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Eine systemisch-konstruktivistische Untersuchung der Managementkompetenz
Abstract
What is management competence? How and where will management competence mediated? An empirical Study on management competence. The result are eight elements of management competence: "System and Control", "Professional", "Personality", "Team", "Interaction", "Responsibility", "Customer and Market" and "Learning and Future ". The study shows the importance of further education and learning on the job as well as the defects in the management training. Next she shows the importance of informal learning, the connectivity, self-responsibility and elearning. The solution is a systemic-constructivist approach, experience-oriented learning (EOL), with integrated learning and the Success formula for effective learning in organizations: IL3 = ELF10.
... wo wird die Managementkompetenz vermittelt? (Pirker 2017) Dabei ging es zuerst um die Klärung des Begriffs "Managementkompetenz". Das Ergebnis sind die acht "Elemente der Managementkompetenz". (Malik 2000, Mintzberg 2005 grundsätzlich in ihrer kritischen Haltung bestätigt und teilweise noch verstärkt, ergänzt und konkretisiert. ...
In recent years, the author has repeatedly and intensively dealt with the topic of "Effective Learning in Management". The starting point of the in-depth employment was the own dissertation on the topic "management competence" with the question: What is management competence? How and where is the management competence assigned? (Pirker 2017)
The results of the empirical study on management competence are now being implemented especially in the practice of management education. (management consulting, management training, coaching and keynote speeches) There are also new scientific publications that deal with the eight "elements of management competence" as well as management education issues. On the one hand, there are concrete applications of new scientific knowledge in specific sectors and areas. On the other hand, there are corresponding extensions due to new issues.
It turns out that educational science continues to avoid the topic of "management education". There is no rational explanation for this. Nevertheless, it is of enormous importance for the practice to actively tackle the topic of "management education" and to deal consistently with effective learning in and by organizations (# ELF10, Learning Organization).
Here in Austria, Germany and Switzerland, the practice of science is far ahead of what should be a wake-up call for science. In other countries there is a more intensive focus on the topic of "management education".
From a historical point of view, it is interesting that in Klagenfurt there were already very early developments in the direction of contemporary management education. These pedagogical and didactical bases are historically and systematically interesting and should be considered further. Likewise, the educational tradition at the Alpen-Adria-Universität Klagenfurt deserves credit. On this nutrient-rich soil many good pedagogical or management educational vegetables can and should flourish.
... wo wird die Managementkompetenz vermittelt? (Pirker 2017) Dabei ging es primär um die Klärung des Begriffs "Managementkompetenz". Das Ergebnis sind die acht "Elemente der Managementkompetenz" (Abbildung 2). ...
The results of the empirical study on management competence are now being implemented in particular in the practice of management education. This applies to various specialist areas, including nursing and care management.
There are also new scientific publications that deal both with the eight "elements of management competence" and the questions of management education. On the one hand, there are concrete applications of new scientific findings. On the other hand, there are corresponding extensions through new questions from the practice of care management. (Impulses) This makes the work in this area particularly exciting.
The current challenge is to communicate the scientific findings in practice, to raise awareness and to strengthen nursing managers through appropriate practical theories. The focus is on clarity, competence and consistency.
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