Glossary: Values & Competence Management, Diagnostics & Workplace Learning

According to the 30/30/30/10 model, learning in the work process occurs as follows: 30% learning alone: self-organized learning in practical processes with AI as a planning partner; 30% learning with others: collaborative learning in practical processes with AI as a planning partner; 30% learning with AI: dialogic individual and group learning in practical processes with AI as a planning and learning partner; 10% human-led learning activities: formal learning measures, e.g. in workshops or seminars.

External assessment of values and competencies from different perspectives (managers, colleagues, employees, external partners). At Valcom as part of the assessment process for holistic competence assessment.

70% of workplace learning is experiential learning in practice, 20% is initiated by learning partners, managers, coaches and mentors, and only 10% takes place as formal learning. This model emphasizes the importance of workplace learning.

AI systems that not only react but independently pursue goals, plan, act and control processes.

Values that guide the responsible, reflective and effective use of AI in work and learning processes (e.g. responsibility, openness, respect).

Abilities to implement agreed projects with determination and actively with high adaptability even under difficult conditions. This includes decision-oriented, active, impulse-giving and consistent action.

Systematic recording and evaluation of competencies. At Valcom, this includes self-assessment and 360° feedback for precise values and competence diagnostics.

Combination of face-to-face events and self-directed learning phases, usually with e-learning. Critical view: Classic blended learning often focuses on formal knowledge transfer and does not achieve competence development. Transfer to practice usually does not occur. Valcom takes a consistently values and competence-oriented approach with the Social Blended Learning approach based on practical projects.

Professional counseling and support of a person by a coach. The coach enables the coached person to produce optimal results in a self-organized manner. Coaching is a development partnership for methodically sound values and competence development.

Form of dialogic learning in which either human learning partners or AI learning partners act as tandem partners in values and competence-oriented learning processes. With the help of semantic systems, AI extends the human learning partnership. VIA uses this approach.

Comprehensive concept for supporting self-organized learners to enable the self-organized mastery of real, complex challenges in the work process.

All strategic, organizational and didactic measures for competence and values development in organizations.

Learning form in which knowledge, reflection and competence development occur in continuous dialogue - with people and AI.

Systematic process for recording, analyzing and evaluating competencies, values and potentials, but also hard skills. At Valcom, diagnostics includes AI-supported profile creation, self-assessment and 360° feedback with subsequent visualization in the radar chart as well as justified derivation of recommendations for individual learning goals and personalized learning paths in the work process.

According to Erpenbeck/Heyse: Personal competencies (reflexively self-organized action), activity competencies (active and holistic action), professional-methodical competencies (solving problems mentally and physically) as well as social-communicative competencies (communicative and cooperative action).

Digital change in the working world through increased use of new information and communication technologies, leading to fundamental upheavals in strategy, structure, processes and culture and thus business models. Employees must act according to fundamentally changed rules and build new competencies.

All forms of learning in which digital media are available for the interactive provision and processing of learning materials. Critical view: Classic e-learning is primarily suitable for building knowledge, but does not achieve values and competence development, as the internalization of values and application in practice are missing.

All measures and strategies of a company to position itself as an attractive employer and specifically present its own strengths. Requires values management because only credible statements about corporate culture are effective in the long term.

Form of didactics significantly shaped by Rolf Arnold, based on self-determination and self-direction of learners. The learning facilitator creates the necessary framework conditions for self-organized learning processes. Learners are at the center and shape their learning processes in a self-organized manner. Basis for values and competence-oriented learning.

Didactically, technologically and culturally designed space (usually digital) that supports self-organized learning.

Occurs when people are confronted with real decision-making situations through their own actions and thereby directly develop their own values. Basis of the constructivist understanding of learning and values and competence development.

Abilities to creatively master even initially barely solvable tasks in a self-organized manner with the necessary, current professional and methodological knowledge in combination with one's own experiential knowledge. Includes experience-oriented, systematic-methodical and development-oriented action as well as action with expertise.

Reversal of classic curricula to prepare employees for future challenges: Values and competencies are the learning goals, knowledge and qualifications are necessary prerequisites.

Evaluation of a person's values and competencies by others (supervisors, colleagues, employees). Complements self-assessment and enables a differentiated picture of actual competence development.

Self-organized, targeted values and competence development at the level of the organization, teams and individuals with agile learning methods within a digital enabling space (Learning Experience Platform). Learning processes take place primarily in the work process with AI support.

Target group-oriented description of typical actions with which competencies can be made concrete and thus also measurable. Valcom uses action anchors for precise and comprehensible competence diagnostics.

Technical, professional skills and qualifications acquired through training and education. Unlike soft skills, they are easier to measure and certify, but alone are not sufficient for complex challenges.

Learning in everyday life, at the workplace, in the family or during leisure time. It is not structured in terms of learning objectives, learning time or learning support. According to the 30/30/30/10 or 70/20/10 model, up to 90% of workplace learning takes place informally.

Definition of requirements and competencies for a specific position or role. Valcom enables AI-supported creation of job profiles from around 390 soft skills, as a basis for targeted recruiting and competence development.

Generative AI that continuously accompanies employees in learning, planning, reflecting and problem-solving.

The ability to find one's way in open and unclear complex and dynamic situations, especially in the work process, in a self-organized manner. According to Erpenbeck/Heyse: Dispositions for self-organization. Competencies are more than knowledge and skills - they enable action in new, unknown situations.

Structured overview of all partial competencies of a competence model. At Valcom: Basic structure for around 390 competencies in 4 competence areas, scientifically described by Prof. Dr. Werner Sauter.

Systematic recording and analysis of competencies with the aim of identifying strengths, development areas and skills gaps in order to derive individual recommendations for learning goals and development paths. Valcom offers scientifically based competence diagnostics with AI support.

Process of self-organized building and further development of competencies. Learning and working are brought together. Requires the internalization of values in real challenges.

Systematic recording of competencies within a competence model based on observed actions using questionnaires and evaluation tools that lead to a competence profile.

Management discipline with which competencies in the company are actively and strategy-oriented controlled. Task: Describe competencies, make them transparent and enable all employees and managers to record and specifically develop competencies.

Structured description of competencies, e.g. subdivided into personal, social-communicative, activity and action-oriented as well as professional-methodical competencies. Forms the basis for systematic competence recording and development.

Individual representation of a person's competencies. At Valcom visualized as a radar chart that compares target and actual competencies and shows development areas.

Learning theory according to which learning is an active, situational and social process in which knowledge is self-directed interpreted and constructed. Self-organized learning can be successfully implemented if learning processes are individually designed.

Algorithmic procedures that imitate human cognitive abilities and replicate behaviors to independently process problems. Valcom uses AI for profile creation and learning recommendations, VIA as an AI learning partner.

In the emotional sense, experiencing and mastering dissonances. These are doubts, contradictions or confusions that are resolved; new solution patterns emerge. Destabilization is the necessary prerequisite for real competence development, as no development of action ability is possible without emotional involvement.

Personal learning cockpit that links formal and informal learning. Learners can co-design their learning environment and use diverse elements for self-organized planning, communication, collaboration and feedback. Forms the basis for targeted competence development.

Individual, continuous learning and development path over longer periods of time.

Person who supports self-organized learning processes. The learning facilitator creates the conditions for self-organized learning and enables processes of self-directed and independent knowledge exploration and knowledge acquisition. In contrast to trainers, not instructive but enabling.

Systematic recording and analysis of learning prerequisites, learning actions, learning processes and learning outcomes. Includes identification of learning needs, learning styles and development potentials as a basis for personalized learning paths.

Vision that enables all employees of a company to engage in joint, lifelong learning and actively promotes these processes. Learning becomes an integral part of the company and is primarily the responsibility of the employees themselves.

Virtual learning and communication platform for planning and managing formal learning activities. Individual and organizational learning processes are planned and controlled via the LMS, learning content is distributed and learning results are documented.

Based on algorithms that recognize patterns and regularities in data sets and can develop solutions from them to generate knowledge from experience. Basis for AI-supported competence assessment.

An experienced person (mentor) passes on their knowledge to an inexperienced person (mentee) to promote them in their personal or professional development. In contrast to coaching, the mentor does not take a neutral position.

Superordinate competencies that enable or strengthen other competencies. These include e.g. learning competence, reflection ability and self-organization ability.

Short, modular learning units ("Learning Nuggets") that are used as needed in the work process.

Describes the current working world with spatial and temporal flexibilization, agile and project-based work forms, value-based and meaningful work, de-hierarchization, participatory decision-making mechanisms, artificial intelligence and self-organization.

Ability of an organization to change the organizational values and knowledge base in a permanent learning process. This creates new problem-solving and action competencies at the company level.

Visible results of action in the work process or in projects; central measure for competence development.

Abilities to act self-critically on the basis of one's values and taking into account different perspectives. This includes responsible, self-organized, supportive action as well as holistic thinking and acting.

Real challenges in the work context that are used for competence development. At Valcom/VIA: Learning by doing in real challenges instead of in seminars. Enable the necessary emotional destabilization for competence development.

Clearly definable complexes of knowledge, skills and abilities that persons must have when performing professional activities. They are action-centered and can be verified in certification processes. Qualifications are a prerequisite for, but not identical to, competencies.

Visual representation form for competence profiles that enables a quick overview of strengths and development areas. At Valcom, target and actual profiles are compared in the radar chart.

Competence to respond to challenges and changes by adapting actions as needed. Describes the successful mastery of work-related challenges, especially in the context of disruption.

The 12-14 success-critical competencies for a specific position or role. Defined in the job profile and recorded in the assessment. Basis for focused competence development.

Evaluation of one's own competencies by the person themselves. Important part of competence diagnostics, which is supplemented by external assessments to obtain a complete picture.

Ability to act independently in complex and dynamic situations without being dependent on detailed instructions. Core of all competencies according to Erpenbeck/Heyse.

Learners plan and design their learning processes themselves. They determine goals, content, learning and social forms, media, times and learning locations themselves - usually in coordination with their manager or learning facilitator. Prerequisite for real competence development.

Further development of enabling didactics with consistently personalized learning processes with the goal that the learning concept is consistently aligned with the needs of the learners.

Scalable, dialogic diagnostics of values, competencies, knowledge and qualifications for individual learning planning.

Difference between existing and required competencies. Valcom visualizes skills gaps through target-actual comparison in the radar chart and thus enables targeted development measures.

Operational management of individual skills in the company. Often more technically oriented and shorter-term than the more comprehensive competence management.

Visualization and analysis of existing and required skills at individual, team and organizational level.

Semantic model that makes relationships between skills transparent and enables AI-supported derivations.

Systematic ordering of hard and soft skills for comparability and strategic development.

Values and competence-oriented blended learning in connection with a challenging practical project or difficult practical tasks with the integration of social software and AI learning partners to learn self-organized and networked learning.

Competence-oriented e-learning with social software. Aims at the development of social competence through cooperative and collaborative learning forms that promote joint learning in groups.

Competence development that takes place self-organized in the work process and in the network when challenging problems are to be processed. Combines social learning with workplace learning. Learning always occurs when a new challenge in practice is required.

Values and competencies such as empathy and respect or communication, teamwork and self-organization. Valcom records around 390 scientifically based soft skills.

Comparison of target competence profile (requirements) and actual competence profile (current development). Basis for identifying skills gaps and deriving development measures.

Ability to work together collegially and sensitively with a sense for the opinions, needs and feelings of others, to break up established patterns of action and actively contribute to conflict resolution.

The requirement that competence assessments lead to high acceptance among decision-makers and employees. Requires comprehensive information, involvement of those affected, high transparency and open communication.

The goal is to identify, attract, deploy, develop and permanently retain the potential of all talents - i.e. all employees and managers. Not only high potentials, but all employees are in focus.

Systematic ordering and classification of terms. At Valcom: The soft skills taxonomy with around 390 soft skills and values terms in 4 competence areas, developed by Prof. Dr. Werner Sauter.

Competence learning in the work process with human learning partners and the AI learning partner. These three partners acquire and exchange knowledge and reflect through action. The future of learning with AI.

System of norms, values and rules that determine the perception, thinking and action of all employees and managers. Significantly shapes the possibilities for competence development and learning in the company.

Validity: Describes the extent to which a measurement actually records the characteristics it is supposed to record. In competence assessments, social validity (acceptance) is often used.

Description of today's knowledge society: volatility (more volatile), uncertainty (more uncertain), complexity (more complex) and ambiguity (more ambiguous). Requires new competencies and continuous learning.

Organizers of self-organized action and cores of competencies. There is no competent action without values - values constitute competent action. Values can only be appropriated through self-action, self-organized.

Recording of action-guiding values of persons and teams. Valcom enables the measurement of values as a basis for targeted development and cultural fit.

Competence development requires value appropriation (value interiorization). Value interiorization is the 'eye of the needle' through which all knowledge must pass to become action-effective.

Competence development at the workplace and in work processes. According to the 30/30/30/10 or 70/20/10 model, the most effective way to develop values and competencies. Learning and working are no longer separated, but integrated.