Industrie 4.0 und Herausforderungen für die Qualifizierung von Fachkräften

Ahrens, Daniela; Spöttl, Georg

doi:10.5771/9783845283340-172

Cited by 20 publications

(8 citation statements)

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“…Entsprechend beschreiben Ahrens und Spöttl (2018) auch ein Komplementärverhältnis von Mensch und Technik als Werkzeug-sowie als Hybridszenario. Während die vernetzte Technik Auskunft über ihren Zustand gibt, das komplexe Gesamtsystem veranschaulicht und Handlungsoptionen vorschlägt, ist es die im Vergleich zur reinen Maschinenbedienung anspruchsvollere Aufgabe des Menschen, Daten im Lichte seiner Erfahrung zu interpretieren, Konsequenzen abzuwägen und Entscheidungen zu treffen (Ahrens & Spöttl 2018). Mit dem Anspruch, die verschiedenen Hierarchieebenen miteinander zu verknüpfen deutet sich u. a. ein Wandel in Richtung besserer IT-gestützter "Jobs auf allen Ebenen" (Ittermann & Niehaus 2018, 52) an.…”

Section: Digitalisierung Im Diskursunclassified

“…Frey & Osborne 2013;. Es werden zudem Fragen nach veränderten Berufsprofilen und Qualifikationsanforderungen gestellt sowie danach, welche Kompetenzen in einer digitalisierten Arbeitswelt benötigt werden (Ahrens & Spöttl 2018;Spöttl & Windelband 2019). Hingegen stehen Überlegungen zur aktiven Gestaltung der Digitalisierung von Arbeit eher am Anfang (Pfeiffer 2019).…”

Section: Introductionunclassified

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Jahrbuch der berufs- und wirtschaftspädagogischen Forschung 2021

2021

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Section: Digitalisierung Im Diskursunclassified

Section: Introductionunclassified

Jahrbuch der berufs- und wirtschaftspädagogischen Forschung 2021

2021

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“…However, this requires specific knowledge and qualifications and a new skills paradigm. Among the conditions that are driving the demand for new skill sets are “comprehensive integration and information transparency; increasing automation of production systems; self-management and decision-making by objects; digital communication and interactive management functions; flexibilization of the use of staff” ( Ahrens and Spöttl (2015) in Cevik Onar et al, 2018 , p. 138). Nevertheless, in the literature the debate on the need for new skills and how these can be upgraded is still in its early stages ( Pfeiffer, 2015 ).…”

Section: Transformation Of Jobs and Skillsmentioning

confidence: 99%

Work and Organizational Psychology Looks at the Fourth Industrial Revolution: How to Support Workers and Organizations?

2018

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With rapid advances in technology in several fields of human life, we are entering the Fourth Industrial Revolution (FIR), which is changing the way businesses create value, people do their work and individuals interact and communicate with each other. In this framework, many questions have arisen about how these transformations affect workers, organizations and societies, and Work and Organizational Psychology (WOP) has been called upon to address some of these open issues. In particular, this article focuses on two aspects of the FIR. The first considers the expansion of automation in the workplace and raises questions such as: how is the relationship between workers and technology changing? How is it affecting people’s well-being? How can we expect it to affect employment and equality in the future? The second is related to how job transformation will influence requirements for knowledge and skills; the main question is: which competence profile, considering hard and soft skills, is required and expected in the work of the future? The aim of the present paper is to improve the understanding of some of the major issues that workers and organizations are, or will be, asked to face, by providing information that will be useful to facilitate debate, research and interventions. In the conclusion section, research, and practical implications at organizational, political and institutional levels are discussed.

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“…Although the Engineer 4.0 will develop specific knowledge about related technologies, the capability to focusing on the whole represents one of the main required skills and, at the same time, one of the most challenging considering the new multi-technological industrial environment. Dealing with such consideration, five transverse axes are revealed as key aspects in regard with the expected qualification of engineers in the industry 4.0 framework [14]: (i) a comprehensive integration and information transparency of systems and processes, (ii) an increased automation of production systems, (iii) a selfmanagement and decision-making by systems, (iv) a digital communication and interactive management and (v) a flexible use of available engineers.…”

Section: Engineering Education 40mentioning

confidence: 99%