{"id":110129,"date":"2025-08-15T12:00:00","date_gmt":"2025-08-15T12:00:00","guid":{"rendered":"https:\/\/industry-science.com\/?post_type=article&p=110129"},"modified":"2025-08-30T11:08:10","modified_gmt":"2025-08-30T09:08:10","slug":"proactive-skill-development-in-logistics-management","status":"publish","type":"article","link":"https:\/\/industry-science.com\/en\/articles\/proactive-skill-development-in-logistics-management\/","title":{"rendered":"Proactive Skill Development in Logistics Management"},"content":{"rendered":"\n

Today\u2019s world is characterized by geopolitical uncertainties, global warming and social tensions. These dynamic conditions are presenting ongoing challenges to companies. Humans are the leading actors, or \u201cagents of change\u201d [1] in this transitional phase. <\/p>\n\n\n\n

Logistics requirements are constantly changing [2]. Prior to the coronavirus pandemic, delivery speed was the primary focus [3]. However, since then, delivery reliability has emerged as the predominant concern [4]. Requirements for production planning and control (PPC) are changing accordingly [1].<\/p>\n\n\n\n

Obstacles in production planning and control<\/h2>\n\n\n\n

Wiendahl, whose work looks at socio-technical influences, identified a variety of obstacles in PPC [2]. He distinguishes between obstacles that are primarily actor- and organization-related and such that are primarily software- and function-related (Fig. 1). It is the actor- and organization-related obstacles (for example diverging actor interests) that lead to unsubstantiated decisions in the design of PPC.<\/p>\n\n\n\n

\"Obstacles
Figure 1: Obstacles in production planning and control. \u00a9 Wiendahl<\/figcaption><\/figure>\n\n\n\n

To overcome these obstacles, Wiendahl recommends both logistics training and consistent change management <\/a>[2]. Similar to other research on socio-technical adaptability (see [5]), Wiendahl only considers a company\u2019s situation from the date employees join the respective organization. Proactive steps\u2014such as employee training measures\u2014are not considered. In this article, the focus is placed on skills development in training.<\/p>\n\n\n\n

Overcoming these obstacles requires, among other things, the realization that some are inherent to the system and therefore cannot be actively avoided. As a result, it is becoming increasingly important to strengthen employees\u2019 ability to deal with occuring obstacles, tolerate contradictions and maintain their ability to act. Remaining obstacles can be addressed through adequate reflective competence. Given the proactive approach to the obstacles outlined above, it is crucial to foster a broad socio-technical skill profile in the training of future PPC professionals, equipping them to navigate and drive transformation within complex digitalized settings.<\/p>\n\n\n\n

Future skills as a foundation for transformation<\/h2>\n\n\n\n

In addition to the necessary technical and methodological skills, transformation is rooted in soft skills such as the ability to reflect, to create and to work under pressure. Social skills, such as the ability to deal with conflict and criticism, are also crucial (Fig. 2). In education, this is referred to as future skills. According to Ehlers [6], future skills represent a competence framework with a specific content focus. At their core, these skills aim to ensure that people remain capable of acting in dynamic and urgent contexts. Future skills are value-based and can be acquired through learning processes.<\/p>\n\n\n\n

\"Adaptive
Figure 2: Adaptive competencies. \u00a9 Nyhuis<\/figcaption><\/figure>\n\n\n\n

In companies, appropriately trained professionals can act as essential elements of progress. However, the bustling day-to-day life of an organization often leaves little time for (further) training of employees <\/a>regarding their skills profile. Therefore, when joining their respective organization, future employees should ideally come equipped with interdisciplinary skills that will remain relevant in the years ahead.<\/p>\n\n\n\n

The Berufliche Hochschule Hamburg (BHH) meets the demands of this graduate profile by integrating future skills into its curriculum and providing coaching support for learners. BHH\u2019s four-year study-integrated apprenticeship (siA) [7] combines traditional vocational training with academic courses. This form of training, which is now being tested and practiced in Hamburg, offers the advantage that participants in siA courses can gain practical work experience as well as an academic degree.<\/p>\n\n\n\n

They study at three locations: company, vocational school and university. Both in modules designed for this purpose and during coaching, siA participants reflect on their ambivalent experiences at the three learning locations in a resource- and strength-oriented manner. Future graduates are supported in developing a skills profile that enables them to remain capable of acting in dynamic change processes. The following section looks at the Industrial Management course, which focuses on industrial value-adding processes and on production planning and control.<\/p>\n\n\n\n

Description model<\/h2>\n\n\n\n

An initial description model is being developed to assess the influence of future skills teaching on the skills profile of graduates of the Industrial Management course and their ability to deal with the obstacles of PPC shown in Figure 1.<\/p>\n\n\n\n

Description models represent empirical phenomena without directly analyzing and explaining them. However, they can provide valuable indications of potential process anomalies [8]. The description model developed in the present case is based on empirical studies on \u201cagents of change\u201d [1] and on the obstacles of PPC [2], which were deductively combined with insights drawn from the authors\u2019 own practical experience in the field. Figure 3 reflects on the individual transformation skills from Figure 2 and uses them as the foundation for an exemplary network of relationships with the actor- and organization-related PPC obstacles.<\/p>\n\n\n\n

\"Insufficient
Figure 3: Insufficient transformation skills and the resulting exemplary PPC obstacles. \u00a9 Heins<\/figcaption><\/figure>\n\n\n\n

A key strength of this competence-oriented, deductive approach is its strategic and preventative nature. By defining the skills required for successful logistics management in an increasingly changing environment, requirements for future employees can be identified. Simultaneously, it allows for the creation of targeted development initiatives to effectively mitigate challenges caused by skill shortages.<\/p>\n\n\n\n

Exchange with experts\u2014a long-standing PPC consultant from a service company for the technical maintenance<\/a> of complex capital goods and a manager of a PPC software company\u2014clearly demonstrates the validity of the derived network of relationships. If, for example, employees struggle with criticism and conflict, they may refrain from asserting their own\u2014possibly correct\u2014perspective in such situations. This can result in reduced self-efficacy, reinforcing a self-image of possessing poor conflict-handling skills. Even if the person is highly skilled in logistics, this may prevent them from devising effective solutions in production, ultimately jeopardizing order deadlines.<\/p>\n\n\n\n

This relationship (and, by extension, other relationship chains from Figure 3) potentially impacts logistics performance directly while also indirectly influencing the necessary digitalization processes. A lack of understanding of logistics, for instance, may also lead to a lack of basic data and therefore unsuitable IT systems for PPC support, ultimately resulting in limited logistics performance.<\/p>\n\n\n\n

The description model emphasizes the crucial role of a skills profile that supports the ability to operate effectively in complex situations. Regarding the curriculum, there is no universally valid set of future skills that can be defined for every academic or vocational course. Rather, it is necessary to detect which social or sector-specific developments require which skills profile. The aim should be to take a closer look at a few key skills, firmly integrate them and offer learners a framework within which they can be practiced [9].<\/p>\n\n\n\n

This article therefore focuses on the following aspects:<\/p>\n\n\n\n

1) Critical reflection skills<\/p>\n\n\n\n

2) Decision-making skills, which includes transformation skills such as willingness to shape change, readiness to take on responsibility, and the ability to handle criticism and conflict (Figure 3)<\/p>\n\n\n\n

3) Tolerance of ambiguity, which serves as a more comprehensive term for the resilience competence (Figure 3)<\/p>\n\n\n\n

All three points prove to be essential in the context of decisions in PPC.<\/p>\n\n\n\n

Overcoming actor- and organization-related obstacles in PPC<\/h2>\n\n\n\n

The following section explains how appropriate skills can support employees in maintaining their ability to act despite the complex and dynamic framework conditions in PPC.<\/p>\n\n\n\n