Training

The renaissance of learning at the workplace is a result of the digitization of the world of work and related new working and organizational concepts. Vocational education and training, previously dominated by seminars and training courses, changes radically in favor of learning in the work process. Will the fourth industrial revolution enhance this development? Research and development are only at the beginning, yet first answers are emerging.

The article deals with competences for the implementation of the Industrial Internet whose further development is rather open. Statements on competences are made in the context of extreme scenarios. Concrete requirements depend on combinations of technology and organization which companies choose. So, an - supported - adaptable continuing training is important in which employees learn to carry out changing tasks in the actual work process. The article points to training forms which support competence development for digitalization of industry.

The digital cross-linking of production environments is proceeding. Within this, the qualification requirements for the employees increase. Companies and employees can cope with this by creating and applying customized vocational training concepts. Goal of this article is to introduce an approach and a corresponding procedure model to capture framework conditions as well to configure and design context-sensitive qualification measures within a company.

The increase of complexity in the field of production due to “Industrie 4.0” causes also a rapid increase of the complexity of tasks on the shopfloor level. Thus, efficient methods for the systematic identification of the competence deficits of the employees as well as new forms of knowledge management for an adequate administration of knowledge have to be established.

Today’s in-house training faces the challenge an increasing demand for work expertise against the background of a continuing reduction of staff. This paper describes how companies can meet these challenges supported by a technology-enhanced approach. A central part of the solution is an intelligent-adaptive learning system that allows employees to create learning media while solving operational challenges and, at a later time to access these media, adapted to their individual needs. The article outlines the main human, technical and organizational requirements that an integration of such an adaptive digital learning and assistance system into a company faces.

Industrial work 4.0 challenges workers due to ambiguity, self-organization, and interconnec-tedness. To qualify workers to successfully cope with these challenges, this article introduces the software-based situational learning factory that is completed like a flight simulator. By playing these so called serious games that simulate situations on the shop floor of varying complexity, employees gain experiential knowledge and improve their IT-skills.

The technological and demographic change in the automotive industry leads to challenges for competence management. Increasing requirements with regard to professional and methodological competencies, combined with shortened innovation cycles, demand an increasing flexibility in employee trainings. The research project PLUG+LEARN aims at the development of reconfigurable solutions in competence development. Competencies along the automotive value chain are pooled in order to achieve a wide application of the results. This enables an effective cooperation between the actors of the PLUG+LEARN market place.

The difference between Open and Closed Innovation is that external partners can get actively involved in all stages of the value added process and are not limited to being mere idea generators. Whilst finding solutions for their own problems and needs, creative individuals or groups of individuals can play an active role in the development of innovative products featuring new functional and design elements. In addition, Open Innovation provides further benefits in the field of image building and innovation marketing.

The term Industry 4.0 has changed from a fashionable issue to a serious research and future-topic in industrial production. Research organisations work on sophisticated technologies and concepts to implement this fourth industrial revolution, research grants are provided generously and model factories get decorated. However, many companies still cannot understand the term industry 4.0 and the related consequences on their own business. Especially small and medium sized enterprises have not understood the benefits. For that reason the currently existing learning factory at the institute of industrial management and innovation research at Graz University of Technology is enlarged to an industry 4.0 learning factory. The concept behind is the object of this article.

Die zukünftige Verstädterung führt zu einem Wachstum der urbanen Strukturen und gleichzeitig zu einer Konzentration von potenziellen Konsumenten von Gütern sowie von potenziellen Arbeitskräften der Fabriken von morgen. Dem Trend von Industrie 4.0 sowie einer Urbanisierung folgend sind daher auch die Fabriken mit ihren Arbeitsmodellen einem Wandel unterworfen. Mit dem Beginn der vierten industriellen Revolution spielt der Mensch als Produktionsfaktor weiterhin eine zentrale Rolle, allerdings ändert sich seine Rolle im Wertschöpfungsprozess. Dabei zeichnet sich immer stärker ein künftiger Mangel an qualifizierten Fachkräften ab. Der vorliegende Beitrag geht daher auf verschiedene arbeitsorganisatorische Ansätze zur Steigerung der Attraktivität urbaner Fabriken ein, welche zur Bewältigung des Fachkräftemangels einen Beitrag leisten sollen.