Sustainable Competence Management with Ontology-Based Competency Catalogs
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The document discusses developing and maintaining competency models through an ontology-driven approach. It proposes a reference model using a competency catalog and ontology to connect strategic and operational HR processes. A three-layer reference process is described to avoid outdated models through continuous improvement involving top management, middle management, and employees. A pilot study collecting 600 competencies from a hospital showed challenges around separate operational and strategic tasks as well as reducing modeling efforts. The approach aims to increase semantic coherence among HR systems and provide enhanced learning support services.
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![Sustainable Competence Management with Ontology-Based Competence Catalogs Andreas Schmidt FZI Research Center for Information Technologies, Karlsruhe Christine Kunzmann Kompetenzorientierte Personalentwicklung Germany [email_address] [email_address]](https://image.slidesharecdn.com/sustainable-competence-management-with-ontologybased-competency-catalogs-1193257786837538-3/85/Sustainable-Competence-Management-with-Ontology-Based-Competency-Catalogs-1-320.jpg)
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The knowledge maturing model is an analytical model that describes collective knowledge development phenomena by classifying them into characteristic phases and patterns. It aims to derive both technical and non-technical interventions by analyzing the activities and characteristics within each phase of knowledge maturation. The model holds that the development of knowledge artifacts does not always align with the true maturity of the knowledge, and this misalignment can sometimes need to be addressed.
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This document summarizes research on motivational and affective aspects in technology enhanced learning. It discusses how motivation is key to knowledge work and learning. Research in this area has been fragmented across different fields. Motivation can influence individuals to share knowledge, use tools, and adapt to new developments. Motivation to learn relates to implicit interest and explicit goals. Motivation to share knowledge is influenced by collaboration and social dynamics. Emotions are an emerging topic in technology enhanced learning with challenges that include a lack of common language and representations of emotions. The relationship between emotions, motivation, and learning outcomes is complex.
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The document discusses using voice-based reflection to support workplace learning for busy professionals like general practitioners. It proposes creating reflection opportunities during time slots like commutes by allowing users to record voice responses to structured interview questions. These responses would be transcribed and sent back to allow practitioners to make their learning traceable for certification requirements while fitting it into their schedules. The questions would come from a community-developed bank that users could select, reuse or create their own decks of situational questions tailored to different types of users and situations.
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This document discusses linking reflective learning and knowledge maturing in organizations. It proposes that reflective learning is important for individual and team development but challenging to embed at the organizational level. Knowledge maturing provides a framework to explain knowledge development across individual, team, and organization scopes. The goal is to link reflective perspectives with the knowledge maturing model. Three propositions are outlined relating expertise, knowledge maturity, and discrepancies to reflection and knowledge maturing. Examples from care homes illustrate the propositions. The implications are that knowledge maturing can enrich reflection models and organizational learning, especially if individual expertise, knowledge maturity, and discrepancies are considered.
Wissensreifung - eine neue Perspektive auf den Umgang mit Wissen
Antrittsvorlesung am 5. Juni 2013 an der Hochschule Karlsruhe
In einer sich immer schneller verändernden Umgebung müssen
Unternehmen vorausschauend agieren, Innovationen in Produkte umsetzen
und ihre Prozesse verbessern und ihre Kompetenz weiterentwickeln. Hierzu
ist ein kontinuierlicher „Wissensfluss“ erforderlich, innerhalb dessen Ideen
weiterentwickelt werden. Das Modell der Wissensreifung beschreibt diesen
Wissensfluss und die damit verbundenen Informationsartefakte wie
Dokumente oder Modelle als kollektiven Lernprozess mit identifizierbaren
Phasen und charakteristischen motivationalen, sozialen oder
organisationalen Barrieren.
Dies eröffnet neue Perspektiven: wann kommt es auf Kreativität, wann auf
Offenheit und Dialog, wann auf Einigung an, wann lohnt sich Formalisierung
– und wann behindert sie nur? Dies betrifft die Ausgestaltung von Software-
Systemen, die Arbeitsorganisation, Führungsprinzipien, aber insbesondere
auch gängige Konzeptionen von Kompetenz-, Prozess- oder
Qualifikationsmanagement. Dies soll anhand typischer Probleme und neuen,
auf sozialen Medien basierenden Ansätzen aufgezeigt werden.
Wissensreifung
This document presents a knowledge maturing model for continuous social learning in knowledge networks. It was created by Andreas Schmidt from Karlsruhe University of Applied Sciences. The model was presented at the Knowledge Camp event in Karlsruhe, Germany in October 2012. Contact information is provided for Andreas Schmidt and the Knowledge Maturing Consulting Network website for further information.
MATEL 2012: 3rd International Workshop on Motivational and Affective Aspects ...
The document summarizes the agenda and goals of the MATEL 2012 workshop on motivational and affective aspects in technology-enhanced learning. The workshop brought together researchers from different fields such as knowledge management, CSCW, HCI, and psychology to discuss understanding motivation through empirical evidence and designing systems to support motivation. Presentations covered topics like motivational models, designing tools to support collaborative reflection, and the influence of collaboration and self-regulated learning services on workplace motivation. The overall goal was to discuss addressing motivation in specific contexts by exploring relationships between goals, interests, emotions and motivation in groups versus individuals.
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