Abstract: Several approaches for formalising prerequisite structures on skills or competencies based on the psychological theory of knowledge space have been suggested and applied for adaptive eLearning. In this paper, we will discuss how these structures may be applied in skill management in a broader sense. After introducing some formal structures for prerequisite relationships between competencies, we will briefly present an example of an adaptive eLearning system based on this approach (APeLS). Several other aspects of the system which promise to be useful for advanced skill management are discussed. In the final part of this paper, we will discuss such broader applications of the model with respect to personal as well as to organisational skill management.

This contribution introduces the so-called Workplace Learning Context as essential conceptualisation supporting self-directed learning experiences directly at the workplace. The Workplace Learning Context is to be analysed and exploited for retrieving ‘learning’ material that best-possibly matches with a knowledge worker’s current learning needs. In doing so, several different ‘flavours’ of work-integrated learning can be realised including task learning, competency-gap based support and domain-related support. The Workplace Learning Context Model, which is also outlined in this contribution, forms the technical representation of the Workplace Learning Context.

Abstract. Challenges for learning in knowledge work are being discussed. These include the challenge to better support self-directed learning while addressing the organizational goals and constraints at the same time, and providing guidance for learning. The use of competencies is introduced as a way to deal with these challenges. Specifically, the competence performance approach offers ways to better leverage organizational context and to support informal learning interventions. A case study illustrates the application of the competence performance approach for the learning domain of requirements engineering. We close with conclusions and an outlook on future work. Learning in Knowledge Work: The APOSDLE Approach With the term knowledge worker we refer to an employee of an organisation whose essential operational and value creating tasks consists in the production and distribution of knowledge (Machlup, 1962). Knowledge Workers are predominantly controlled by overall goals and expected results instead of defined procedures. Thus, they have significant autonomy in structuring their activities (such as timing and

Abstract: We present several quality criteria for skills management initiatives based on the competence-performance approach [Kor97]. The criteria can be measured empirically, they help to determine the suitability of competency assignments in an organisation. The approach is illustrated by a case study. 1 The need for Quality Criteria in Skills Management Whenever databases are being used in skills management initiatives, they usually contain assignments of competencies to people or competencies to jobs. These assignments are established through employee profiles which provide information on the competencies possessed by a certain employee, or job profiles which detail out the competency requirements of a certain job. In this paper, we define competencies as personal characteristics (knowledge, skills, abilities) of employees which are relatively stable across different situations (see also [LA03a]). Competencies can be described in terms of distinguishable elements of underlying capacities or potentials which allow job incumbents to act competently in certain situations [Ber00]. Employees dynamically combine these elements according to

Abstract. This paper seeks to suggest ways to support informal, self-directed, work-integrated learning within organizations. We focus on a special type of learning in organizations, namely on competency development, that is a purposeful development of employee capabilities to perform well in a large array of situations. As competency development is inherently a self-directed development activity, we seek to support these activities primarily in an informal learning context. AD-HOC environments which allow employees context specific access to documents in a knowledge repository have been suggested to support learning in the workplace. In this paper, we suggest to use the competence performance framework as a means to enhance the capabilities of AD HOC environments to support competency development. The framework formalizes the tasks employees are working in and the competencies needed to perform the tasks. Relating tasks and competencies results in a competence performance structure, which structures both tasks and competencies in terms of learning prerequisites. We conclude with two scenarios that make use of

CLASSIFICATION Research Paper Purpose: The paper suggests a way to support work-integrated learning for knowledge work which poses a great challenge for current research and practice. Methodology/Approach: We first suggest a Workplace Learning Context Model which has been derived by analyzing knowledge work and the knowledge sources used by knowledge workers. We then focus on the part of the context which specifies competencies by applying the competence performance approach, a formal framework developed in cognitive psychology. From the formal framework, we then derive a methodology of how to model competence and performance in the workplace. The methodology is tested in a case study for the learning domain of Requirements Engineering. Findings: The Workplace Learning Context Model specifies an integrative view on knowledge workers ’ work environment by connecting learning, work and knowledge spaces. The competence performance approach suggests that human competencies be formalized with

Abstract. We show how competence spaces that establish a strong link between competencies and the tasks in which they are applied may be used for supporting competency development in Knowledge Management and eLearning. Two scenarios illustrate the integration of competence spaces into a workplace learning environment, which supports self directed learning from a knowledge repository and enhances feedback mechanisms in a coaching process. 1.

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Despite the ever-increasing practice of using e-learning in the workplace, most of the applications perform poorly in motivating employees to learn. Most workplace e-learning applications fail to meet the needs of learners and ultimately fail to serve the organization’s quest for success. To solve this problem, we need to examine what workplace e-learning requires and how workplace e-learning systems should be developed in line with those requirements. We investigated the problem by identifying the fundamental elements of the workplace learning environment including the learner, organization, learning content and social context, and their relationships. We found that workplace e-learning should align individual and organizational learning needs, connect learning and work performance, and support social interaction among individuals. To achieve this, a performance-oriented approach is proposed in this study. Key performance indicators are utilized to clarify organizational goals, make sense of work context and requests on work performance, and accordingly help employees set up rational learning objectives and enhance their learning process. Using this approach, a prototype system has been developed and a set of experiments have been conducted to demonstrate the effectiveness of the approach.

High level functions carried out by the human brain, including comprehension and formation of speech, visual perception and construction, calculation ability, attention (information processing), memory, and executive functions such as planning, problemsolving, and self-monitoring.