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This project task represents the 'think tank'of the European KM Forum as it defines on one hand the project's direction form the very beginning and on the other hand develops strategic visions for KM in Europe. Baseline for all this is the European Council's objective for Europe to become the most competitive and dynamic knowledge - based economy in the world by 2002.The document presents five scenarios for future work in the knowledge economy that have been developed on the basis of a formal scenario planning technique. The scenarios are used as a means for identifying directions for future research in KM in Europe. This work is still in progress and thus no conclusions of direct recommendations for future research are given here yet. However, the knowledge economy scenarios provide stimulating means for baseline of discussion and moreover describe diverse potential future European KM environments.The first document contains an extract from deliverable D1.2 of the IST project European KM Forum - European Knowledge Management Forum. The second is the full version.

They've got the smarts and the confidence to get a job, but increasing numbers of the millennial generation — those in their mid-20s and younger — are deciding corporate America just doesn't fit their needs. So armed with a hefty dose of optimism, moxie and self-esteem, they are becoming entrepreneurs. "People are realizing they don't have to go to work in suits and ties and don't have to talk about budgets every day," says Ben Kaufman, 20, founder of a company that makes iPod accessories. "They can have a job they like. They can create a job for themselves."

"They want to create a custom life and create the kind of career that fits around the kind of life they want," says Bruce Tulgan, the founder of RainmakerThinking, a management training firm in New Haven, Conn., and an author specializing in generational diversity in the workplace. Experts say these children of the baby-boom generation, also known as Gen Y or echo boomers, are taking to heart a desire for the kind of work-life balance their parents didn't have. They see being their own boss as a way to resolve the conflict. So now they're pressing ahead with new products or services or finding a new twist on old-style careers. They're at the leading edge of a trend toward entrepreneurship that has bubbled for decades and now, thanks in large part to technology, is starting to surge. "It is a fun-loving generation," says Ellen Kossek, a Michigan State University professor in East Lansing who has spent 18 years researching workplace flexibility. "They view work as part of life, but they don't live to work the way we were socialized as boomers. There is a real mismatch between what the young generation wants and what employers are offering."

Those who have studied generations in the workplace, such as author David Stillman of Minneapolis, do have some insights. Stillman, who co-wrote the 2002 book When Generations Collide, say these young workers have very different ideas than earlier generations. "This generation has the group-think mentality," he says. "When you are raised to collaborate at home, then you are taught how to do that in middle school and practice it in college, you show up at work saying 'Where's my team?' They're just comfortable working with peers." Many go into business with friends.

Young people's views on work and careers Future Innovators commissioned DEMOS to undertake a short study examining young people's attitudes to the future of work. It is based on a survey of 15 and 16 year olds, who are about to make decisions regarding their future, such as the careers and qualifications they are going to pursue. The study The study explores young people's attitudes towards work and skills and argues that a wider set of skills and personal attributes are likely to be required from them when they reach the workplace. The study paints a picture of a generation that understands the value of hard work: 90 per cent believe if you work hard you'll usually succeed. However, with more employers identifying skills like creativity as key to the workforce of the future, it warns of a disconnect between employers' demands and young people's skills and perceptions. It suggests that they may be entering the workforce lacking the full range of skills, which will allow them to contribute to the expansion of the economy. The study also examines some of the key influences on young people, to understand how their world views are shaped and where successful interventions might be targeted in the future. 'Parents and family' were identified ahead of school, showing the importance of both formal and informal learning. 'Ready for the future?' Full report 'Ready for the future?' Executive summary

At most companies, going AWOL during daylight hours would be grounds for a pink slip. Not at Best Buy. The nation's leading electronics retailer has embarked on a radical--if risky--experiment to transform a culture once known for killer hours and herd-riding bosses. The endeavor, called ROWE, for "results-only work environment," seeks to demolish decades-old business dogma that equates physical presence with productivity. The goal at Best Buy is to judge performance on output instead of hours. Hence workers pulling into the company's amenity-packed headquarters at 2 p.m. aren't considered late. Nor are those pulling out at 2 p.m. seen as leaving early. There are no schedules. No mandatory meetings. No impression-management hustles. Work is no longer a place where you go, but something you do. It's O.K. to take conference calls while you hunt, collaborate from your lakeside cabin, or log on after dinner so you can spend the afternoon with your kid. Best Buy did not invent the post-geographic office. Tech companies have been going bedouin for several years. At IBM (IBM ), 40% of the workforce has no official office; at AT&T, a third of managers are untethered. Sun Microsystems Inc. (SUNW ) calculates that it's saved $400 million over six years in real estate costs by allowing nearly half of all employees to work anywhere they want. And this trend seems to have legs. A recent Boston Consulting Group study found that 85% of executives expect a big rise in the number of unleashed workers over the next five years. In fact, at many companies the most innovative new product may be the structure of the workplace itself.

Companies are finding it harder to hire and retain younger people, and applications at business schools are plunging. 70 MILLION STRONG.  Nick Hahn, a managing director at Vivaldi Partners, a New York consulting firm, remembers just a decade ago when he was looking for a job, how most college graduates would have given almost anything for a top-paying spot at a big-name investment bank or consulting firm. It was taken for granted that to climb the corporate ladder they would all work 80-plus-hour weeks. That's beginning to change. Increasingly, "today, college grads ask: 'what can your firm do for me' to help them lead a more purposeful and meaningful life," says Hahn.

From Wikipedia, the free encyclopedia (Redirected from Tags) Jump to: navigation, search This article is about the information technology term. For other uses, see Tag (disambiguation). "Tags" redirects here. For the Wikipedia template list, see Wikipedia:Template messages. For a proposal for tagging in Wikipedia, see Wikipedia:WikiProject Microformats#MediaWiki issues A tag cloud with terms related to Web 2.0 A tag is a (relevant) keyword or term associated with or assigned to a piece of information (like picture, article, or video clip), thus describing the item and enabling keyword-based classification of information it is applied to.

Lifelong learning is the concept that "It's never too soon or too late for learning", a philosophy that has taken root in a whole host of different organizations. Lifelong learning is attitudinal; that one can and should be open to new ideas, decisions, skills or behaviors. Lifelong learning throws the axiom "You can't teach an old dog new tricks" out the door. Lifelong learning sees citizens provided with learning opportunities at all ages and in numerous contexts: at work, at home and through leisure activities, not just through formal channels such as school and higher education. Lifelong education is a form of pedagogy often accomplished through distance learning or e-learning, continuing education, homeschooling or correspondence courses. It also includes postgraduate programs for those who want to improve their qualification, bring their skills up to date or retrain for a new line of work. Internal corporate training has similar goals, with the concept of lifelong learning used by organisations to promote a more dynamic employee base, better able to react in an agile manner to a rapidly changing climate. In later life, especially in retirement, continued learning takes diverse forms, crossing traditional academic bounds and including recreational activities. One of the reasons why lifelong education has become so important is the acceleration of scientific and technological progress. Despite the increased duration of primary, secondary and university education (14-18 years depending on the country), the knowledge and skills acquired there are usually not sufficient for a professional career spanning three or four decades. Contents

The lifetime employment system in Japan offers employees a high degree of job security. The characteristics, foundations, extent and effects of the system are examined, as are some present strains upon it. The system's implications for education and for careers guidance in Japan are then explored. The structure of guidance services in schools, in employment offices, in universities and colleges, and for adults, are described, and are related both to the lifetime employment system and to other features of Japanese society.

Kaizen philosophy continuous incremental improvements Kaizen method   The Kaizen method of continuous incremental improvements is an originally Japanese management concept for incremental (gradual, continuous) change (improvement). K. is actually a way of life philosophy, assuming that every aspect of our life deserves to be constantly improved. The Kaizen philosophy lies behind many Japanese management concepts such as Total Quality Control, Quality Control circles, small group activities, labor relations. Key elements of Kaizen are quality, effort, involvement of all employees, willingness to change, and communication.   Japanese companies distinguish between innovation (radical) and Kaizen (continuous). K. means literally: change (kai) to become good (zen).   The foundation of the Kaizen method consists of 5 founding elements: 1. teamwork, 2. personal discipline, 3. improved morale, 4. quality circles, and 5. suggestions for improvement.   Out of this foundation three key factors in K. arise: - elimination of waste (muda) and inefficiency - the Kaizen five-S framework for good housekeeping       1. Seiri - tidiness       2. Seiton - orderliness       3. Seiso - cleanliness       4. Seiketsu - standardized clean-up       5. Shitsuke - discipline - standardization.   When to apply the Kaizen philosophy? Although it is difficult to give generic advice it is clear that it fits well in incremental change situations that require long-term change and in collective cultures. More individual cultures that are more focused on short-term success are often more conducive to concepts such as Business Process Reengineering.   When Kaizen is compared to BPR is it clear the K. philosophy is more people-oriented, more easy to implement, requires long-term discipline. BPR on the other hand is harder, technology-oriented, enables radical change but requires major change management skills.

The scenarios referred to in this workshop transcript can be found at: http://www.knowledgeboard.com/item/53115Helen Baxter Welcome to the KnowledgeBoard online workshop. Today we are talking about Scenarios for the Knowledge Economy with our guest speaker Jeroen Kemp of the EKMF. Jeroen is senior researcher and consultant at the competence centre R&D management of the German Fraunhofer Institute for Industrial Engineering and is one of the founders and co-ordinators of the European Knowledge Management Forum.

Jeroen Kemp Lauri, the way we see it is: single trends, integrated scenarios, visions, implications, ACT & PREPARE...

The demand for IT professionals has grown rapidly since 2001. The number of employed IT professionals has increased from approximately 8,400 in June 2001 to over 28,000 in June 2006. Employment growth of IT professionals of 27.3% per annum was well above 2.8% growth for all occupations. On average, about 4,000 new IT jobs were created each year between June 2001 and June 2006. About 1,300 degrees and postgraduate diplomas with an IT major were awarded in 2005. This was 24% lower than in 2003, when qualification achievements peaked. A comparison of the number of degree and postgraduate diplomas awarded, with the number of employed IT professionals yields a training rate of 5.1% in 2005. This has declined from 12.4% in 2000. The number of students enrolled for IT degrees declined by 44% between 2001 and 2005. This indicates that the number of IT graduates is likely to continue declining in the next few years. Since 2002 permanent and long-term migratory flows of IT professionals have made a small but positive contribution to the supply of IT professionals in New Zealand.