Socioeconomic megatrends such as digitization, internationalization and demographic change are having an increasing impact on shaping the world of work and are effecting a profound transformation of work-processes and work organizations in companies. Skilled workers must be able to react appropriately to these changes, which requires a corresponding competence development. The introduction of new concepts of work and organizational concepts as well as the objective of acquiring reflexive action competence are accompanied by a change of perspective: learning in the work-process is undergoing a renaissance, as the learning content of work-processes is again being very strongly acknowledged nowadays.
In this context, continuing vocational education and training are required to respond with appropriate TVET programmes and structures. Consequently, companies are faced more than ever with the challenge of shaping work-process-related learning in such a way that it is not merely situational and random, but fosters the aimed development of competences. A few concepts for in-company training have already been established but have so far not been sufficiently investigated in relation to the importance of this issue. Although the approaches differentiate between the relationship of the place of learning and the workplace, an elaborated theoretical foundation of the criteria that support learning is still a research desideratum.
Therefore, the main question is how work-process-related learning can be shaped and organized in company work-processes from a didactic-methodological perspective and in reference to learning theories. Based on the concept of work-process-related learning that has been developed, this article discusses criteria for competence-promoting work designs and applies these exemplarily to empirically determined fundamental fields of action. Previous studies and experiences from the corporate working environment have been evaluated and summarized in order to define these fundamental fields of action, leading to specific recommendations for work-process-related learning.
Keywords: Work-based learning, work-process, competence, work-process knowledge, learning
Scientific Researcher and Lecturer
TU Dortmund University
Issue 2, Issue 9
Field of expertise/main research projects:
Support of learning processes in TVET with digital media Work process orientated competency research TVET Research Methods and Evaluation