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... p. 38]. Within the field of personal competence, we defined seven subdimensions derived from the data in the O*Net content reference (see Table 1). The person is able to set goals and pursue them at the workplace PC7 Act practically intelligent ...Similar publications
Citations
... In the United States, the O*NET database serves as a crucial source of occupational information, which includes information on skills, knowledge, tasks, and abilities required for various occupations in the United States. It is used by individuals seeking career and occupational information, as well as by researchers, policymakers, and employers to develop training programs and job descriptions (Burrus et al., 2013;Fahrenbach et al., 2019). The studies highlight that specific technical skill requirements will change rapidly, and employees need a mix of soft, analytical, digital, and software/hardware skills to adapt to increasingly automated work environments (OECD, 2019;Tsacoumis and Willison, 2013). ...
Construction 4.0, derived from Industry 4.0, was introduced to the construction industry as a means of addressing current issues and enhancing industry productivity. Adoption of this concept has placed a significant demand on Construction 4.0 skills, as the industry is undergoing a transformation that calls for new strategies and specialized skill sets. While Construction 4.0 promises significant productivity gains, its widespread adoption often overlooks the crucial role of specialized skills, leading to a mismatch in expected outcomes. The often-underexplored theoretical dimensions of Construction 4.0 skills has the potential to bridge the gap between these skills and formulation of productivity goals and achieving them, highlighting the profound importance of understanding and integrating these skills in the context of Construction 4.0. While there has been a recent interest in Construction 4.0 skills across various national contexts, the theoretical dimensions of skills within the realm of Construction 4.0 remains unexplored. Therefore, this study examines the definitions, interpretations, and theories of skills within the context of Construction 4.0. Through a conceptual review of existing academic literature and policy documents, this research offers profound understanding of defintions and how the theories of Construction 4.0 intersect with skills development and thus impact the formulation of productivity goals. The definitions of Industry 4.0/Construction 4.0 formulated in various national frameworks are defined in accordance with their geographical, social, and cultural contexts and that have distinct production aims and scopes. The identified theoretical underpinnings of Construction 4.0 include digital building ecosystem, lean construction, circular economy, smart cities, and skills-related theories such as social learning theory, human capital theory, cognitive load theory, situated learning theory, and lifelong learning theory. The examination brings forth novel insights that promise to shape the future of Construction 4.0 skills development. By bridging the gap between theoretical constructs and productivity goals (labour efficiency, process efficiency, time efficiency, waste reduction, energy and water efficiency) within the context of Construction 4.0, this study offers a fresh perspective that integrates technology, sustainability, and collaboration to propel productivity goals. The research also emphasizes the varying prioritization of Construction 4.0 skill sets in different national contexts, and underscores the need for sector-specific frameworks for Construction 4.0 skills. Moreover, potential avenues for future research in the field of Construction 4.0 skills include perspectives of workers, real-world impacts on the industry, policy advancements, skills frameworks, ethical evaluations, and scenario planning.
... As a preliminary explanatory note to clarify the terminology, it is relevant to point out that, in psychology, "competence" describes the capacity to deal with problems and challenges effectively, going beyond mere adaptation to circumstances and incorporating changes in human behaviors and in the environment (VandenBos, 2015). Consequently, competences improve the understanding and prediction of job performance (Fahrenbach et al., 2019;McClelland, 1973). Nevertheless, throughout this article, we will use the terms 'competence' and 'skills' interchangeably, given that the literature does not always clearly distinguish between the two terms. ...
... United States O*Net offers detailed information about the digital content of every occupation included in the occupations database. The O*Net taxonomy offers a comprehensive list of detailed occupational descriptions (Fahrenbach et al., 2019). ...
... into this broad framework of competences. Based on the content model outlined in Fahrenbach et al. (2019a), this paper describes the development and evaluation of candidate items to assess the content model. ...
Purpose
Relying on a design science paradigm, the purpose of this paper is to describe the development and evaluation of items for an ICT artefact that supports the assessment of transversal professional competences within the validation of prior learning (VPL). To do so, the authors build a conceptual bridge between the Occupational Information Network (O*NET) and the European Qualifications Framework (EQF).
Design/methodology/approach
Design science research paradigm, in particular the participatory development of candidate items and their evaluation in a multi-stakeholder approach.
Findings
The authors find that a self-assessment of professional competences should be comprised of 160 items in order to cover the breadth and depth of the O*NET in the hierarchical taxonomy. Such quantity of items sufficiently builds a conceptual bridge between the O*NET and the; EQF.
Practical implications
When designing procedures for the VPL, it is imperative to bear in mind the purpose of the validation procedure, in order to determine relevant stakeholders and their needs in advance as well as the; required language proficiency of the assessment instrument.
Social implications
The innovative value of this approach lies in the combination of an underlying hierarchical taxonomy with assessment items that are developed based on the qualification standards of different Austrian professions. Together with specific verbs that were adapted for each particular item, an innovative self-assessment is proposed. Thereby the authors aim to account for some of the mentioned shortcomings of the EQF.
Originality/value
This paper applies a design science paradigm to develop an ICT artefact that should support the VPL. By reflecting on the design process, the authors introduce a theoretical bridge between the O*NET and the EQF. Thereby the authors aim to account for some of the mentioned shortcomings of the EQF.
... It merges the normative European competence perspective (Cheetham and Chivers, 1996;Le Deist and Winterton, 2005;Mulder et al., 2007) which focuses on what a person is able to do with the descriptive content model of the O*Net that provides a comprehensive and detailed taxonomy of occupational descriptors (Peterson et al., 2001). The underlying model contains 4 general competence dimensions and 32 subcompetences (Fahrenbach et al., 2019). To create the dictionary (see Table AII in Appendix), we characterized each of the 32 sub-competences of the underlying model with the descriptors in version 22.2 of the O*Net content model [2]. ...
Purpose
This paper aims to introduce an information and communication technology (ICT) artifact that uses text mining to support the innovative and standardized assessment of professional competences within the validation of prior learning (VPL). Assessment means comparing identified and documented professional competences against a standard or reference point. The designed artifact is evaluated by matching a set of curriculum vitae (CV) scraped from LinkedIn against a comprehensive model of professional competence.
Design/methodology/approach
A design science approach informed the development and evaluation of the ICT artifact presented in this paper.
Findings
A proof of concept shows that the ICT artifact can support assessors within the validation of prior learning procedure. Rather the output of such an ICT artifact can be used to structure documentation in the validation process.
Research limitations/implications
Evaluating the artifact shows that ICT support to assess documented learning outcomes is a promising endeavor but remains a challenge. Further research should work on standardized ways to document professional competences, ICT artifacts capture the semantic content of documents, and refine ontologies of theoretical models of professional competences.
Practical implications
Text mining methods to assess professional competences rely on large bodies of textual data, and thus a thoroughly built and large portfolio is necessary as input for this ICT artifact.
Originality/value
Following the recent call of European policymakers to develop standardized and ICT-based approaches for the assessment of professional competences, an ICT artifact that supports the automatized assessment of professional competences within the validation of prior learning is designed and evaluated.
... Our paper departs by outlining the problem of measuring and comparing competences against standards that the trade and craft sector in Austria is facing. To address this problem, we have been developing a theoretical framework for assessing professional competences and an ICT-tool that puts the framework into practice (Fahrenbach et al., 2019). Particularly focusing on the ICT-tool in this paper, we introduce design science as an overall methodology that scaffolds our research and motivates the research question. ...
... Second, users can upload evidence (documents of proof) for their formal, non-formal, and informal learning in form of a portfolio (Baeten et al., 2008;McMullan et al., 2003). Third, as we discussed that professional competences are controversely defined, a comprehensive theoretical model underlines the "net of competences" (Fahrenbach et al., 2019). Fourth, as professional competences may be only seen in everyday action, practice, or activity, the ICT-tool scaffolds the interaction of applicants and assessors. ...
This conceptual paper outlines the descriptive theoretical foundations or kernel theories for designing an information and communication technology (ICT) tool to assess professional competences in the Austrian trade and craft sector. Upon completion, the ICT-tool serves as a boundary object in which applicants and assessors can interact. While this paper consists of a literature review and conceptual discussion, the overall project is methodologically placed within a multidisciplinary design-science paradigm. Design science scaffolds and structures the development of a theoretical model, the generation of assessment-items and the ICT-tool itself. This paper discusses the necessary descriptive knowledge or kernel theories on which the design of the ICT-tool rests. First, we describe the validation of prior learning-a process advocated by the European Union to make professional competences visible. Second, we describe the process how professional competences come about: through formal, non-formal and informal learning. Subsequently, we outline a knowledge-driven discourse on professional competences and discuss how different definitions of professional competence afford different approaches for its assessment. By presenting a use-case, we outline how the ICT-tool may guide applicants and assessors through this process.
Background: The study argues that managing tacit knowledge (TKM) would reduce small and medium-sized enterprises (SMEs) operational discontinuity and knowledge loss in KwaZulu-Natal (KZN) province, South Africa.
Objectives: The article examined the strategies put in place by SMEs for tacit knowledge management (TKM) practices and to develop a framework that will promote TKM for SMEs.
Method: The study adopted a quantitative research method and targeted 326 SMEs using Google Forms. One hundred and eighty (180; 55.2%) useful responses were obtained and analysed using the Statistical Package for Social Sciences.
Results: Most of the SME owners are aware and affirmed that there is a particular tacit knowledge that is of importance to business. The most common methods of capturing tacit knowledge among SMEs are monitoring, practical sessions, in-house training programmes, and brainstorming. Tacit knowledge is shared during meetings (such as project teams) and when dialoguing. The study also revealed that electronic files in computers are the major tools for storing the collected tacit knowledge.
Conclusion: The study concluded that TKM among SMEs in KZN required improvement and recommended improving teams and informal networks and making information and communication technology tools available to preserve tacit knowledge. The SMEs that can afford it can consider employing the services of consultant knowledge management officers to conduct periodic knowledge audits to identify knowledge gaps for proactive solutions.
Contribution: The study contributed to knowledge management, tacit knowledge, explicit knowledge, and TKM.
Keywords: tacit knowledge; SECI model; knowledge management; small- and medium-sized enterprises; South Africa.
