. Dr. V.
e, Prof. Dr. J. Erpenbeck
m-europe.eu).

15. Challenges for Educators in PSM-Curricula
Stek, Koch, Zunk and Schiele, 10-12 April 2017 Page 15
• Context : P/SM Competencies
• PERFECT project : towards a P/SM curriculum
• Methodology: 300 European job ads & literature review
• Results: Similarities and cultural / structural differences
• Conclusions & recommendations
Agenda
Agenda

16. Challenges for Educators in PSM-Curricula
Stek, Koch, Zunk and Schiele, 10-12 April 2017 Page 16
PageName of presentation
00_PR_Topic
Limit of illustration
Frame
ource: 9 Points

17. Challenges for Educators in PSM-Curricula
Stek, Koch, Zunk and Schiele, 10-12 April 2017 Page 17
PageName of presentation
00_PR_Topic
Limit of illustration
Frame
ource: 9 Points

18. Challenges for Educators in PSM-Curricula
Stek, Koch, Zunk and Schiele, 10-12 April 2017 Page 18
PageName of presentation
00_PR_Topic
Limit of illustration
Frame
ource: 9 Points

19. Challenges for Educators in PSM-Curricula
Stek, Koch, Zunk and Schiele, 10-12 April 2017 Page 19
• Context : P/SM Competencies
• PERFECT project : towards a P/SM curriculum
• Methodology: 300 European job ads & literature review
• Results: Similarities and cultural / structural differences
• Conclusions & recommendations
Agenda
Agenda

20. Challenges for Educators in PSM-Curricula
Stek, Koch, Zunk and Schiele, 10-12 April 2017 Page 20
Message title
Topic title
ource: 9 Points
• In the next meeting we will distribute the topics for your paper (to be prepared till November, 5th
) - details
will be presented next week
• Till Sunday night please send me your top three topics (via e-mail, numbered from first choice to third
best)
• Please also form groups which are going to prepare the papers (and a PowerPoint presentation). 2-3
persons would form a team
Holger Schiele:
General rule: slides should be understandable for
person not present during the presentation. Thus, use
enough text, but do not exceed (rule of thumb: no
more than 12 lines per page). You can use the bold
mode to highlight keywords
Holger Schiele:
General rule: slides should be understandable for
person not present during the presentation. Thus, use
enough text, but do not exceed (rule of thumb: no
more than 12 lines per page). You can use the bold
mode to highlight keywords

21. Challenges for Educators in PSM-Curricula
Stek, Koch, Zunk and Schiele, 10-12 April 2017 Page 21
Example text
Title
ource: 9 Points
• Key message
- Argument 1
- Argument 2
• Key message
- Argument 1
- Argument 2
Figure
Text Text

22. Challenges for Educators in PSM-Curricula
Stek, Koch, Zunk and Schiele, 10-12 April 2017 Page 22
Porter-arrow
Porter-arrow
highlighted
ource: 9 Points
1) footnote 1 2) footnote 2
Time
Standard graphical elements
Bubble
Holger Schiele:
Avoid colours
(print-out mostly
black / white, so
only use either
black/white/gray
or the selection of
blue colours!)
Holger Schiele:
Avoid colours
(print-out mostly
black / white, so
only use either
black/white/gray
or the selection of
blue colours!)

23. Challenges for Educators in PSM-Curricula
Stek, Koch, Zunk and Schiele, 10-12 April 2017 Page 23
Innovative clusters are characterised by local industry agglomerations with
intensive regional co-operation
Optical industry in Wetzlar
• One quarter of the
industrial workforce in the
Wetzlar region is
employed in the 60 firms
of the optical industry
• More than half of the
firms are engaged in
regional co-operations,
which have been rated as
very satisfactory
ource: Moßig / Klein (2003)
Holger Schiele:
 Summarise the
key message in
the heading
(message title;
like the heading in
a term paper)
Holger Schiele:
 Summarise the
key message in
the heading
(message title;
like the heading in
a term paper)
 Holger Schiele:
Brief description of
the topic (topic title)
 Holger Schiele:
Brief description of
the topic (topic title)
Holger Schiele:
 Do not forget the sources.
Rule: no slide without a source
Holger Schiele:
 Do not forget the sources.
Rule: no slide without a source
Holger Schiele:
Text size 14 pt
(always), headings
22 pt (italics),
footnotes 9 pt, i.e.
only 3 different
sizes
Holger Schiele:
Text size 14 pt
(always), headings
22 pt (italics),
footnotes 9 pt, i.e.
only 3 different
sizes

24. Challenges for Educators in PSM-Curricula
Stek, Koch, Zunk and Schiele, 10-12 April 2017 Page 24
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∀PERFECT: Purchasing Education and Research for
European Competence Transfer
∀Germany: TU Dortmund, Hochschule Mainz,
∀Great Britain: Staffordshire University
∀Finland: Lappeenranta University of Technology
∀Netherlands: University of Twente
European
project
∀Designing a European P/SM curriculum
∀A MOOC will be set online with the launch of the curriculum
Project
objective
∀What are the needs of future P/SM professionals?
∀How can we train them best for the future?
Main issues
PERFECT project : towards a P/SM curriculum
Introduction to the PERFECT project
ource: PERFECT White Paper

25. Challenges for Educators in PSM-Curricula
Stek, Koch, Zunk and Schiele, 10-12 April 2017 Page 25
25
ource: PERFECT White Paper
PERFECT project : towards a P/SM curriculum
Structure of the PERFECT project outputs
Academic
literature
P/SM job ads:
A, B & NL
Practitioner
models
Future skills Education
Landscape
Competency
model
Maturity skills
model
Education
Gap analysis
output 1output 1 output 2output 2 output 3output 3
cultural
differences