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  • 2014

  • Iucu, Oana (2014): ’e-Protocol’ AND IC. In: TRANSYLVANIAN REVIEW OF ADMINISTRATIVE SCIENCES, S. 21-33

    Abstract: The current research aims at providing the academic world with a new integrated and cross-disciplinary approach to Protocol and IT&ICT consequences for administrative staff training. The need to upgrade and update the training programs for public administrations staff according to IC&T requirements matches the prospective expert / professionals framework of competences. A key observation is that the litera-ture in the feld of staff training for social and institutional protocol within notorious training centers focuses more on the status-quo of the desirable competences and less on technology. By means of a rather refexive set of tools, we have tried to offer some support so as to digitize the social and institutional protocol, thus promoting some software packages designed by experts in both fields. Moreover, this software is likely to sustain both training and professional development pro-grams as well as effcient specialized procedures for promotion and simulation.

    Keywords: Ausbildung, Digitalisierung, diplomatic training, Disziplin, Erziehungswissenschaften, Informations- & Kommunikationstechnik, Mensch-Technik-Relationen (MTR), Realtechnik, social protocol, SV, Technik, Verwaltung

  • 2010

  • Soucek, Roman; Pospech, Ivonne; Moser, Klaus (2010): Evaluation eines Trainings zur Förderung sozialer Kompetenzen von Auszubildenden. In: Zeitschrift für Arbeits- und Organisationspsychologie A&O 54 (4), S. 182-191. DOI: 10.1026/0932-4089/a000032

    Abstract: This paper discusses approaches to promote social competence in the context of vocational training and presents a training program for apprentices. The proposed training intervention addresses issues concerning communication and cooperation and encompasses several teamwork exercises as well as role-playing exercises in order to foster the apprentices' skills. Furthermore, an integrated workshop with apprenticeship supervisors aims to improve role clarity of the trainees. The training intervention was evaluated within a longitudinal design with one pretest and two posttest assessments (N = 45). The results reveal that the training contributes to improvements of knowledge and role clarity. We also found specific effects on the improvement of social competence. In particular, a higher improvement of knowledge and role clarity is associated with higher levels of social competence. Overall, the study shows that improving the conditions of social competence, i.e., knowledge and role clarity, are critical factors for the promotion of social competence.

    Keywords: Ausbildung, Disziplin, Erziehung, Erziehungswissenschaften, Lehrling/Young professional, Postkasten, Psychologie, Rollen, Situationsbedingter Kontext, social competence training, social competences, Soziale Angemessenheit, Sozialkompetenz, Status / biologische Marker, SV, Verhalten am Arbeitsplatz, Verhalten in der Gruppe
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