i Com pe t e nc ie s in Orga niza t iona l E-Le a r ning: Conc e pt s a nd Tools Miguel-Angel Sicilia, University of Alcalá, Spain I nfor m at ion Sc ie nc e Publishing Hershey • London • Melbourne • Singapore ii Acquisition Editor: Senior Managing Editor: Managing Editor: Assistant Managing Editor: Development Editor: Copy Editor: Typesetter: Cover Design: Printed at: Kristin Klinger Jennifer Neidig Sara Reed Sharon Berger Kristin Roth Toni Fitzgerald Jamie Snavely Lisa Tosheff Integrated Book Technology Published in the United States of America by Information Science Publishing (an imprint of Idea Group Inc.) 701 E Chocolate Avenue Hershey PA 17033 Tel: 717-533-8845 Fax: 717-533-8661 E-mail: cust@idea-group.com Web site: http://www.idea-group.com and in the United Kingdom by Information Science Publishing (an imprint of Idea Group Inc.) Henrietta Street Covent Garden London WC2E 8LU Tel: 44 20 7240 0856 Fax: 44 20 7379 3313 Web site: http://www.eurospan.co.uk Copyright © 2007 by Idea Group Inc All rights reserved No part of this book may be reproduced in any form or by any means, electronic or mechanical, including photocopying, without written permission from the publisher Product or company names used in this book are for identiication purposes only Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI of the trademark or registered trademark Library of Congress Cataloging-in-Publication Data Competencies in organizational e-learning : concepts and tools / Miguel-Angel Sicilia, editor p cm Summary: “This book addresses competencies as the key observable workplace behavior that is able to drive learning and knowledge dissemination processes inside organizations, and can be used as a guide for implementing or improving competency-based approaches to e-learning” Provided by publisher Includes bibliographical references and index ISBN 1-59904-343-2 (hardcover) ISBN 1-59904-344-0 (softcover) ISBN 1-59904-345-9 (ebook) Organizational learning Knowledge management Communication in organizations I Sicilia, Miguel-Angel, 1973HD58.82.C653 2007 658.4’012 dc22 British Cataloguing in Publication Data A Cataloguing in Publication record for this book is available from the British Library All work contributed to this book is new, previously-unpublished material The views expressed in this book are those of the authors, but not necessarily of the publisher iii Com pe t e nc ie s in Orga niza t iona l E-Le a r ning: Conc e pt s a nd Tools Ta ble of Cont e nt s Preface vi Section I: General Concepts and Management Issues Chapter I Competencies and Organizational Learning: A Conceptual Framework Miguel-Angel Sicilia, University of Alcalá, Spain Ambjörn Naeve, Royal Institute of Technology, Sweden Chapter II Competency Management Systems and Technologies 10 Shantha Liyanage, University of Auckland, New Zealand Chapter III A Survey of Competency Management Software Information Systems in the Framework of Human Resources Management 41 Alfonso Urquiza, Francisco de Vitoria University, Spain iv Chapter IV Competency Management using the Competence Performance Approach: Modeling, Assessment, Validation, and Use 83 Tobias Ley, Know-Center, Austria Dietrich Albert, University of Graz, Austria Stefanie Lindstaedt, Know-Center, Austria Chapter V Competencies Management: Applying Technologies for Strategic Management 120 Miltiadis Lytras, University of Patras, Greece Maria Mantziou, Open University of Greece, Greece Maria Pontikaki, Intralot S.A., Greece Section II: Competencies from the Viewpoint of E-Learning and Organizational Memory Chapter VI An Organizational Memory Tool for E-Learning 146 Marie-Hélène Abel, Laboratory Heudiasyc UMR CNRS 6599, University of Compiègne, France Chapter VII An Ontological Representation of Competencies as Codiied Knowledge 169 Salvador Sánchez-Alonso, Unversity of Alcalá, Spain Dirk Frosch-Wilke, University of Applied Sciences, Germany Chapter Chapter VIII Ontology-Based Approach to Formalization of Competencies 185 April Ng, Simon Fraser University Surrey, Canada Marek Hatala, Simon Fraser University Surrey, Canada Chapter IX Linking E-Government with Organizational Memory through Individual Competencies 207 Juan G Cegarra-Navarro, Universidad Politécnica de Cartagena, Spain Chapter X Designing and Implementing Views on Competencies 221 Marcel van der Klink, Open University of The Netherlands, The Netherlands Kathleen Schlusmans, Open University of The Netherlands, The Netherlands Jo Boon, Open University of The Netherlands, The Netherlands Chapter XI Ten-Competence: Life-Long Competence Development and Learning 234 Rob Koper, Open University of The Netherlands, The Netherlands Marcus Specht, Open University of The Netherlands, The Netherlands v Section III: Competencies and the Semantic Web Chapter XII An Ontology-Based Competence Management Model to Support Collaborative Working and Organisational Learning 253 José Braga de Vasconcelos, Universidade Fernando Pessoa, Portugal Chris Kimble, University of York, UK Chapter XIII Integrated Semantic-Based Composition of Skills and Learning Needs in Knowledge-Intensive Organizations 266 Simona Colucci, SisInfLab, Politecnico di Bari, Italy Tommaso Di Noia, SisInfLab, Politecnico di Bari, Italy Eugenio Di Sciascio, SisInfLab, Politecnico di Bari, Italy Francesco Maria Donini, Università della Tuscia, Italy Azzurra Ragone, SisInfLab, Politecnico di Bari, Italy Chapter XIV Semantic Web Technologies in the Recruitment Domain 299 Ralf Heese, Humboldt-Universität zu Berlin, Germany Malgorzata Mochol, Freie Universität Berlin, Germany Radoslaw Oldakowski, Freie Universität Berlin, Germany Chapter XV Ontology-Based Competency Management for Corporate E-Learning 319 Fotis Draganidis, University of Athens, Greece Gregoris Mentzas, University of Athens, Greece Chapter XVI Applying Semantic Web in Competence Management 333 Mikko Laukkanen, TeliaSonera, Finland Heikki Helin, TeliaSonera, Finland About the Authors 358 Index 367 vi Pre fa c e Companies should decide what processes and competencies they must excel at and specify measures for each ~ David P Norton The term “competency” (plural “competencies”) has become a widely used term in discussions and technical-scientiic literature that deals with organizational or workplace learning in the last years This has raised the need for many professionals and scholars to have a full understanding of the meaning and implications of the concept However, there is not a reference guide for people who want to have such overall understanding, and the monographs or books dealing with the subject it from a single, speciic perspective, which in my view restricts the landscape to a single aspect This book attempts to ill this gap in the subject of competencies by bringing together different author proiles and different interests and perspectives with regard to competencies In a nutshell, competencies can be deined as observable capabilities of individuals for speciic work situations Since they are observable, they are subject to measurement in some way This provides a convenient approach to the measure of organizational capability in regards to human resources However, there is not a single account of how competencies can be measured, since their deinition is complex in several aspects These aspects include their deinition, relationships, similarities or complementarities, and the issues of how to derive “aggregated” competency scores or igures This last aspect is fundamental in measuring the competencies for groups or teams, and also to measure the aggregated competency of a department or an organization Aggregates are also required for the important issue of assessing the “competency gap,” in which the objective is to measure the actual capability of the organization in contrast to some organizational objectives or needs derived for some kind of statement, be it from management, market forecasts, or individual desires These are the core concepts approached from different perspectives in this book Each chapter in this book takes a different perspective in the above-mentioned and related issues I hope to have collected a selection that covers the main issues and fosters further efforts in research and in the elaboration of reference material in the topics vii Motivation The concept of competency can be used as a key element in the organizational learning and the design of information systems that are driven by representations of competencies making a more eficient organizational learning processes This statement is the underlying motivation for this book However, for such a claim to become a reality, organizations require a clear understanding and strategy regarding competencies Competencies as patterns of observable, measurable human behaviour in workplace situations can be used as a standard for measuring the capacity of employees in activities that create value of some kind Thus, a irst important issue is clarifying how to deine and represent competencies and their constituents Competency schema deinition is a legitimate research subject in itself It comprises the representation in formal languages of competency descriptions and actual competencies, and the inquiry on the relationships possible between competencies Knowledge, skills, and abilities are often considered ingredients required for competency in concrete work situations A second, related issue is assessing, measuring, and computing with competencies This includes both the procedures and methods for knowing the competency levels of employees and also the computing of aggregated competency levels for groups or organizational units This is a topic that requires a lot of attention due to the diversity of computing approaches that can be devised to solve it In addition, the assessing of “competency gaps” connects with the cycle of needs and behaviour of the organization It formalizes in some way the learning needs of an organization or unit Thus, learning activities can be planned to ill the competency gap, selecting for that the best target human resources, considering their previous competency record and the constraints of their calendar The organizational information systems, if linked to a learning management system, could be arranged and scheduled learning processes and their results tracked, selecting the best-suited learning resources Considering further the organizational issues, there is also a need to clarify the relationships of competency-driven learning with knowledge management (KM) activities, and particularly with organizational memories A straightforward connection might be that of considering learning resources as particular knowledge assets, and the processes that manage them as comprising also learning activities This allows for a competency approach in KM also All the issues mentioned above are dealt with in this book, but the material provided does not exhaust the range of approaches possible to address each of them However, the material included provides a solid ground for researchers and practitioners who in some way or another need to deal with competencies, learning technology, and/or knowledge management systems If those needs are fulilled to some extent, the objectives of the book will have been achieved The rest of this preface provides information on the process of editing this book and an overview of its organization and contents viii The Process The process of selection of papers combined an open call for chapters in popular newsgroups with targeted invitations to submit to speciic people who had experience or previous publications on the topic All the chapters had undergone a peer review process to ensure both technical and scientiic quality and also to check the appropriateness for the objectives of the book The review process proceeded in two phases: a irst one in which chapter proposals were requested and a second one in which full papers were required for those chapters that passed the irst ilter The review of the proposals was aimed at having the right contents in the book, excluding chapters that were clearly out of the scope and objectives of the call for chapters It included some brief comments on appropriateness when required, provided as a convenience for authors of full chapters to align the writing with the overall objectives of the book The review of the full chapters was aimed at ensuring technical and scientiic quality, and it attempted to provide constructive suggestions for chapters that were clearly acceptable but could be improved to provide further value to the reader After the peer review process, minor but important matters on formats and additional material were addressed Now that the book is available, it is time for the last part of the process, that is, gathering feedback from readers Receiving feedback would be for me very rewarding, even in the cases of critical comments, since it would allow me to redirect my future planned efforts in the area of competencies and e-learning This is a sincere invitation for any reader interested in the topics of the books to send me any kind of suggestion or comment Overall View of the Book The book has been organized in three parts, in an attempt to give some structure to the different viewpoints provided in each chapter However, this organization is not intended as a sharp classiication but rather as an aid for guiding the reader to the parts that could be of most interest to her or him It is my hope that chapter authors feel that their chapters have been put in the appropriate part, but many of them could have been classiied under more than one label, so that there is a degree of subjectivity in the inal choice that could perhaps be understood by some readers as a misclassiication In any case, I suggest a quick reading of the abstracts of the chapters before starting with their contents, just to have a quick idea of the diversity of topics and orientations that will be found The rest of this section provides a brief reference to the contents and main points of each chapter, intended as a roadmap for the reader Section I General Concepts and Management Issues Section I groups together papers that provide comprehensive accounts of the main concepts in the topics or the book, or that touch general issues In both cases, these chapters provide an overall view of the many surrounding topics of the paradigm of competencies This irst section of the book starts with a short contribution Ambjörn Naeve and myself This contribution is intended only as a brief essay for roadmapping future efforts in the area It built directly from the experience of the authors in modeling competencies for e-learning, ix and writing it was an useful exercise in the inception of our joint European project LUISA (Learning Content Management System Using Innovative Semantic Web Services Architecture), code FP6−2004−IST−4 027149, and other research initiatives In the second chapter, Dr Shantha Liyanage provides a comprehensive account of the competency approach and its relation to organizational learning, Web systems, and knowledge transfer The chapter addresses why learning and the competency approach are important and how learning is a part of the organizational functioning The chapter is especially interesting in that it explains clearly the main elements that are dealt with in the rest of the book, following a seamless low I strongly recommend readers start with this chapter, since it provides a good start for thinking in competencies and learning from a holistic perspective The third chapter turns attention to the software market of competency systems and also focuses on the view of competencies that is usual in the human Resource management perspective Alfonso Urquiza provides a clear view on the state of the market of software tools that includes competency management, using a detailed functional description This chapter can be read independently of the others and is especially targeted at practitioners and decision makers who are in the process of choosing a software platform for Human Resource Management that includes the competency approach in some way Tobias Ley, Dietrich Albert, and Stefanie Lindstaedt provide in the fourth chapter a different contribution, which reports a substantial advancement in the practice of competency management in organizations They start reviewing current competency approaches and the models available, along with the main future challenges for the ield From that initial analysis, the authors devise a new approach with a strong theoretical background, and then provide relevant evaluation data The resulting model is a relevant contribution to competencies as a management discipline, and the chapter illustrates a research methodology that can be useful for readers who are seeking ways of testing or creating tailored competency management models for their organizations or institutions Chapter V takes a completely different approach in introducing concepts related to competencies Miltiadis Lytras, Maria antziou, and Maria Pontikaki approach competencies through real-world scenarios, providing a fresh look at several managerial topics The chapter provides a number of “must haves” for competency solutions from a management perspective For readers who have never been involved in competencies, this chapter might be the best option to start, since it provides informal, real-life examples of the implications of competencies in management Section II Competencies from the Viewpoint of E-Learning and Organizational Memory The second section of the book includes chapters with an emphasis on e-learning or knowledge management elements as organizational memories In Chapter VI, Marie-Hélène Abel describes the E-MEMORAe tool, which supports an organizational goal-driven approach based on the concept of learning organizational memory It takes knowledge, know-how, and behaviours as the main elements of competencies, and connects them with the concept of organizational memories The tool described takes a Semantic Web approach, since it uses ontologies and semantic annotation, and it also builds on the concept of learning object This results in a state-of-the-art example on the combination of learning objects and Semantic Web for the purpose of organizational management of knowledge 362 About the Authors and marketing orientation He is currently a member of the ELIS group (E-government for Local Integration with Sustainability) Kathleen Schlusmans is an associate professor of educational sciences at the Open University of The Netherlands She specialises in designing and implementing curricula, and quality assurance of education She publishes on competency-based learning, training teachers, and designing curricula Marek Hatala is an associate professor at the School of Interactive Arts and Technology at Simon Fraser University and director of the Laboratory for Ontological Research Hatala received his MSc in computer science and PhD in cybernetics and artiicial intelligence from the Technical University of Kosice His primary interests lie in areas of knowledge representation, ontologies and Semantic Web, user modeling, intelligent information retrieval, organizational learning, and e-learning His current research looks at how semantic technologies can be applied to achieve interoperability in highly distributed and heterogeneous environments, the social and technical aspects of building a distributed trust infrastructures, and what role user and user group modeling can play in interactive and ubiquitous environments Malgorzata Mochol is a graduate research assistant at the Freie Universität Berlin at the Institute for Computer Science In 2003, she earned a degree in computer science at the Technical University Berlin She is currently working on a number of research projects, including InterVal: Knowledge Nets, which uses scenario analysis to examine the impact of Semantic Web (SW) technologies on different markets; the Reisewissen project, which aims to develop a SW-based system for selecting and ranking hotels; and the KnowledgeWeb: Network of Excellence that supports the transition of SW technology from academia to industry Moreover, she is developing the MOMA Framework (metadata-based ontology matching framework), which will allow both manual (AHP-based) and automated (rule-based) detection of suitable matching approaches for the processing of a pre-deined ontological input, as well as working on the project ONTOCOM, whose aim is to create methods and tools for estimating the costs involved in ontology engineering processes Marcel van der Klink is an associate professor of educational sciences at the Open University of The Netherlands He specialises in vocational and professional education, and human resource development He publishes on competency-based learning, workplace learning, and e-learning and assessment Marcus Specht received his diploma in psychology in 1995 and completed a dissertation at the University of Trier in Germany in 1998 on adaptive learning technology From 1998 until 2005, he worked as a senior researcher at the Fraunhofer Institute for Applied Information Technology (FIT) in Germany He has rich experience in educational and contextualized technologies for learning and personalized services His main research interests are adaptive systems, contextualized computing, and intelligent interfaces He was involved in several national and European projects for applying contextualization and personalization in the ields of e-learning and collaborative systems Since 2005, he has worked as an associated Copyright © 2007, Idea Group Inc Copying or distributing in print or electronic forms without written permission of Idea Group Inc is prohibited About the Authors 363 professor for educational technologies at the Open University of The Netherlands His current research topics include learning design, personalized learning support, mobile and contextualized learning, and competence management Marie-Hélène Abel received a PhD from the University of Compiègne (France) in 1994 She was an associate professor for four years at the University of Amiens before joining the University of Compiègne in 2000 She has been in charge of the knowledge engineering and information media specialization since 2003 She has published numerous papers in journals and conferences in the e-learning or knowledge engineering domain She was in the scientiic committee of conferences on e-learning and knowledge management She takes part in European research projects She is a member of the Network of Excellence Kaleidoscope, the European Network Taconet, and the Web Intelligent Consortium She is a World Scientiic and Engineering Academy and Society fellow Maria Mantziou graduated from the Department of Primary Education, School of Education at the University of Ioannina, Greece She is a studies in education postgraduate student at the Open University of Greece Her research interests relate to the adoption of information and communication technologies in schools and the management of education She has participated in several projects related to new technologies in schools, such as eTwinning.net Maria Pontikaki has graduated from the Department of Informatics of the Athens University School of Economics & Business in 2001 She also holds an MSc from Hofstra University in New York and is now a PhD candidate at the University of Alcala, Spain She completed a master’s degree in health management at the University of Piraeus, Greece She has participated in many research and development e-business projects as a project manager and IT specialist and provides expertise to several organizations Her research interests relate to the application of the Semantic Web, knowledge management technologies, and ubiquitous networks to the management of health Mikko Laukkanen obtained his MSc in information technology from Finland’s Lappeenranta University of Technology in 1999 He is currently working for TeliaSonera Finland as a senior researcher and studying for his PhD at the University of Helsinki In his research, he concentrates on Semantic Web technologies, agent technologies, and mobile computing He is especially interested in how Semantic Web technologies can be applied to various applications areas, such as competence management Miltiadis Lytras is a faculty member in the Department of Business Administration at the University of Patras His research focuses on the Semantic Web, knowledge management, and e-learning, with more than 80 publications in these areas He has co-edited 14 special issues in international journals and has authored or edited six books He is the founder and leader of the Semantic Web and information SIG in the Association for Information Systems (http://www.sigsemis.org) He serves as the editor-in-chief for the International Journal on Semantic Web and Information Systems, International Journal of Knowledge and Learning, International Journal of Teaching and Case Studies, and AIS SIGSEMIS Bulletin Copyright © 2007, Idea Group Inc Copying or distributing in print or electronic forms without written permission of Idea Group Inc is prohibited 364 About the Authors He is also the book series editor for knowledge and learning society in IGP (http://www idea-group.com) Radoslaw Oldakowski is a graduate research associate at the Department of Business and Economics at the Freie Universität Berlin, where he obtained his university degree (German: Dipl.-Kfm.) in business information systems He is currently working on the research project InterVal-Knowledge Nets, which uses scenario analysis to examine the impact of semantic Web technologies on markets, enterprises, and individuals in various application domains Furthermore, he is a member of the research team in the Reisewissen project, whose job it is to develop a Semantic Web-based system for the searching and booking of hotels Oldakowski is also author of SemMF, a semantic matching framework, as well as co-developer of RAP, a Semantic Web framework for PHP Ralf Heese is a research assistant in the Department of Computer Science, Databases, and Information Systems at the Humboldt-Universität zu Berlin In 2001, he received his diploma in computer science Between 2001 and 2003, he worked on the project XML-Clearinghouse, which focused on the transfer of knowledge about extensible markup language (XML) technologies He is now working on the research project InterVal: Knowledge Nets, which aims to evaluate the impact of Semantic Web technologies from business and technical viewpoints Currently, his research focuses on query optimisation in RDF management systems Rob Koper is a professor and director of learning technologies research at the Open University of The Netherlands In this research, he studies and develop models and technologies to support the sharing of knowledge and learning resources in learning networks This includes work on software agents, e-portfolios, competence interoperability, learning design tools, and social exchange mechanisms Koper has more than 20 years of experience in the ield and served on numerous editorial boards, conference committees, management, and advisory boards He was, among other things, responsible for the development of educational modeling language (EML), currently an open standard through the IMS consortium (IMS learning design) Salvador Sanchez-Alonso obtained a degree in computer science from the Pontiical University of Salamanca, Spain (1997) and a PhD in computing from the Polytechnic University of Madrid (2005) Dr Sanchez-Alonso worked as an assistant professor at the Pontiical University of Salamanca from 1997 to 2000 and from 2002 to 2005 He also worked as a software engineer at a software solutions company in 2000 and 2001 Since 2005, he has been a lecturer of in the Computer Science Department of the University of Alcalá His current research interests include learning objects reusability, metadata, object-oriented technologies, and software and Web engineering Shantha Liyanage is an associate professor of technology management at the business school of the University of Auckland, New Zealand, teaching technology and innovation management to graduate and undergraduate students He holds a Bachelor of Science (Hons.) in biological sciences from the University of Colombo, Sri Lanka, and obtained his Copyright © 2007, Idea Group Inc Copying or distributing in print or electronic forms without written permission of Idea Group Inc is prohibited About the Authors 365 doctoral degree from the University of Wollongong, Australia, in innovation management Before joining the University of Auckland, Liyanage had an illustrious academic career in Australian universities He was the principal research fellow at the University of Wollongong’s Australian Research Council-funded Centre for Research Policy and contributed to the management of collaborative research of the Australian Cooperative Research Centres Programme He was appointed to the University of Queensland, Brisbane, in 1996, and he became the director of the Technology Management Centre, faculty of engineering, at the University of Queensland in Brisbane, Australia His contributions to Australian research and teaching efforts have been well recognised, and he was also instrumental in developing Australia’s irst Web-based online master’s program, which launched simultaneously in Australia, Singapore, and Hong Kong Liyanage’s scholarship is well known throughout Asia, Europe, and the U.S He was a founding member and the program manager of the Asian Science and Policy Network, sponsored by UNESCO, from 1984-1995 Dr Liyanage has extensive consulting experience with various governments and international development agencies, such as the Asian Development Bank, the World Bank, UNESCO, AusAid, and New Zealand’s International Aid and Development Agency Liyanage has published extensively and has extensive engagement in his ield, including editorial appointments in leading international journals, and he was the editor in chief of the International Journal of Learning and Change He has several visiting professorial appointments including the International Business School of Nihon University, Tokyo, Japan Simona Colucci received a laurea cum laude degree in management engineering in 2002 She is currently pursuing her PhD at Technical University of Bari Her research interests include knowledge representation, description logics, and their applications to knowledge management She has authored various papers on these topics for journals and conferences Stefanie N Lindstaedt leads the division of knowledge management at the Know-Center in Graz, Austria She is responsible for the management of many large, multi-irm projects and the scientiic strategy of the division For more than 10 years, she has been leading interdisciplinary, international projects in the ields of knowledge management, e-learning, and software engineering For the last ive years, she has focused on the issue of work-integrated learning, developing the concept of AD-HOC learning and performing research on competency development and modeling She holds a PhD in computer science from the University of Colorado (CU) at Boulder (USA) and an MS in computer science on neural networks from CU Tobias Ley studied psychology at Darmstadt University of Technology in Germany and Melbourne University in Australia, focusing on organizational psychology and human decision-making He spent a year abroad as a Fulbright scholar at the Krannert Graduate School of Management at Purdue University in the U.S., where he studied human resource management and management information systems Since 2001, he has been working at the Know-Center in Graz/Austria, where he has been leading industry-based projects in the areas of knowledge management, technology-enhanced learning, and competency management Ley holds a PhD in cognitive psychology from Karl Franzens University in Graz Copyright © 2007, Idea Group Inc Copying or distributing in print or electronic forms without written permission of Idea Group Inc is prohibited 366 About the Authors Tommaso Di Noia received a laurea degree in electronic engineering from Technical University of Bari in 2002 In 2003, he started his PhD course Currently, he is an assistant professor in information technology engineering at Technical University of Bari His research interests include description logics and their application to semantic Web, e-commerce, and knowledge management On these topics, he has published various papers in journals and international conferences He is involved in various projects on his research interests and in the organization of scientiic events Copyright © 2007, Idea Group Inc Copying or distributing in print or electronic forms without written permission of Idea Group Inc is prohibited Index 367 Index A B absorption capability 21 Academic Search Elite 203 acquire 43 acquiring licences 64 activity 225 AD-HOC environment 111 AD-HOC methodology 111 Addeco 176 AgeLine 203 align people 43 annotations 154 anticipated reciprocity 245 Appach 164 application ontology 150, 157 approval 50 architecture 164 ARIADNE 151, 166 artiicial intelligence (AI) 150 AS400 66 assessing 57 assessing competencies 93 available competencies 85 B2E 58 B31.1 application 148 basic learning 32 bid response process (BRP) 261 boundary objects 214, 215 business driver 67 business processing environment (BPE) 170 business risks 48 business source premier 203 C CA 200, 202, 206 categorization of knowledge 128 category 321 CBT 325 chief executive oficers (CEOs) 12 Cisco Systems 176 classiication of industrial sector (WZ2003) 309 CM approach 86, 91 CM developers 262 CM initiative 99 Copyright © 2007, Idea Group Inc Copying or distributing in print or electronic forms without written permission of Idea Group Inc is prohibited 368 Index CM management systems 44 CM methods 85 CM process 41 CM strategy 43, 47, 61 CM system 262 cognitive capacity 25 coherency 225 common goals 245 communal relationships 245 community-related 31 competence 181 competence development 236, 239 competence development programs 240 competence management system 261 competence manager 343 competence ontology 264 competence performance matrix 95 competence performance structure 97, 99 competence relation 266 competence space 107 competence state 97 competencies management 121, 124 competencies required 85 competencies types 128 competency 85, 93, 185, 186, 189, 197, 198, 202, 204, 222, 225, 321 competency-based 185 competency-based (e-)learning 129 competency-based annotation 128 competency-based curriculum 227 competency-based framework competency-based HRM 89 competency-based interoperability 129 competency-based learning 185, 227, 231 competency-based project stafing 90 competency-based social networking 129 competency-based training 186 competency acquisition 147 competency assessment 5, 105 competency assignments 105 competency catalogue 86 competency deinition 104, 189 competency deinition schema competency elicitation interview 86 competency gap analysi competency management 41, 51, 63, 85, 180 competency management information systems competency management systems (CMS) 13, 320 competency model 328 competency observatory 247 composite courseware 288 composite organizational competency 26 composition process 280 comprehensive strategy 43 computer 339 concept abduction problem (CAP) 281 concept contraction 280 concept contraction problem (CCP) 280 concept covering problem (CCoP) 283 concept names 276 conceptualisation 259 conferring 23 constructors 277 consultant 346 consultation 23 consult menu 164 countable set 162 D DAML debate 23 deining competencies 93 deining reusable competency deinition (RDCEO) 193 deinition(s) 277, 321 demerits 13 demonstrated behaviour 321 Desktop 339 destTopic 345 develop 43 discretionary enhancements 50 distributed organizational knowledge base (DOKB) 173 DLs 276 document 345 domain ontology 150 durability 225 E e-business 41 Copyright © 2007, Idea Group Inc Copying or distributing in print or electronic forms without written permission of Idea Group Inc is prohibited Index 369 e-business context 42 e-business transformation 45 e-government 208, 210 e-learning 32, 48, 84, 111, 147, 230, 238 e-learning academic programmes 13 e-learning application 153 e-learning platforms 242 e-learning systems 111 e-learning technology 6, 13, 20 e-learning tools 20 e-mail system 26 E-MEMORAe 146, 148 E-MEMORAe environment 164 e-portfolios 230 e-recruiting 48 e-recruitment 300 e-service 208, 213 EBSCO 203 EDTs 214 electronic distribution technologies (EDTs) 209 electronic world 208 employee-facing relations 43 employee life cycle domain 43 employee self service (ESS) 50 engineering unit 86 enterprise resource planning (ERP) 41 environment E-MEMORAe 160 ERP 54 ERP systems 235 evaluating the models 93 ex-ante 22 experiencing 23 expertise location 91 explicit or implicit 240 exploiting capability 21 extensible markup language (XML) 158 extension of IMS QTI 243 external relationship 211 F farmer 111 inite set 162 formalism 157 fragmented market 45 fuzzy 222 G generic ontology 150 German Federal Employment Ofice (BA) 306 GMS framework 260 goal, obstacles, actions, and prerequisites (GOAP) GOAP GOAP framework governance structures 19 GREEDYsolveCCoP 285 group 345 Growth and Innovation Fund (GIF) 12 grow the business 47, 49, 50 H “human capital” (HC) paradigm 42 hard competencies 148 hard OM 209 hasCompetence 345, 350 hasInterest 345, 350 hasMember 345 hasParentTopic 343 hasResource 345 hasTopic 345 HC market applications 48 heterogeneous knowledge 29 heuristics 33 hierarchical knowledge 187 hierarchical task 95 high beneits 48 higher-level learning 32 HR-BA-XML 306, 310 HR-XML 174, 199, 306, 310 HR-XML-SE 306 HRM 88 HRM purpose 86 HR practices 43 HTML site 301 human capital 42 human resources (HR) 86, 235, 325 human resources (HR) management 42 Copyright © 2007, Idea Group Inc Copying or distributing in print or electronic forms without written permission of Idea Group Inc is prohibited 370 Index human resources management (HRM) 41, 84 human resources ontology (HR ontology) 307 I IBM 176 ICMP 192 ICT 225 ICT environment 123 IEEE 188, 193, 204, 205 IEEE LTSC 193 ill-contextualised 22 ill-conceived 22 improving 57 IMS IMS-RDCEO 174 IMS consortium 174 IMS Learning Design Speciication 235 including extranet 20 inclusion assertions 277 individual-related 31 individual competencies 20 inluence 43 informal learning and community building 239 InformationBearingThing (or IBT) 181 information model 174 information repository 254 information structuring 101 information system 180, 209 information technology (IT) 1, 15, 41, 84, 234, 273, 319, 335 inquiry 23 integration of different levels 238 InternalDocument 346 internal relationship 211 Internet protocol (IP) 192 Internet technologies (semantic Web technologies) 302 Internet technology (IT) 209 interpretation function 94 intersectionOf 340 intra-organizational learning 29 intranet 20 irreducible solution 281 IT-intensive competency systems IT environment 98 IT portfolios 47 IT systems 338 J Java 337, 341, 346 Java language 337 JavaScript/HTML+SVG 164 job posting 304 job proiles 86 K KLC model 178 KM 88 KMCI 169 KMCI lifecycle model 169 KM framework 169 KM management systems 44 KM purpose 86 knowledge-based competencies 29 knowledge-sharing 21 knowledge assets 42 knowledge base 191 KnowledgeClaimEvaluation 181 knowledge economy 37 knowledge life cycle (KLC) 169 knowledge management (KM) 44, 84, 169, 254 Knowledge Management Consortium International (KMCI) 169, 170, 173 knowledge management lifecycle 180 knowledge management tools 15 knowledge mapping 90 knowledge production (KP) 170 knowledge resources 236, 239 knowledge sharing 37 knowledge space theory 94 knowledge states 94 knowsHowto 346 Korossy’s competence performance 83 KOWIEN 310 Copyright © 2007, Idea Group Inc Copying or distributing in print or electronic forms without written permission of Idea Group Inc is prohibited Index 371 L laptop 339 LD learner support service 241 learning activities 236, 240 learning activity repository learning management systems 195 learning objectives 247 learning object ontology 329 learning object repositories (LOR) 151 learning objects 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 19 5, 196, 199, 203, 204, 205, 206, 240 learning organization 17 learning outcome 192 learning path service 241 learning path speciication 244 learning performance 32 learning practices 28 learning processes 27 learning resources 154 learning services connector speciication 244 learning strategy 24 Ley 111 life cycle 173 lifelong learning 238 Lindstaedt 111 literature on competencies 126 LMS market 63 LOM 188, 190, 194, 205 LOM (learning object metadata) 151 LOM schema 194 LOR 151 low business risks 48 M mainstream competency-based learning (MCBL) 222 mainstream e-learning 240 maintain 43 MAMAS 291 management by training 225 management competencies 36 management system 188 manager self service (MSS) 50 many-to-one matching 279 many to many 275 many to one 275 mapping of contents 247 MCBL 222, 227 Memorae project 147 merits 13 messages notiication 50 meta-level learning 32 meta-metadata meta-ontology 150 metadata 185, 186, 188, 190, 193, 194, 195, 203, 204, 205 metaphors 35 Microsoft 176 minimal interpretation 95 Model XYZ 339 MSS technology 50 multi-disciplinary 227 MySQL/PHP 164 N navigation service 241 networks for lifelong competence development 241 Niku 47 non-discretionary 47 North American industry classiication system (NAICS) 309 O object-oriented languages 341 object Match (OM) 347 observing 57 OIL one-to-one matching 279 one to one 275 ontological 194 ontological agreement 128 ontological representations 196 ontology 150, 185, 190, 191, 192, 194, 195, 196, 197, 199, 204, 20 6, 343 ontology-based competence management model 253 Copyright © 2007, Idea Group Inc Copying or distributing in print or electronic forms without written permission of Idea Group Inc is prohibited 372 Index ONTOlogy COst Model (ONTOCOM) 308 ontology languages (KOWIEN) 310 ontology reuse (PMreuse) 308 OntoProper 274 OpenCyc 181 OpenCyc knowledge base 170 optical interfaces 266 optimizing 19 organization 101 organizational competencies 20 organizational competency database organizational learning 13, 36 organizational learning schedule organizational memory (OM) 152, 207 organizational needs registry organizational planning database organizational procedures 14 OS environment 66 overall frameworks 89 OWL 8, 346 OWL-DL 279 OWL-Full 279 OWL-Lite 279 P Pascal 341 PCT 216 PC technologies (PCT) 209 PDA 67 pedagogical content 152 pedagogical models 237 people-CMM process areas 45 People Capability Maturity Model 255 PeopleSoft GmbH 176 performance 95 performance assessment service 241 personnel administration 42 PMreuse 308 portfolio management 46 positioning service 241 potential development 48 Primavera 47 primitive competence 266 pro-active sharing 247 process integration 67 product-related 31 profession reference number classiication (BKZ) 309 programming Language 337, 341 project 345 project management 101 project team stafing 90 ProPer 274 ProSight 47 PsycINFO 203 PublicDocument 346 Python 350 Q Quantity-ScriptPerformance 181 R rankPotential algorithm 281 RDCEO 193, 194, 204 RDF RDF document 339 RDF format 311 RDF Schema 339 relection 23 relational relationship 211 reliable comprehensive process automation 67 repertory grid technique (RGT) 100 representation function 94 reputation 245 research and development (R&D) 99 resource 345 retain 43 return on investment (ROI) 242 rewards 47 right employees 43 risk 46 role expressions 277 role names 276 routing 50 Royal Charters 19 run the business 47 S satisicing 19 ScriptPerformanceAttributeType 181 Copyright © 2007, Idea Group Inc Copying or distributing in print or electronic forms without written permission of Idea Group Inc is prohibited Index 373 SDCBL 222, 229 Searchable Answer Generating Environment (SAGE) 274 search menu 164 self-control of participants in learning 247 self-directed competency-based learning (SDCBL) 221, 231 self-Organization Theory 246 self-sustaining system 246 Semantic-based 271 Semantic base 280 Semantic Web 8, 301, 338 Semantic Web-based 355 Semantic Web-based tool 355 Semantic Web technologies 6, 299, 333, 355 SemMF 315 service-oriented architecture (SOA) 234 SG 350 shared values 43 sharing capability 21 skill management 279 skill management systems (SMS) 271 skills investment funds (SIF) 12 skills ontology 290 SME 67 SME-type organizations 67 SMS 276 social exchange theory 244 social software 239 soft-information 208 soft-OM 209 soft competencies 148 software agents 247 software technologies 346 sourceTopic 345 SPARQL 352 speciity 225 standard occupational classiication (SOC) 309 state-of-the-art knowledge 19 strategic asset (talent) management 42 strategic management 84 subClassOf 340 subPropertyOf 340 support methodology 327 surmise relation 94 SW 121 Swedish National Labour Market Administration (AMS) 306 synthesis 101 synthesis capability 21 system architecture 323 systematic development 23 T TCL 350 TeamComposer 285 technical TEL 121 TEN-Competence project 234 test components 247 theory of practice 23 three-tier architecture 164 TM (time control) 52 topic 343 topic maps (TM 157 trainability 225 training memory 157 transactional domain 43 transform the business 47 transmission control protocol (TCP) 192 U “units of learning” (UoLs) 240 uniform resource identiiers (URIs) 302 unionOf 340 units of learning 236 usable learning objects 288 user interface 160 utilising capability 21 V valuable knowledge 171 value 46 venture 47 W WAP Server 67 Web-based learning 6, 15 Web-based tools 50 Web browser 67 Copyright © 2007, Idea Group Inc Copying or distributing in print or electronic forms without written permission of Idea Group Inc is prohibited 374 Index Web site 301 Wikipedia 230 Windows 32 66 work-integrated CM 90 workforce planning 48 worldwide HRMS 64 World Wide Web Consortium (W3C) 301 X XML XML binding 174 XML schema 176, 199 Copyright © 2007, Idea Group Inc Copying or distributing in print or electronic forms without written permission of Idea Group Inc is prohibited Looking for a way to make information science and technology research easy? 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The Benefits of the IGI Teaching Case Collection Frequent updates as new cases are available Instant access to all full-text articles saves research time No longer necessary to purchase individual cases Password-protected case instructor files included in the database For More Information Visit www.igi-online.com Recommend to your librarian today! A Product Of [...]... complexities of the competency paradigm that are relected in the requirements stated in the previous section In what follows, some e- learning technologies providing important services for that framework are referenced Bridging Competencies and Modern E- Learning Modern e- learning technology in the last years has been inluenced by the paradigm of learning objects The concept of learning object is at the... processes are needed for effective implementation of learning processes? How does learning improve the level of competencies among individuals and organizations? Using research studies conducted on e- learning academic programs, the merits and demerits of e- learning technologies are discussed The lessons learned and the challenges faced in managing competencies are discussed to address the complexity... framework has been sketched in the paper Finally, the deployment of IT-intensive competency systems requires advanced support for the representation of competencies and learning activities IMS LD and ontology languages as those used in the Semantic Web have been described as two key enabling elements in that direction References Baader, F., Calvanese, D., Mcguinness, D., Nardi, D., & Patel-Schneider,... term in his learning object deinition “any digital resource that can be reused to support learning. ” A number of speciications and standards that describe or make use of the learning object concept have evolved in the last years The basic metadata elements associated with learning objects have been described in the IEEE learning object metadata (LOM) standard (IEEE, 2002), which organizes its conceptual... can often fall behind when there are no systems in place for learning and change management The changes to labour laws, together with the expectations of employees to advance their career prospects, have also played an important role in training and learning From a career development perspective, learning needs to be seen as a mechanism to enhance an individual’s current and future potential to perform... place through consultation, face-to-face interactions, discussions, and doing things together Learning as a Continuous Process Learning requires conscious and unconscious processes that assimilate synthesis and relect on learning experiences These learning experiences can be direct, wherein individuals encounter certain experiences through his or her senses The other form of learning is through knowing... raises an additional requirement Requirement #5 The expression of needs and objectives in terms of competencies must be speciied in terms of the same model used to express the capabilities of individuals or groups In addition to the representational problems described so far, the procedures or techniques that are considered proper for the assessment of the presence of competencies in individuals require... the conscious processes of learning new theories and developing cognitive capacities to understand and to reason out certain activities and tasks Planning activities involves testing new situations and setting the learning processes on the correct trajectory Institutions have developed various learning processes in order to satisfy the learning needs of individuals In the process of learning strategy... through knowing and relecting on others’ experiences Discussions of such experiences, and the sharing of insights by teachers and others, allows the learning to take place within individuals A variety of learning processes are adopted in formal and informal learning These processes and methods of learning have been discussed extensively Kolb (1984) argued that learning is an interactive process that consists... where skilled individual employees tend to change jobs frequently This has led to managerial reluctance to provide training for their staff and a general preference to hire well-trained people who will perform at no extra cost to the irm for training or retraining Such fears are often a hindrance to maintaining learning and training efforts in organizations On the other hand, some employees maintain ... processes that assimilate synthesis and relect on learning experiences These learning experiences can be direct, wherein individuals encounter certain experiences through his or her senses The... determines a irm’s level of knowledge and learning integration Excessive learning will not necessarily result in a corresponding increase in knowledge The connection between knowledge and learning. .. meet certain outcomes These strategies often refer to what the teacher or learner may pursue in order to achieve speciic learning outcomes These strategies will relate to either learner-centered