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The authors propose that while tacit knowledge is a valuable resource for developing new business models, its externalization presents several challenges. One major challenge is that individuals often don’t recognize their tacit knowledge resources, while another is the reluctance to share one’s knowledge with others. Addressing these challenges, the authors present an application-oriented serious game-based haptic modeling approach for externalize tacit knowledge, which can be used to develop the first versions of business models based on tacit knowledge. Both conceptual and practical design fundamentals are presented based on elaborated theoretical approaches, which were developed with the help of a design science approach. The development of the research process is presented step by step, whereby we focused on the high accessibility of the presented research. Practitioners are presented with guidelines for implementing their serious game projects. Scientists benefit from starting points for their research topics of externalization, internalization, and socialization of tacit knowledge, development of business models, and serious games or gamification. The paper concludes with open research desiderata and questions from the presented research process.
The usage of gamification in the contexts of commerce, consumption, innovation or eLearning in schools and universities has been extensively researched. However, the potentials of serious games to transfer and perpetuate knowledge and action patterns in learning factories have not been levered so far. The goal of this paper is to introduce a serious game as an instrument for knowledge transfer and perpetuation. Therefore, reqirements towards serious games in the context of learning factories are pointed out. As a result, that builds on these requirements, a serious learning game for the topic of Industry 4.0 is practically designed and evaluated.
Skill Management
(2006)
Skill management catalogues built via KMDL : integrating knowledge and business process modelling
(2004)
The efficient use of human capital is one of the most important factors in todays' business competition. Competition is strongly influenced by qualified staff. In order to aid the human resources department to keep up with strategic decisions various skill management systems have been created that make the development of human resources easier and more precise. Skill management systems are only as good as the information that they are based on. The mostly used basic information is the skill catalogue which shows the gaps of each employee or division within the company. But there are nearly no applicable methods yet to create such a catalogue thoroughly. This paper introduces a reasonable approach to create such a catalogue with the description language for knowledge-intensive processes KMDL. The skill catalogue built for skill management systems is one of the most important but still most neglected factors when introducing skill management.
In Organisationen mit mehreren hundert oder mehr Mitarbeitern ist es kaum möglich, einen Überblick über die Kompetenzen und Spezialkenntnisse von Beschäftigten zu behalten. Die Suche nach Fachleuten gestaltet sich dann oft schwierig, zum Beispiel wenn ein Projektteam zusammengestellt werden soll. Hilfe versprechen Skill- Management-Systeme, vorausgesetzt, ihre Datenbank wurde sinnvoll eingerichtet und wird laufend aktualisiert. Die Autoren beschreiben Aufbau und Struktur derartiger Systeme, fragen nach ihren kosten und nennen Kriterien für professionelle Lösungen.
In response to the impending spread of COVID-19, universities worldwide abruptly stopped face-to-face teaching and switched to technology-mediated teaching. As a result, the use of technology in the learning processes of students of different disciplines became essential and the only way to teach, communicate and collaborate for months. In this crisis context, we conducted a longitudinal study in four German universities, in which we collected a total of 875 responses from students of information systems and music and arts at four points in time during the spring–summer 2020 semester. Our study focused on (1) the students’ acceptance of technology-mediated learning, (2) any change in this acceptance during the semester and (3) the differences in acceptance between the two disciplines. We applied the Technology Acceptance Model and were able to validate it for the extreme situation of the COVID-19 pandemic. We extended the model with three new variables (time flexibility, learning flexibility and social isolation) that influenced the construct of perceived usefulness. Furthermore, we detected differences between the disciplines and over time. In this paper, we present and discuss our study’s results and derive short- and long-term implications for science and practice.
In response to the impending spread of COVID-19, universities worldwide abruptly stopped face-to-face teaching and switched to technology-mediated teaching. As a result, the use of technology in the learning processes of students of different disciplines became essential and the only way to teach, communicate and collaborate for months. In this crisis context, we conducted a longitudinal study in four German universities, in which we collected a total of 875 responses from students of information systems and music and arts at four points in time during the spring–summer 2020 semester. Our study focused on (1) the students’ acceptance of technology-mediated learning, (2) any change in this acceptance during the semester and (3) the differences in acceptance between the two disciplines. We applied the Technology Acceptance Model and were able to validate it for the extreme situation of the COVID-19 pandemic. We extended the model with three new variables (time flexibility, learning flexibility and social isolation) that influenced the construct of perceived usefulness. Furthermore, we detected differences between the disciplines and over time. In this paper, we present and discuss our study’s results and derive short- and long-term implications for science and practice.