Work-based-Learning in the Digital Age
Roman Senderek and Volker Stich
FIR - Institute for Industrial Management, RWTH Aachen University, Campus-Boulevard 55, 52074, Aachen, Germany
Keywords: Work Design, Work Organization, Work based Learning, Learning on the Job, Vocational Training,
Division of Labour, Policy.
Abstract: This paper gives a retrospective about research and practice of work organization in Germany during the
last four to five decades followed by an outlook to new challenges in particular in relation to vocational
training concepts, which come along with the technical opportunities of the ongoing digitization. The
question, how far the work organization could contribute to preserve or enhance the employees’ knowledge
and skills will be addressed reviewing the actual state of research. Thereby the developed concepts are
matched with the current challenges and the concept of the resource based view.
1 INTRODUCTION
Digitization will change sustainably and
comprehensively the future of work and work
organization concepts. In order to manage the
growing challenges due to shorter innovation cycles
and more and more interconnected and complex
industrial production systems in the course of the so
called fourth industrial revolution, the requirements
for employees’ qualifications and skills will rise
correspondingly. For companies it will be a question
of work organization and vocational training
management whether they will be able to cope with
the challenges of the industrial transformation and to
deal with the increasing requirements for the
employees. The companies are challenged to
increase their competitiveness and capacity for
innovation as well as to ensure the improvement of
employability and adaptability of workers by
creation of attractive, stable and healthy working
conditions and through innovative concepts of
vocational training (Schmidt-Rathjens, 2007). It is
already apparent today that the highly controversial
debate regarding industrial transformation (including
discussions about alternative work organization
models) shows that different development paths are
conceivable. On the one hand, industry 4.0 can make
a significant contribution to improving working
conditions and employment opportunities by a
specific target group arrangement of work and work
organization, by a reduction of mental and physical
stress with the help of intelligent assistance systems,
by a promotion of knowledge and experience
sharing and by a more effective use of human
resources. On the other hand, increasing automation
could lead to an exclusion of employees, who are
not able to overcome the growing requirements on
their skills and qualification. For these reasons,
concepts for enterprise-related and an extra-
occupational skills management are becoming more
important (Deuse et al., 2015; Kagermann et al.,
2013).
Based on these developments, this paper gives a
retrospective about research and practice of work
organization in Germany during the last four to five
decades followed by an outlook to new challenges in
particular in relation to vocational training concepts,
which come along with the technical opportunities
of the ongoing digitization. The question, how far
the work organization could contribute to preserve
or enhance the employees’ knowledge and skills,
will be one of the most challenging questions.
2 GERMAN PROJECTS
The scientific discussion of the subject work began
with the start of the division of labour and in
particular with the mass production (Dombrowski,
2012). For many years, German economy has been
dominated by taylorist work organization models.
The principles of company management according
to Taylor are characterized by a strict separation of
manual and intellectual work, by methods of
268
Senderek, R. and Stich, V..
Work-based-Learning in the Digital Age.
In Proceedings of the 7th International Joint Conference on Knowledge Discovery, Knowledge Engineering and Knowledge Management (IC3K 2015) - Volume 3: KMIS, pages 268-273
ISBN: 978-989-758-158-8
Copyright
c
 2015 by SCITEPRESS – Science and Technology Publications, Lda. All rights reser ved

Figure 1: Initiatives and programs of the German federal government (own illustration).
separation individual work tasks in smallest possible
monotonous repetitive partial steps, by rigid
performance requirements, by a monetary incentive
pay system and by outsourcing all planning,
regulating and controlling tasks in the field of
manufacturing (Reichwald and Piller, 2009). By
combining these principles and the automation of
production, Henry Ford laid the foundation of mass
production. From a human point of view, these work
organization models have considerable
disadvantages. People were only considered as a
factor of production. On the one hand, minimal
content of work led to on-sided physical strain and
on the other hand it led to underuse of people’s
opportunities and to resignation, demotivation and
indifference to product and company with the
consequence of frequent absenteeism and a high
number of ill staff (Soder, 2015). Experiments, to
resolve negative stress and strains through
increasing the automation of production, remained
unsuccessful. Because of worker’s and mainly
labour unions’ and researchers’ permanent criticism,
need for action also has been recognized at the
political level. Since the early 1970s several
institutions initialized a number of initiatives,
programs and projects, which are shown in Figure 1.
The objective of the research program
“Humanisierung des Arbeitslebens“ was to create
human working conditions, which consider the
employees needs in the work process and develop
models for work organization and the workplace
design (BMBF, 2014). The program was replaced by
the national research and development program
“Arbeit und Technik“, which was aimed for
strengthening the innovative capacity of economy.
The focus was on use of opportunities arising
through an integrated work design and technology
(BMBF, 2014). The program “Innovative
Arbeitsgestaltung - Zukunft der Arbeit“ intended to
design the process of change in a modifying world
of work, in which the boundaries between
manufacturing and services merge more and more
and knowledge is a growing factor for economic
success. Humans and their knowledge and skills are
in the focus of the considerations. Regarding this
perspective the question was, what skills and
competencies are required to design the process of
change in the work environment actively and what
is the best way to provide specific skills profiles
(BMBF, 2014). In the initiative “Neue Qualität der
Arbeit” many institutes and companies got involved
with the design of a modern working culture and
personal policy with the aim to develop, design and
control the resources knowledge and expertise, to
achieve a higher work quality, which is a foundation
for a high innovative capacity and competitiveness
(Broll, 2013). The objectives of the program
“Lernkultur Kompetenzentwicklung” were research,
development and implementation in the area of skills
development, to satisfy the future requirements of
the company and especially of the employees,
because conventional seminar-trainings were
recognized to be no longer sufficient.
The approach of the research and development
program “Arbeiten - Lernen - Kompetenzen
entwickeln: Innovationsfähigkeit in einer modernen
Arbeitswelt“ was a holistic view to working and
learning. It was recognized that the combination of
working and learning is an important factor for
innovative capacity (BMBF, 2007). In the following
program “Zukunft der Arbeit” the challenges for
companies and people through the structural
1970 1980 1990 2000 2010 2020
1974 -1989
„Humanisierung des
Arbeitslebens“
1989 - 1996
„Arbeit und
Technik“
2006 – 2013/14
„Arbeiten - Lernen -
Kompetenzen entwickeln.
Innovationsfähigkeit in einer
modernen Arbeitswelt“
2001 - 2007
"Lernkultur Kompetenz-
entwicklung“
2001 - 2006
„Innovative Arbeitsgestaltung
- Zukunft der Arbeit“
2009 - 2013
„weiter
bilden“
2007 - 2013
„Neue Medien in
der beruflichen
Bildung“
since 2015 „Innovationen für
die Produktion, Dienstleistung
und Arbeit von morgen"
2002
Initiative „Neue
Qualität der Arbeit“
since 2014
„Digitale Medien in der
beruflichen Bildung“
since 2014
„Zukunft der Arbeit“
Work-based-Learning in the Digital Age
269

changes, the digitization and increasing
globalization, will take up and new concepts to
improve innovation capabilities and job-integrated
skill development. The initiative “weiter bilden”
should support the employees’ skill development, in
order to strengthen the company’s flexibility and
competitiveness and to increase the employability of
employees through increased participation in
training programs (BMAS, 2014). The research
program “Neue Medien in der beruflichen Bildung”
deals with questions about the quality assurance of
training and qualification programs for employees.
In this context it was considered, that learning
processes can be more flexible, more individual and
informal. However the incorporation of technology,
media pedagogy and didactics remains a crucial task
(BMBF, 2005). The aim of the subsequent research
program “Digitale Medien in der beruflichen
Bildung” is to establish new educational concepts by
the application of digital media in the vocational
education and training. In this process existing
didactic teaching and learning concepts will adapted
to a variety of technology-based learning
opportunities and will be spread out in vocational
training (BMBF, 2012).
The employment market faces major challenges,
because technological innovations, such as
digitization, changed the work environment
fundamentally and simultaneously raise new
questions. Therefore the German federal government
supports the program “Arbeit in der digitalisierten
Welt” in the context of the initiative “Innovationen
für die Produktion, Dienstleistung und Arbeit von
morgen“ research projects with this focus (BMBF,
2014).
2.1 Concepts of Humanization the
Working Life
The aim was, due to a tendency of moving away
from taylorist work organization models, to examine
options to improve job contents and relationships, to
reduce onerous (stressful) and hazardous (harmful)
work situations and to adapt the general working
conditions closer to the needs of working people
(Salfer and Furmaniak, 1981). During this and
follow-up programs important principles of work
design were formulated, which are valid up to the
present time (Hartmann, 2015). For example, the
concept of the sociotechnical system of Emery and
Trist was continued and improved (Bochum, 2015).
Nowadays it is still important that interests of the
people and organizations are considered
systematically and effectively in the development
and implementation of new technologies (Hartmann,
2015). Another important subject of the program
was the concept of task completeness (Mühlbradt,
2014). At that time it was recognized that a higher
task complexity is essential for a learning-enhancing
work organization, and for successful learning
(Bieber and Haubner, 2013). Furthermore concepts
of individualized flexible work structures were
developed. Taylorist organizational models were
characterized by the search for the optimal solution
to carry out a work task. In contrast to that, various
alternative forms of work and work systems should
be available in individualized flexible working
structuring models (Strohm and Ulich, 1997). That
way an according to various personalities and a
learning-friendly design of tasks for employees with
different abilities and work requirements is possible.
Especially in the context of demographic change,
these concepts also have great importance today, for
example for older employees or in mixed-age teams
(Hartmann, 2015). Other concepts of the program
included an autonomy oriented, participatory labour
organizations, in which employees participate in the
work organization and get more influence on their
work situation and qualifying work designs, which
should help to ensure that the employees can evolve
(Fricke, 1975). The current relevance of these issues
is reflected in the support of joint (common)
learning processes for a competent organization, in
the development of problem solving skills to deal
with complex labour requirements and in creating
new prospects for knowledge management. The
program’s deficits were, for example, that mainly
political and labour union interests were pursued and
the reference to business strategies was unclear.
2.2 Concepts of Learning Culture and
Skills Development
Extensive research and work design approaches
were dedicated to the issues of building a new
learning culture for the promotion of innovation and
competitiveness of the business location Germany
(Erpenbeck and Sauer, 2000). This new learning
culture should be shaped not only by classical
learning in further education institutions, but
increasingly from learning in the work process,
learning in the social environment as well as from
learning in network and multimedia. In addition to
the acquisition of knowledge the teaching of values,
the development of new skills, attitudes and
behaviours as well as the ability to use existing
experiences and information come to the fore should
continue (Bulmahn, 2003). Particular attention was
KMIS 2015 - 7th International Conference on Knowledge Management and Information Sharing
270

paid to informal learning in the work process and the
development of measurement concepts and
procedures and empirically determinable dimensions
and indicators of suitability for learning in the work
process (Frieling et al., 2006). A program’s
weakness was that in real life, a design of work
systems regarding suitability for learning was hardly
implemented, since the real actors of the work
system design were not reached and involved
(Hartmann, 2015).
2.3 Concepts to Strengthening the
Innovation Capacity
The degree of integration of learning into the
corporate culture is also reflected in the form of
corporate work organization. Studies of the EWCS
(European Working Conditions Survey) identified
and confirmed correlations at country level between
the characteristics of a learning-conducive work
organization and companies’ innovation
performance in 2005 and 2009 (Hartmann, 2015;
Valeyre et al., 2009). It was shown that versatile
companies exhibited a higher innovativeness which
was based mainly on the skills and qualifications of
their employees. Fundamental are an appropriate and
thoughtful work design embedded in a corporate
culture that enables simultaneous learning in digital
work environments. (BMBF, 2005). Therefore,
development of competence and the creation of a
learning culture promoting innovation are seen as
crucial priorities by the federal government in the
coming years. Since the early 2010s a number of
funding programs and initiatives have been launched
to raise awareness of the aforementioned issues. The
Federal Minister of Education and Research Mrs.
Johanna Wanka addressed the urgency and necessity
of these issues at the conference “Arbeit in der
digitalisierten Welt” in 2015. So the current core
elements of the German government’s new high-
tech strategy will be expanded to include the topic of
work in the digital world.
3 CURRENT CHALLENGES DUE
TO THE INDUSTRIAL
TRANSFORMATION
For the design of work in the course of digitization a
central task will be to implement the competence
development through learning on and in the work
process. Therefore the work design must be adapted
in the course of the digitization.
Since the impact of the digitization could not be
anticipated nowadays we have to rely on forecasts
and prognosis. However the current predictions
differ strongly from each other. For sure it can be
said that work quality, qualification requirements,
work organization and human-computer interaction
will change significantly (Botthof, 2015). The most
important transformations in the course of the
ongoing digitization are expected in the division of
labour between humans and automated systems
(Brynjolfsson and McAfee, 2014). Simple repetitive
work tasks, which require a low degree of
qualification, will be automated quickly in the
coming years (Frey and Osborne, 2013). Highly
qualified work assisting systems will become more
and more important. Consequently lower skilled
employees need to be qualified for more creative
and complex tasks. But since these workers are not
used to the classic education and training new forms
of training and especially work-based-learning
become central aspects to prevent scenarios which
Frey and Osborne describe in their publication. The
authors estimate for instance that 47 % of the current
US-American workforce will lose their jobs due to
the digitization (Frey and Osborne, 2013). Similar
conclusions are reached by a German prediction
published in the economic magazine
“Wirtschaftswoche” (Tutt, 2015). However these
first studies neglect the job creation potential of the
digitization. The Boston Consulting Group expects
for example an employment rise by 390.000 for
Germany due to the digitization (Rüßmann et al.,
2015).
However it seems very clear that these new
employment potentials are in line with a significant
shift in the skills and qualifications required (Hirsch-
Kreinsen, 2014; Rüßmann et al., 2015). Nevertheless
the digitization means also a historic opportunity for
new work design and especially work-based-
learning (Senderek et al., 2015). On the one hand
work systems for the so called Industrie 4.0 will be
set up from scratch and offer a lot of design
opportunities. On the other hand learning support
systems can be directly implemented.
4 LEARNING IN THE CONTEXT
OF THE RESOURCE BASED
VIEW
Based on the works of Penrose (1959) Barney
(1991) and Wernerfelt (1984) advanced the concept
of the resource-based view (RBV). The RBV uses
Work-based-Learning in the Digital Age
271

the competence available in the enterprise for the
explanation of strengths and weaknesses of an
enterprise in comparison to its competitors.
Competence encloses cognitive aspects and practical
abilities. Competence enables an enterprise to
achieve a competitive advantage, however in the
longer term only if competence cannot be copied
(Grant, 2005; Prahalad and Hamel, 1990).
According to Prahalad and Hamel (1990) the core
competences should be designed that they can be
used for the production of a huge number of goods
and services and provide a benefit to the customers.
Thereby a unique selling proposition can be derived
which competitors cannot imitate (1990). However
if companies totally rely on external work system
design and do not command it, advantages in
competitiveness can be copied easily. Thus the work
system design needs to include not only engineers
but also internal human resource management and
IT-experts. Consequently a competitive edge does
depend on companies abilities to design their work
systems learning conducive.
5 CONCLUSION
The need for a suitable learning-conducive work
design and organization was recognized way before
the challenges of the current digitization have arisen.
The research on work design and organization in
Germany can be divided into three phases. Firstly
concepts for the humanization of working life were
developed from the 1970s to the 1990s which shape
the analysis and design of learning-conducive
working systems. Secondly during the learning
culture and skills development research stream
methods were elaborated to determine specific
indicators analysing learning from work situations.
Finally the current research to strengthen the
innovation capacity focusses on the contribution of
work based learning to the innovativeness and
competitiveness of companies.
All three research streams provide important
contributions for the learning enhancing work
design. However the challenges of the current
industrial transformation increase the need for
further research concerning work-based-learning.
For sure work-based-learning could contribute
significantly to cope with the challenges of changing
qualification demands and provide an opportunity
for the future employability of low skilled workers.
Thus work-based-learning concepts need not only to
be incorporated early in the design of new work
systems but also have to be adapted for the
inclination of the available technologies.
In addition to that the competitiveness of
companies will depend highly on their ability to
learn. Learning can be considered as one of the core
competencies which are described in the resource
based view. Since companies’ lack of understanding
their own work systems will decrease their
competitiveness. Consequently there is a need of
qualifying the employees to understand and cope
with the new arising work systems in the age of
digitization.
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