A Study on Digital Competency Modeling for talent transformation in the Digital Transformation era

Author(s):  
Chan Lee ◽  
Young-Ju Yoo ◽  
Sin-Yoon Park ◽  
Sung-Ju Han
Author(s):  
Alberto A. P. Cattaneo ◽  
Luca Bonini ◽  
Martina Rauseo

AbstractDigital transformation requires the field of education to increasingly deal with the interplay between the teachers’ individual development of digital competence and institutional integration and adoption of digital technology. This is especially crucial in the vocational education context, which is closer to the world of work and, therefore, more sensitive to the disruptive changes of digitalisation. This chapter addresses this issue by proposing the result of a project that aimed to identify a new professional profile in the context of dual vocational education in Switzerland. The Digital Facilitator is a new term that refers to a teacher with advanced digital competency who is an expert in facilitating digital innovation adoption within educational institutions. Thus, it constitutes a possible concrete way to address the issue of integrating the individual and the organisational perspectives related to digital transformation. The profile is discussed by presenting an analysis of acknowledged existing frameworks and by considering the specificities of the context in which it was developed. The opportunities and challenges associated with introducing the profile are also critically addressed.


2021 ◽  
Vol 273 ◽  
pp. 12077
Author(s):  
Konstantin Zakharov ◽  
Aleksandra Komarova ◽  
Tatiana Baranova ◽  
Elena Gulk

The study discusses the specifics of digital literacy and digital competence of a big community of teachers in one of the regions of St. Petersburg. It contains the calculations of digital literacy indices and digital competency index of the teachers that were made using the range of diagnostic tools of NAFI research center. It was found that today teachers are most advanced in content and assessment, while digital resource technology and management is the least developed field of pedagogical activity where digital technologies are applied. Two levels of digital transformation are introduced in the teaching and learning process - replacement and improvement, to ensure that the zone of traditional teaching is operative. For teachers to be able to transfer successfully to the zone of pedagogical engineering, programs have to be developed to provide psychological and pedagogical support as they improve their ICT competence.


2021 ◽  
Author(s):  
Hilal Mudhafar AL-Riyami ◽  
Hamed Ali Al Subhi

Abstract With capability training becoming ever important, our Pilot in-house developed and run program during COVID-19 delivered a comprehensive digital learning ecosystem which enabled participants to develop their digital skills and competencies. The digital learning journey empowered Petroleum Development Oman (PDO) staff to become ambassadors working in collaboration to enable their department digital plans. Building on international best practices, uplifting our engineers to become data scientists will drive direct business value in an efficient decentralized manner and cater for the ever-growing demand for digital transformation. As PDO embarks into the digital world, the program offered participants customized learning paths enabling them to utilize technology to optimize their daily operations, increase efficiency and effectiveness. Also the program enabled staff to get hands-on exposure to digital projects and what other companies in the sector add a practicing in the space of digital transformation. Hence, participants have built the required digital muscle and competencies to drive PDO digital agenda and bring value to the business. With the vision of promoting and pioneering our talent and organization as future ready, the program played a vital role in reshaping PDO's image in coping with the Volatile, Uncertain, Complex and Ambiguous (VOCA) working environment. The program started as a pilot project covering a specific number of PDO staff to build their digital competencies and experiment with various learning paths and tools. Also, the program focused on on-boarding their managers into the program to fully understand the added value of launching a 19 week program with diverse approaches to build their staff's skills. Moreover, one of the key goals of the pilot project is to test various mentorship and coaching approaches to ensure higher completion rates from all participants and cater for their technical challenges. As PDO working towards corporate digital strategy, the program is paving the way to build a robust training and competency framework, a task force capable of driving change and forward looking plans. With the successful results of the pilot, replication of the methodology and maturing the program is now being taken by PDO Information technology department to corporately build digital muscle within PDO value chain. As a result of participants' first pilot project and implementation posts evaluation assessment, the management endorsed the launch of cohort 2 for the program tackling a bigger number of staff and expanding the range of competencies to tackle in the areas of data science, machine learning and personal intelligence. One of the key learnings which was implemented in cohort 2, is building a comprehensive stakeholder map and alignment plans to ensure the right path of corporate scale beyond and benefit a bigger audience within the corporate. For example, multiple workshops and engagement sessions have been done with PDO Learning Academy and technical coaches in different departments to match the outcomes from cohort 2 and the aspiration of PDO building digital competency framework. In addition, PDO digital competency development program has aspired to build an ecosystem within the organization and in collaboration with external stakeholders like universities, e-learning platforms and technical partners to ensure sustainability of such initiatives and their scalability beyond PDO. The program sparked many conversations within the ecosystem to build collaborative teams and joint task force to investigate how we can build digital competencies for our staff and as well for startups to encourage growth from various aspects.


2010 ◽  
Author(s):  
Lauren N. Robertson ◽  
Bradley J. Brummel ◽  
Amy Nicole Salvaggio

2018 ◽  
Vol 23 (09) ◽  
pp. 25-25
Author(s):  
Sabine Schützmann

Am 17. und 18. Oktober findet im Hasso-Plattner-Institut (HPI) in Potsdam zum zweiten Mal die HIMSS Impact statt: Ein englischsprachiges Symposium, welches aktuelle Trends im Gesundheitswesen, digitale Strategien und jüngste Forschungserkenntnisse beleuchtet.


2020 ◽  
pp. 37-55 ◽  
Author(s):  
A. E. Shastitko ◽  
O. A. Markova

Digital transformation has led to changes in business models of traditional players in the existing markets. What is more, new entrants and new markets appeared, in particular platforms and multisided markets. The emergence and rapid development of platforms are caused primarily by the existence of so called indirect network externalities. Regarding to this, a question arises of whether the existing instruments of competition law enforcement and market analysis are still relevant when analyzing markets with digital platforms? This paper aims at discussing advantages and disadvantages of using various tools to define markets with platforms. In particular, we define the features of the SSNIP test when being applyed to markets with platforms. Furthermore, we analyze adjustment in tests for platform market definition in terms of possible type I and type II errors. All in all, it turns out that to reduce the likelihood of type I and type II errors while applying market definition technique to markets with platforms one should consider the type of platform analyzed: transaction platforms without pass-through and non-transaction matching platforms should be tackled as players in a multisided market, whereas non-transaction platforms should be analyzed as players in several interrelated markets. However, if the platform is allowed to adjust prices, there emerges additional challenge that the regulator and companies may manipulate the results of SSNIP test by applying different models of competition.


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