02 SES 05.5 PS, General Poster Session
General Poster Session
The poster is intended to give an overview of the background, development and implementation of further training for vocational training personnel in the metal and electrical industry in the course of the digital transformation.
In the context of digital transformation, the design of effective and efficient production processes is a decisive factor for the economic success of small and medium-sized enterprises (SMEs) in the industrial production sector. In addition to technological and organizational excellence, this also requires highly qualified employees. Based on the descirbed changes, tasks of production organization such as the design and optimization of manufacturing processes become more important, also for skilled workers at different qualification levels (Borch & Zinke, 2008). Future skilled workers are to be prepared to cope with these requirements in the course of initial vocational training. The aim of vocational training is to develop a comprehensive competence which enables the individual to act professionally and responsibly in occupational, private and social situations (Bader & Müller, 2002, pp. 176–178). While this overarching educational goal remains untouched by the digital transformation, the necessary abilities, skills and knowledge that future skilled workers must develop in order to cope with current and future vocational situations are changing.
Frenz, Heinen, & Schlick, 2015 state that detailed predictions on the future of occupations in industrial production within the framework of existing qualification research on industry 4.0 are not yet possible. What becomes clear, however, is that the advancing digitalisation requires both new possibilities for shaping the world of vocational education and training and a corresponding qualification of the heterogeneous training personnel in vocational education and training.
While a number of more recent studies have examined the changed demands placed on skilled workers in production and have derived consequences for occupational profiles and regulatory tools (e.g. Spöttl, Gorldt, Windelband, Grantz, & Richter, 2016), there are currently no studies available that examine the consequences of digital transformation for the vocational training world with a focus on the requirement profile of vocational trainers in industrial-technical field. In addition, there is a lack of didactic concepts for qualifying the heterogeneous target group of vocational training personnel.
This contribution is intended to give an overview of how a continuing education concept , which has the aim to prepare vocational trainers in a digitized working environment to promote competences of the vocational trainees for understanding and co-designing industrial processes and products, is developed. To this end, the vocational trainers who know, understand, document and help shape the production and product development processes of their own companies must be able to do so. In addition, they must be enabled to develop new training concepts on the basis of the production processes, by means of which vocational trainees can develop the competence for understanding and co-designing industrial processes and products.
In order to achieve the described goals, a requirement analysis was first carried out. Based on these findings and a guiding didactic idea, in a second step, a concept for further training was developed and evaluated afterwards.
 The development and implementation of the training takes place within the framework of the project “AditPro²” which is promoted by the Ministry of Labour, Integration and Social Affairs of the State of North Rhine-Westphalia.
 In cooperation with the following companies: QualiTec GmbH, Gemeinschaftslehrwerkstatt der Industrie von Velbert und Umgebung e.V., WILO SE, Dörries Scharmann Technologie GmbH/ Starrag Group, MEK GmbH
The requirement analysis was divided into two areas. On the one hand, the objective requirements for specialists in product and process design in the context of digital transformation were determined. On the other hand, the prevailing vocational training concepts and the qualification profiles of the vocational training personnel, which represent the target group of the project, were collected and systematized. The requirement analysis consisted of a mix of applied methods. For developing learning processes in process management with concrete production processes, methods of qualification research and work psychological tasks analyses (Hacker, 2005, 2009; Ulich, 2011) were successfully used: First, different learning and production places within the companies were visited to gain insights into the current design of production and processes. To deepen that knowledge and find out more about the educational processes, the management was interviewed in a next step. Further, the instructors were surveyed with different methods: Questionnaires helped to assess their knowledge concerning the methods of process management and their qualification and task profiles. In direct interviews, they gave further insights about the most important training concepts. Finally, using document analysis, many documents such as existing regulations, task, performance and process descriptions and course records, which were provided by the companies, were analysed. Building on the results of the requirement analysis, a four-part workshop series was developed according to the needs and main interests reflected in the requirement analysis. The aim of these workshops was first to sensitise trainers to the ever faster and more rapidly changing working conditions in the context of digital transformation. In the further course of the training, the focus has been on the selection and use of digital media in vocational training on the basis of concrete application examples. With regard to the seminar methodology, the workshops were devel-oped according to the following four guiding principles, summarised by Sloane: simulation and real coping, experience orientation, metaview and casuistry (2006, pp. 466–486). In order to evaluate the workshops and the underlying didactic concept, in the end of each workshop the participants were asked to fill out questionnaires. Basically, these consisted of closed items that were based on selected criteria and rated on Likert scales. Further, they also included a few open-ended questions.
So far, the following two main basic results can be named: 1) In the requirement analysis, it became clear that the topic Industry 4.0 is virulent in all companies and that there is great interest in it. However, it is unclear which phenomena are exactly meant by this trend term and which concrete consequences can be expected for in-company vocational training. Here some vocational trainers are also in a double role. On the one hand, the digital transformation will result in changes in the future gainful employment of their trainees. On the other hand, the use of new media leads to changes in their own work as vocational trainers. 2) The format of a modular workshop series allows a demand-oriented selection from the individual modules for the heterogeneous group of participants, e.g. with regard to previous experience, resources, main interests and frameworks in which they train vocational trainees. From the point of view of the trainers, the distribution of further training over several relatively short periods of time should make it possible to send trainers more flexibly. In addition, the workshop format implicates an interactive design, which combines discussion sessions and phases with short input lectures. 3) So far, three of the four modules have been evaluated within the framework of implementation. The first interim results of the evaluation shows that most of the relevant criteria were rated as positive. Some aspects (such as the balance between activity and theory) were seen as especially fitting. At the present time, however, no statement can be made whether the learned methods can be used in other contexts (which still has to be proven by a transfer evaluation). This procedure will also be implemented for the fourth workshop in the further course of the project (Schmitz, Warner, & Frenz, in print).
Bader, R., & Müller, M. (Eds.). (2002). Die berufsbildende Schule 54. Borch, H., & Zinke, G. (2008). Aus- und Fortbildung aus einem Guss – Berufsbildung in der Produktionstechnologie. BWP, 43–47. Frenz, M., Heinen, S., & Schlick, C. M. (2015). Industrie 4.0: Anforderungen an Fachkräfte in der Produktionstechnik. Berufsbildung in Wissenschaft Und Praxis, 44, 12–16. Hacker, W. (2005). Allgemeine Arbeitspsychologie: Psychische Regulation von Wissens-, Denk- und körperlicher Arbeit (2., vollst. überarb. und erg. Aufl.). Schriften zur Arbeitspsychologie: Bd. 58. Bern: Huber. Hacker, W. (2009). Arbeitsgegenstand Mensch: Psychologie dialogisch-interaktiver Erwerbsarbeit: Ein Lehrbuch (1. Auflage). Lengerich [u.a.]: Pabst Science Publ.; Pabst Science Publishers. Schmitz, C., Warner, N., & Frenz, M. (in print). Anforderungen an didaktische Konzepte für das betriebliche Bildungspersonal in den Berufen der Metall- und Elektrotechnik im Zuge der Digitalen Transformation: Erfahrungen aus der Umsetzung eines Weiterbildungskonzeptes. In Digitalisierung – Fachkräftesicherung – Lehrerbildung: Antworten der Gewerblich-Technischen Wissenschaften und ihrer Didaktiken. Berlin. Sloane, P. F. E. (2006). Weiterbildung des betrieblichen Ausbildungspersonals. In D. Euler (Ed.), Berufsbildungsforschung Schweiz Schwerpunkt: Bd. 5. Facetten des beruflichen Lernens (1st ed., pp. 449–499). Bern: Hep. Spöttl, G., Gorldt, C., Windelband, L., Grantz, T., & Richter, T. (2016). Industrie 4.0 - Auswirkungen auf Aus- und Weiterbildung in der M+E Industrie. Retrieved from https://www.baymevbm.de/Redaktion/Frei-zugaengliche-Medien/Abteilungen-GS/Bildung/2016/Downloads/baymevbm_Studie_Industrie-4-0.pdf Ulich, E. (2011). Arbeitspsychologie (7., neu überarbeitete und erweiterte Auflage). Zürich, Stuttgart: Vdf Hochschulverlag AG an der ETH Zürich; Schöffer-Poeschel Verlag.
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