Seitlinger Paul, Ley Tobias, Kowald Dominik, Theiler Dieter, Hasani-Mavriqi Ilire, Dennerlein Sebastian, Lex Elisabeth, Albert D.
2017
Creative group work can be supported by collaborative search and annotation of Web resources. In this setting, it is important to help individuals both stay fluent in generating ideas of what to search next (i.e., maintain ideational fluency) and stay consistent in annotating resources (i.e., maintain organization). Based on a model of human memory, we hypothesize that sharing search results with other users, such as through bookmarks and social tags, prompts search processes in memory, which increase ideational fluency, but decrease the consistency of annotations, e.g., the reuse of tags for topically similar resources. To balance this tradeoff, we suggest the tag recommender SoMe, which is designed to simulate search of memory from user-specific tag-topic associations. An experimental field study (N = 18) in a workplace context finds evidence of the expected tradeoff and an advantage of SoMe over a conventional recommender in the collaborative setting. We conclude that sharing search results supports group creativity by increasing the ideational fluency, and that SoMe helps balancing the evidenced fluency-consistency tradeoff.
Ley Tobias, Kump Barbara, Albert D.
2010
Ley Tobias, Ulbrich Armin, Lindstaedt Stefanie , Scheir Peter, Kump Barbara, Albert Dietrich
2008
Purpose – The purpose of this paper is to suggest a way to support work-integrated learning forknowledge work, which poses a great challenge for current research and practice.Design/methodology/approach – The authors first suggest a workplace learning context model, whichhas been derived by analyzing knowledge work and the knowledge sources used by knowledgeworkers. The authors then focus on the part of the context that specifies competencies by applying thecompetence performance approach, a formal framework developed in cognitive psychology. From theformal framework, a methodology is then derived of how to model competence and performance in theworkplace. The methodology is tested in a case study for the learning domain of requirementsengineering.Findings – The Workplace Learning Context Model specifies an integrative view on knowledge workers’work environment by connecting learning, work and knowledge spaces. The competence performanceapproach suggests that human competencies be formalized with a strong connection to workplaceperformance (i.e. the tasks performed by the knowledge worker). As a result, competency diagnosisand competency gap analysis can be embedded into the normal working tasks and learninginterventions can be offered accordingly. The results of the case study indicate that experts weregenerally in moderate to high agreement when assigning competencies to tasks.Research limitations/implications – The model needs to be evaluated with regard to the learningoutcomes in order to test whether the learning interventions offered benefit the user. Also, the validityand efficiency of competency diagnosis need to be compared to other standard practices incompetency management.Practical implications – Use of competence performance structures within organizational settings hasthe potential to more closely relate the diagnosis of competency needs to actual work tasks, and toembed it into work processes.Originality/value – The paper connects the latest research in cognitive psychology and in thebehavioural sciences with a formal approach that makes it appropriate for integration intotechnology-enhanced learning environments.Keywords Competences, Learning, Workplace learning, Knowledge managementPaper type Research paper
Ley Tobias, Albert D.
2003
Ley Tobias, Albert D.
2003
Ley Tobias, Albert D.
2003
We present a formalisation for employee competencies which is based on a psychological framework separating the overt behavioural level from the underlying competence level. On the competence level, employees draw on action potentials (knowledge, skills and abilities) which in a given situation produce performance outcomes on the behavioural level. Our conception is based on the competence performance approach by [Korossy 1997] and [Korossy 1999] which uses mathematical structures to establish prerequisite relations on the competence and the performance level. From this framework, a methodology for assessing competencies in dynamic work domains is developed which utilises documents employees have created to assess the competencies they have been acquiring. By means of a case study, we show how the methodology and the resulting structures can be validated in an organisational setting. From the resulting structures, employee competency profiles can be derived and development planning can be supported. The structures also provide the means for making inferences within the competency assessment process which in turn facilitates continuous updating of competency profiles and maintenance of the structures.