Cyber Security Competency Model Based on Learning Theories and Learning Continuum Hierarchy

There is an urgent need for transformative changes in cyber security awareness and training programs to produce individuals and the workforce that can deal with business risks emanating from the prevailing and emerging cyber-attacks. This chapter proposes a cyber security competency model that integrates learning theories (cognitive, affective, and psychomotor), learning continuum hierarchy (awareness and training), and cyber security domain knowledge. Employing literature search of scholarly and practitioner works, together with cyber security standards from governmental and non-governmental organizations, the chapter integrates cyber security domain knowledge, learning theories, and learning continuum hierarchy to design a model of cyber security competencies suitable for use in educating individuals and the general workforce. This theoretical-based approach to designing cyber security awareness and training programs will produce skillful individuals and workforce that can mitigate cyber-attacks in the global business environment.

Cyber Security Competency Model Based on Learning Theories and Learning Continuum Hierarchy

There is an urgent need for transformative changes in cyber security awareness and training programs to produce individuals and the workforce that can deal with business risks emanating from the prevailing and emerging cyber-attacks. This chapter proposes a cyber security competency model that integrates learning theories (cognitive, affective, and psychomotor), learning continuum hierarchy (awareness and training), and cyber security domain knowledge. Employing literature search of scholarly and practitioner works, together with cyber security standards from governmental and non-governmental organizations, the chapter integrates cyber security domain knowledge, learning theories, and learning continuum hierarchy to design a model of cyber security competencies suitable for use in educating individuals and the general workforce. This theoretical-based approach to designing cyber security awareness and training programs will produce skillful individuals and workforce that can mitigate cyber-attacks in the global business environment.

The Impact of the VUCA Environment on the Digital Competences of Managers in the Power Industry

The article presents the scope of issues related to the impact of the VUCA (volatility, uncertainty, complexity, ambiguity) environment on digital competences of management staff in power companies. Each company has to deal with its own individual and personalized VUCA world typical for the power industry. Unfortunately, some organizations are not aware of its existence, and therefore they do not identify the signals coming from the external environment while still working according to the developed patterns. The VUCA approach requires changing the competency model in enterprises and focusing on its strengths. On this basis, the research problem regarding power enterprises was formulated. The problem discussed in the article below concerns the undefined and undefined influence of the VUCA environment on the emerging digital competences of managers. In connection with the identification of the research problem in this area, an attempt was made to define the aim of the study, which is to determine the impact of the connections of the VUCA world with digital competences of managers in the energy sector. To solve the research problem, quantitative research was carried out on a randomly selected sample of managers. It has been shown that leaders are more or less aware of the existence of the VUCA world. As key competences, they mention the ability to develop and adapt digital technologies to the needs of the organization or the ability to flexibly switch thinking between various problems. The novelty of the work is the identification of the connections between the VUCA world and competences and the provision also through the prism of artificial intelligence. The existence of links between the VUCA environment and digital competences was indicated, and the use of VUCA as a determinant of the impact on changing the perception of employees was analyzed.

Industry 4.0 competencies: a model for the Vietnamese workforce

Purpose This study aims to develop a competency model for the Vietnamese workforce in the era of Industry 4.0. Design/methodology/approach A combination of an online survey and a Delphi study was conducted to identify a set of skills, abilities, knowledge and personalities that are critical for effective performance in the future workplace. Findings A set of 26 competencies was identified. Similar to previous findings in the context of developed countries, the set centres around a group of competencies commonly called “21st century competencies”. It also includes characteristics unique to a developing nation. Research limitations/implications The proposed framework of competencies may not cover all human capabilities necessitated by the workplace and may include items with overlapping definitions. The study only represents the view of the business community, and its survey sample was limited in size and location. The impact of COVID-19 on the competency model was not explicitly covered during the study. Practical implications The competency model could serve as a basis for the educator to reform curricula, the policy maker to devise policies and the employer to develop training programmes. It can be used as a reference for other nations at similarly-developmental level. Originality/value The present study is among a few empirical studies regarding a model for Industry 4.0 competencies in the context of low middle-income countries and probably provides one of the first Industry 4.0 competency models for Vietnam. It also provides a novel framework for identifying and analyzing competencies.