Glossary: Values and Competence Management, Diagnostics & Workplace Learning

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

External assessment of values and competences from various perspectives (managers, colleagues, employees, external partners). Used at Valcom as part of the assessment process for a holistic competence capture.

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 underlines the importance of Workplace Learning.

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

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

The ability to implement agreed undertakings even under difficult conditions in a strong-willed and active manner with a high capacity for adaptation. This includes decision-oriented, energetic, impulse-giving and consistent action.

The basic assumption of Workplace Learning that learning is an integral part of daily work and does not take place separately from it.

Systematic capture and evaluation of competences. At Valcom this comprises self-assessment and 360° feedback for precise values and competence diagnostics.

Combination of classroom 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. As a rule, the transfer into practice fails to materialize. With the Social Blended Learning approach, which is based on practical projects, Valcom proceeds in a consistently values- and competence-oriented manner.

Professional advice and support for 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.

A 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, the AI extends the human learning partnership. VIA uses this approach.

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

The totality of all strategic, organizational and didactic measures for competence and values development in organizations.

A form of learning in which knowledge, reflection and competence development take place in continuous dialogue – with people and AI.

Systematic process for the capture, analysis and evaluation of competences, values and potentials, but also hard skills. At Valcom, diagnostics comprises AI-supported profile creation, self-assessment and 360° feedback with subsequent visualization in a radar chart as well as the well-founded derivation of recommendations for individual learning objectives and personalized learning paths in the work process.

According to Erpenbeck/Heyse: personal competences (acting in a reflective, self-organized way), activity competences (acting actively and holistically), professional-methodological competences (solving problems mentally and physically) as well as social-communicative competences (acting communicatively and cooperatively).

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

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 to present its own strengths in a targeted manner. It requires values management, because only credible statements about corporate culture are effective in the long term.

A 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. The learners are at the center and shape their learning processes in a self-organized manner. The basis for values- and competence-oriented learning.

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

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

The ability to creatively master even initially hardly solvable tasks in a self-organized manner with the necessary, up-to-date professional and methodological knowledge in combination with one's own experiential knowledge. Comprises experience-oriented, systematic-methodological and development-oriented action as well as acting with expertise.

Reversal of classic curricula in order to make employees fit for future challenges: values and competences are the learning objectives, knowledge and qualifications are necessary prerequisites.

Evaluation of a person's values and competences by others (superiors, colleagues, employees). Complements the self-assessment and enables a differentiated picture of the actual competence expression.

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). The learning processes take place primarily in the work process with AI support.

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

Technical, professional skills and qualifications acquired through education and training. In contrast to soft skills, they are easier to measure and certify, but not sufficient on their own for complex challenges.

Learning in everyday life, at the workplace, in the family circle or in leisure time. It is unstructured with regard to learning objectives, learning time or learning support. According to the 30/30/30/10 model or 70/20/10 model, up to 90% of workplace learning takes place informally.

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

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

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

Structured overview of all sub-competences of a competence model. At Valcom: the basic structure for around 390 competences in 4 competence areas, scientifically described by Prof. Dr. Werner Sauter.

Systematic capture and analysis of competences with the aim of identifying strengths, development fields and skills gaps, in order to derive individual recommendations for learning objectives and development paths. Valcom offers scientifically sound competence diagnostics with AI support.

The process of self-organized building and further development of competences. Learning and working are brought together. It requires the internalization of values in real challenges.

Systematic capture of competences within the framework of a competence model on the basis of observed actions by means of questionnaires and evaluation tools that result in a competence profile.

A management discipline with which competences in the company are actively and strategically controlled. Its task: to describe competences, make them transparent and enable all employees and managers to capture and develop competences in a targeted manner.

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

Individual representation of a person's competences. At Valcom visualized as a radar chart that contrasts target and actual competences and shows development fields.

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

Algorithmic methods that imitate human cognitive abilities and reproduce ways of acting in order to process problems independently. Valcom uses AI for profile creation and learning recommendations, VIA as an AI learning partner.

In the emotional sense, the experiencing and overcoming of dissonances. These are doubts, contradictions or confusions that are resolved; new solution patterns emerge. Destabilization is the necessary prerequisite for genuine competence development, because without emotional involvement no development of the capacity to act is possible.

Personal learning cockpit that links formal and informal learning. Learners can help shape their learning environment and use a wide range of 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 acquisition. In contrast to trainers, not instructive but enabling.

Systematic capture and analysis of learning prerequisites, learning behavior, learning processes and learning outcomes. Comprises the identification of learning needs, learning styles and development potentials as the 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 lies primarily in the personal responsibility of the employees.

Virtual learning and communication platform for planning and managing formal learning activities. Via the LMS, individual and organizational learning processes are planned and controlled, learning content is distributed and learning outcomes are documented.

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

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

Higher-order competences that enable or reinforce other competences. These include, for example, learning competence, the ability to reflect and the ability to self-organize.

Short, modular learning units ("learning nuggets") that are used on a needs-oriented basis in the work process.

Describes the current world of work with spatial and temporal flexibilization, agile and project-based forms of work, values orientation and meaning, de-hierarchization, participatory decision-making mechanisms, artificial intelligence and self-organization.

The ability of an organization to change its organizational values and knowledge base in a permanent learning process. This gives rise to new problem-solving and action competences at the company level.

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

The ability to act self-critically on the basis of one's values and taking into account various 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. They enable the necessary emotional destabilization for competence development.

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

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

The competence to respond to challenges and changes by adapting action as required. Describes the successful mastery of work-related challenges, particularly in the context of disruption.

The 12-14 success-critical competences for a particular position or role. They are defined in the job profile and captured in the assessment. The basis for focused competence development.

Evaluation of one's own competences by the person themselves. An important part of competence diagnostics, which is supplemented by external assessments in order to obtain a complete picture.

The ability to act independently in complex and dynamic situations without being dependent on detailed instructions. The core of all competences according to Erpenbeck/Heyse.

Learners plan and shape their learning processes themselves. They define objectives, content, learning and social forms, media, times and learning locations themselves – usually in coordination with their manager or learning facilitator. A prerequisite for genuine competence development.

Further development of enabling didactics with consistently personalized learning processes, with the aim that the learning conception consistently aligns with the needs of the learners.

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

The difference between existing and required competences. Valcom visualizes skills gaps through a 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 the 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 combination with a challenging practical project or difficult practical tasks involving social software and an AI learning partner, in order to learn self-organized and networked learning.

Competence-oriented e-learning with social software. Aimed at developing social competence through cooperative and collaborative forms of learning that promote communal learning in groups.

Competence development that takes place in a self-organized manner in the work process and online when challenging problems have to be tackled. Combines Social Learning with Workplace Learning. Learning always takes place when a new challenge in practice is required.

Values and competences such as empathy and respect or communication, teamwork and self-organization. Valcom captures around 390 scientifically sound soft skills.

Contrast between the target competence profile (requirements) and the actual competence profile (current expression). The basis for identifying skills gaps and deriving development measures.

The ability to work together collegially and sensitively, with a feel for the opinions, needs and feelings of others, conscientiously, to break up entrenched patterns of action and to actively contribute to conflict resolution.

The requirement that competence captures lead to a high level of acceptance among decision-makers and employees. It requires comprehensive information, participation of those affected, high transparency and open communication.

The goal is to identify, win, deploy in a targeted manner, develop and permanently retain the potentials of all talents – that is, of all employees and managers. Not only high potentials but all employees are the focus.

Systematic ordering and classification of terms. At Valcom: the soft skills taxonomy with around 390 soft skills and value 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. It significantly shapes the possibilities for competence development and learning in the company.

Validity: denotes the extent to which a measurement actually captures the characteristics it is supposed to capture. In the case of competence captures, social validity (acceptance) is often relied upon.

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

Organizers of self-organized action and cores of competences. There is no competent action without values – values constitute competent action. Values can only be acquired through one's own action, in a self-organized way.

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

Competence development requires the appropriation of values (values interiorization). Values interiorization is the 'eye of the needle' through which all knowledge must pass in order to become effective in action.

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 values and competence development. Learning and working are no longer separated but integrated.