Design of training processes in manual order picking

Möller, Klaus; Gairing, Fritz; Mezger, Daniel; Jehnichen, Thomas Research Report Design of training processes in manual order picking Beiträge der Hochschule Pforzheim, No. 175 Provided in Cooperation with: Hochschule Pforzheim Suggested Citation: Möller, Klaus; Gairing, Fritz; Mezger, Daniel; Jehnichen, Thomas (2020) : Design of training processes in manual order picking, Beiträge der Hochschule Pforzheim, No. 175, Hochschule Pforzheim, Pforzheim, https://nbn-resolving.de/urn:nbn:de:bsz:951-opus-138 This Version is available at: https://hdl.handle.net/10419/222611 Standard-Nutzungsbedingungen: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen. 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If the documents have been made available under an Open Content Licence (especially Creative Commons Licences), you may exercise further usage rights as specified in the indicated licence. https://creativecommons.org/licenses/by-nc-nd/4.0/deed.de BEITRÄGE DER HOCHSCHULE PFORZHEIM Prof. Dr. Klaus Möller, Prof. Dr. Fritz Gairing, Daniel Mezger, Thomas Jehnichen Design of Training Processes in Manual Order Picking Nr. 175 Beiträge der Hochschule Pforzheim Nr. 175 Herausgeber: Prof. Dr. Thomas Hensel, Prof. Dr. Norbert Jost, Prof. Dr. Thomas Cleff, Prof. Dr. Roland Scherr, Prof. Dr. Christa Wehner, Prof. Dr. Hanno Beck (geschäftsführend; [email protected]) Sekretariat: N.N. Hochschule Pforzheim Tiefenbronner Str. 65 75175 Pforzheim E-Mail: [email protected] Ausgabe: Juli 2020 ISSN 0946-3755 Beiträge der Hochschule Pforzheim Nr. 175 Prof. Dr. Klaus Möller, Prof. Dr. Fritz Gairing, Daniel Mezger, Thomas Jehnichen Design of Training Processes in Manual Order Picking Beiträge der Hochschule Pforzheim Nr. 175 Index FIGURE INDEX ....................................................................................................................................... 1 1 BACKGROUND ................................................................................................................................... 1 2 METHODOLOGY ................................................................................................................................. 2 2.1 RESEARCH-METHODOLOGICAL BACKGROUND ............................................................................ 2 2.2 RESEARCH DESIGN: MIXED METHODS DESIGN .......................................................................... 4 2.3 QUANTITATIVE STUDY THROUGH SYSTEMATIC INVESTIGATIONS IN THE LERNLAGER LABORATORY 5 2.4 QUALITATIVE STUDY THROUGH REFLECTION WORKSHOPS WITH PRACTICING EXPERTS ............... 7 3 OUTCOMES ....................................................................................................................................... 7 3.1 OUTCOMES OF THE SYSTEMATIC INVESTIGATIONS IN THE LERNLAGER LABORATORY ......................... 7 3.2 RESULTS OF REFLECTION WORKSHOPS WITH PRACTICING EXPERTS .............................................. 11 3.2.1 Evaluation of the Workshops – Order Pickers ....................................................................... 11 3.2.2 Evaluation of the Workshops – Managers ............................................................................. 13 4 INTERPRETATION AND DISCUSSION ............................................................................................ 14 4.1 INTERPRETATION OF THE RESULTS FROM THE SYSTEMATIC STUDIES IN THE LERNLAGER LABORATORY .......................................................................................................................................................... 14 4.2 INTERPRETATION OF THE RESULTS FROM THE REFLECTION WORKSHOPS WITH PRACTICING EXPERTS .......................................................................................................................................................... 17 4.3 INTEGRATION AND DISCUSSION ..................................................................................................... 18 5 CONCLUSIONS ............................................................................................................................... 19 ACKNOWLEDGEMENTS ..................................................................................................................... 22 BIBLIOGRAPHY ................................................................................................................................... 22 Beiträge der Hochschule Pforzheim Nr. 175 Figure Index FIGURE 1: ERROR-TIME DIAGRAMS FOR THE FOUR PICKING TECHNOLOGIES. ................................................. 9 FIGURE 2: INITIAL TRAINING CONCEPT FOR EMPLOYEES IN MANUAL ORDER PICKING IN THE CONTEXT OF THE CORPORATE, HR AND IT STRATEGIES. .............................................................................................. 20 Beiträge der Hochschule Pforzheim Nr. 175 Abstract Logistics processes are strongly affected by automation but due to the prevailing conditions the demand for human labor will still remain in intralogistics, in particular in manual order picking. While the results of previous research work on learning processes in manual order picking are mainly available in the form of learning curves, the present research project focuses on the qualitative dimension of these learning processes. Based on current teaching-learning research, suitable learning formats were developed and consolidated as learning packages for practical use. We have considered a variety of learning methods, from enhanced instruction methods common in many companies to the use of modern learning media such as tablets or Virtual Reality. These can be used in companies today and in the future. An extensive study with test persons in a laboratory environment called LernLager (Learning Warehouse) focused on and optimized those learning packages, looking particularly at four different picking technologies: Pick-by-Light, Pick-by-Scan, Pick-by-Voice and Pick-by-Vision. In order to reflect on the results of the test persons’ experiments and to prepare transferring the results into practice, hands-on experts subsequently discussed the practicability and transferability of the learning packages in workshops. The results of the research project show that if methodologically and didactically elaborated learning formats are adapted to practical situations and target groups, they can significantly promote the learning process. At the same time, new employees are motivated to play an active role in the learning process and to acquire new knowledge and skills in the long run. Beiträge der Hochschule Pforzheim Nr. 175 1 1 Background Despite continuously increasing possibilities of automation technology in production and distribution logistics, it is currently not possible to foresee if and when humans as service providers in intralogistics will become obsolete, especially in the picking processes. In addition to the high demand for qualified personnel in general, companies need to react flexibly to seasonally varying demands and other challenges. This requires highly effective learning processes for manual order picking using various picking technologies. In economics, the development of competence acquisition and the resulting increased efficiency in production or in the provision of services are often described by means of learning curves. The learning effects that are subject to these increases in efficiency or learning curves manifest themselves in time and cost savings as well as in better quality of the work results. 1 A variety of learning curve models can be used to quantify learning effects. While learning curves are based on a quantitative approach, learning theories based on psychology of learning focus on the qualitative dimension of learning processes. Learning in this context can be understood as “[...] a relatively permanent change in behavior due to a person’s interaction with their environment”. 2 Consequently, behavioral change is a key indicator of learning. Learning includes the acquisition of new information as well as the modification and reinforcement of both existing knowledge and already imprinted behavioral patterns, skills, values and preferences. 3 To this end, it is recommended that learning be “[...] transferred to the place where the task is performed [...] and that it be viewed in the context of the interplay of the three factors man, technology and organization”. 4 Current literature on organizational psychology discusses the importance of interdependence of individual learning and organizational context for successfully applying the new skills in everyday practice. 5 In connection with in-company training and strategic personnel development, learning in the workplace is thus becoming increasingly important in the educational debate. 6 “Learning processes take place in the form of experiences and insights gained [...] in work processes, mostly by examining work requirements and executing work tasks [...]”. 7 Today, such learning formats based on the field of work are discussed and recommended mostly in the field of self-directed or action-oriented learning. 8 This means that in the context of in-company learning, an integrated approach is necessary, combining the perspectives of measurable quantitative effects with the qualitative dimension of learning and the organizational component. An exclusively behavioristic view of the picking performance development with univariate learning curve models ultimately serves to describe learning effects only. It does not 1 Cf. Duane (1964), Hieber (1991), Delaney et al. (1998). 2 Kauffeld (2010), p. 38. 3 Cf. March (1991), Fioretti (2011), Schacter et al. (2011). 4 Petzoldt and Bullinger-Hoffmann (2017), p. 185. 5 Cf. Rosenstiel (2003), Scharmer (2014), Gairing (2017). 6 Cf. Dehnbostel (2018). 7 Senderek et al. (2015), p. 285. 8 Cf. Kauffeld (2016). Beiträge der Hochschule Pforzheim Nr. 175 2 answer the question of the didactic and methodological design aspects of learning processes and the sensible organizational measures to promote and consolidate learning. With respect to digital transformation, both the design of learning processes in the form of suitable learning formats and the organizationally conceived process flow for training new employees are currently gaining particular importance. With this in mind the LernLager research project was launched focusing on the following three research questions: 1. Which learning format is particularly suitable for training processes in manual picking? 2. Which learning format is particularly suitable for a specific picking technology? 3. Which operational influencing factors and general conditions significantly impact the selection and design of a learning format? 2 Methodology In order to understand the research-methodological background, we describe two separate research lines that look at the phenomenon of in-company learning from different perspectives. On the one hand, the quantitative description of learning progress and, on the other hand, the psychological approach to learning that focuses on the human being. The LernLager research project brings both approaches together and develops a “Mixed Methods Design” for the research approach, in which a quantitative study is carried out in a laboratory environment and a qualitative study is carried out together with business companies. 2.1 Research-methodological Background “In industrial production, the phenomenon of learning known from psychology [is] predominantly considered in connection with what is called a learning curve”. 9 Learning curves are usually presented as direct expenditure in the form of man-hours or production costs per unit, depending on the cumulative production quantity. Accordingly, learning is seen as a planning variable to be considered in the context of production economics. Psychological approaches to learning, on the other hand, focus on the contentrelated, methodological and thus qualitative approach to learning, which today is of particular importance in educational research and in-company educational work as part of personnel development. How do two such different perspectives of learning in a company come about? Which historical developments have led to the two different scientific concepts “learning curve theory” and “psychological learning theories,” which dominate the respective scientific discourses? One explanation for the development of learning curve theories can be seen in the tight dovetailing of learning-curve theory and scientific management. In the course of industrialization and the Taylorist 9 Mochty (1996), p. 1074. Beiträge der Hochschule Pforzheim Nr. 175 9 Figure 1: Error-time diagrams for the four picking technologies. Beiträge der Hochschule Pforzheim Nr. 175 10 Pick-by-Light With 3:55 minutes, the Pick-by-Light picking technology with single-order picking shows the shortest training time per person in the CAPT learning package. The E-Learning learning package (21:48 minutes) has a significantly longer training time per person compared to CAPT. The picking times for both learning packages are in a similar range. The E-Learning learning package has a slightly shorter picking time of 21:58 compared to 22:46 minutes for CAPT. The position error rates of the two learning packages are below the 1% threshold. The ELearning learning package has the lowest position error rate (0.24%). The error rate of the CAPT learning package is more than twice as high (0.57%). Pick-by-Scan For the Pick-by-Scan picking technology with single-order picking, the CAPT learning package has the shortest training time per person (5:18 minutes). For the E-Learning learning package, we find a significantly longer training time of 26:11 minutes. The picking times of the learning packages are very similar. For example, the CAPT learning package has a slightly shorter picking time than the E-Learning learning package (33:02 vs. 33:36 minutes). The position error rate of both learning packages is below 3%. In the E-Learning learning package, a position error rate of 1.46% occurred, compared to a position error rate of 2.51% with CAPT. Pick-by-Voice For the Pick-by-Voice picking technology with multi-order picking, the CAPT learning package has the shortest training time per person of 4:57 minutes. The E-Learning training method requires a significantly longer training time of 24:36 minutes for Pick-by-Voice. The E-Learning learning package has the best picking time with 33:35 minutes compared to CAPT with 40:35 minutes. The position error rates of the two learning packages are below the 1% limit. In the E- Learning learning package, no position errors occurred during the picking phase. The CAPT learning package also shows a low position error rate of 0.66%. Pick-by-Vision For the Pick-by-Vision picking technology with multi-order picking, the CAPT learning package has the shortest training time per person (6:06 minutes). E-Learning requires a significantly longer training time of 24:58 minutes. With 32:35 minutes, the CAPT learning package ranks best in picking time. The E-Learning learning package, on the other hand, has a picking time of 35:24 minutes. The position error rates of all learning Beiträge der Hochschule Pforzheim Nr. 175 11 packages come in below 2%. The E-Learning learning package shows a position error rate of 1.19%, compared to 1.46% for the CAPT learning package. Virtual Reality as a special case The Virtual Reality learning package was used as a special case for the picking technologies Pick-by- Light and Pick-by-Voice. With the Virtual Reality learning package, the picking technology Pick-by-Light with single-order picking achieves a training time of 17:20 minutes and is thus located between the training times of the CAPT learning package (3:55 minutes) and E-Learning learning package (21:48 minutes). The picking time for the Virtual Reality learning package (23:14 minutes) is in a similar range as for the other learning packages (CAPT: 22:46 minutes / E-Learning: 21:58 minutes). At 0.49%, the position error rate of Virtual Reality is located between the other two learning packages (CAPT: 0.57% / E-Learning: 0.24%). With the Virtual Reality learning package, the picking technology Pick-by-Voice with multi-order picking shows a training time of 18:15 minutes and is thus located between the two training times of the CAPT learning package (4:57 minutes) and E-Learning learning package (24:36 minutes). The picking time for the Virtual Reality learning package (35:44 minutes) is in a similar range as for the other learning packages (CAPT: 40:35 minutes / E-Learning: 33:35 minutes). At 0.26%, the position error rate of Virtual Reality comes in between the other two learning packages (CAPT: 0.66% / E-Learning: 0%). 3.2 Results of Reflection Workshops with Practicing Experts 3.2.1 Evaluation of the Workshops – Order Pickers In this section, we present the results of the workshops with the order pickers. Assessment of the learning packages All learning packages were generally assessed by the order pickers as feasible and as suitable for practice. In their assessments, the order pickers also emphasized that the learning packages should be embedded in a human-centered learning setting. After a first training phase, very specific questions may sometimes arise, which can be answered more flexibly by a contact person. The order pickers pointed out the great importance of language in the learning process. In their opinion, complex facts are better understood in a person’s mother tongue and can subsequently be elaborated in the German language in practice. Also, written instructions may lead to a similar improvement in the learning process. Reading instructions may help new employees with native languages other than German more than verbal or auditory communication only. Learners may be able to more effectively pick Beiträge der Hochschule Pforzheim Nr. 175 12 up and understand facts at their own pace and in a self-directed manner. As a result, the E-Learning application in particular is seen as a useful tool for teaching employees with a mother tongue other than German. In addition, the pickers found it very important to get to know the field of work before their first work day or the start of training. The pickers explained this by the fact that potential employees can better decide at an early stage whether they really want to work in the picking department. This might prevent employees from deciding against this field of work after a training phase and leaving the company again. Other positive effects, as seen by the pickers, are competence development and reduction of training time in practice after receiving a solid preparation. Therefore, some respondents advocated training through Virtual Reality or E-Learning, combined with a subsequent training phase in the company, e.g. through CAPT. If new employees with previous knowledge and skills are trained in practice, previously learned theoretical matters may be memorized better, which is another advantage. Utilization potential in the company In addition to the general application options described above, the respondents cite a number of other application scenarios for the learning packages presented. For example, the CAPT and E-Learning learning packages could be used for training in the field of transporting conveyors, in particular for forklift trucks and high-speed machines. Fitting accuracy with the target group of order pickers The order pickers see it as part of their duty toward employers to be open to new learning methods. It should be noted that older employees might be less motivated to learn in general and more reluctant to learn new picking processes or technologies. Basically, the idea prevails, however, that the training methods used are suitable for the colleagues because employees should be open to new training formats. A particularity of employees in manual order picking is the large variety of native languages other than German, leading to difficulties when communicating information in German. As described before, the workshop participants therefore particularly emphasized the E-Learning learning package in a positive way. Virtual Reality as an innovative learning method The order pickers looked at Virtual Reality as a training method in a very positive way. Many order pickers considered learning with Virtual Reality as a method that could represent the future of learning. This insight also correlates with employee loyalty and their required openness to new learning technologies, as previously described. Currently, respondents consider the lack of technology and a possibly low media competence of the employees as an issue. They emphasize the application’s game character, which could have a motivating effect especially on employees who like gaming. Some consider Virtual Reality as an opportunity for company branding in order to attract new employees. Beiträge der Hochschule Pforzheim Nr. 175 13 3.2.2 Evaluation of the Workshops – Managers This section presents the results of the manager workshops. Assessment of the learning packages The presented learning packages were generally well received by the respondents. They consider CAPT as a simple learning package, which can be implemented easily and directly. Some companies already train in a similar way. Similar to the order pickers, the managers interviewed expressed that in some work areas, such as manual order picking with forklift trucks, a 1:1 training method is preferable to the simultaneous training of two employees. Safety aspects also play a role in the decision against CAPT in some areas. The respondents also confirmed the importance of direct personal contact in the training phase. Respondents from both companies therefore suggested a combination of learning support (by a trainer or similar) with a technical learning medium, such as E-Learning or Virtual Reality. This kind of learning support is able to react flexibly to questions from a new employee and also to better support the employee’s familiarization phase after the training phase. In addition, the interviewees pointed out that training represents an integration phase in the company as well. Again, they did not want to do without another employee as a trainer. The interviewees named the didactic training of such trainers (train-the-trainer) as an important prerequisite. Utilization potential in the company Overall, the E-Learning application was considered to have a high utilization potential in the company. The respondents of the consumer-goods manufacturer saw this as an opportunity to enhance parts of the training process using electronic learning media. The respondents of the logistics service provider saw the application as an enhancement of the company-internal learning-management system. As a reason for this, they mentioned the flexible use of such an application in idle times and the possibility of monitoring success. As specific application scenarios for E-Learning in manual order picking, they highlighted the initial briefing, mediation of change processes and implementation of aptitude assessments. Furthermore, all respondents could imagine using the listed learning packages in other intralogistics work areas as well. Again, the combination of human-centered and electronic learning is considered a prerequisite. Implementation examples mentioned include safety trainings through E-Learning and the introduction to operating a forklift truck through Virtual Reality. In the group interviews, respondents repeatedly highlighted the cost-benefit issue of the ELearning and Virtual Reality learning packages presented. The interviewees were aware that these learning packages might require a great deal of effort for the companies. In the field of manual order picking, there is still a lack of well-founded scientific knowledge as to whether this effort will eventually translate into added value with respect to learning success. Beiträge der Hochschule Pforzheim Nr. 175 14 Virtual Reality as an innovative learning method Respondents evaluated the use of Virtual Reality as an innovative learning method in a variety of ways. They mostly saw its benefits in the practical illustration of work processes and “practicing without consequences.” Furthermore, such a method could be used after an initial training phase. It is conceivable to train the quality awareness of the employees through practical scenarios in the virtual environment. As previously mentioned, the respondents considered the high development effort of Virtual Reality technology as a disadvantage. They saw young and game-oriented order pickers as the main target group. The managers were reluctant to use Virtual Reality as the main training method for current employees. Particularly, the logistics service provider considered Virtual Reality as a future learning method and underlined its branding effect for employee recruitment. Consequently, they are currently testing pilot applications for this technology. 4 Interpretation and Discussion On the one hand, this chapter looks at the results of the previous chapter and interprets them with regard to each individual method, separating the laboratory experiments with test persons from the reflection workshops with the business partners. On the other hand, however, an important added value results from the chosen method design. In a separate section, we bring together the lines of interpretation and discuss them as a whole. 4.1 Interpretation of the Results from the Systematic Studies in the LernLager Laboratory In order to evaluate the research results, we consider and interpret all ten research series with regard to the main research areas. The first research question is:  Which learning format is particularly suitable for training processes in manual order picking? Considering the parameters training time, picking time and position error rate, no specific learning package can be identified as the most suitable for the learning process in manual picking. Taking the respective picking technologies into consideration, we look at the study series from the perspective of the second research question, which is:  Which learning format is particularly suitable for a specific picking technology? The results show that we cannot identify a specific learning package as the best in training time, picking time and position error rate for any of the picking technologies (see Figure 1). But by comparing the learning packages E-Learning and CAPT, we can further interpret the parameters for each picking technology. Additionally, we need to qualitatively evaluate them according to the organizational, didactic and resource-related characteristics of the learning packages. Beiträge der Hochschule Pforzheim Nr. 175 15 Comparison of learning formats with regard to training time For the training of test persons, E-Learning takes about four to five times longer than CAPT. Based on a purely quantitative point of view, the CAPT learning package seems a more suitable learning package at first. CAPT can be expected to require more personnel and time than E-Learning in the training phase, depending on the number of trainers and their efforts. ELearning, on the other hand, involves a largely self-directed learning process, which can be supplemented in a meaningful way by a trainer as needed. Comparison of learning formats with regard to picking time When considering picking times, no learning package clearly dominates for Pick-by-Scan and Pick-by- Light because they only differ by less than 5%. For Pick-by-Voice, E-Learning requires a 17% shorter picking time compared to CAPT. For Pick-by-Vision, however, the picking time for E-Learning is 9% higher than for CAPT. From a purely quantitative point of view based on picking time, initial training with E-Learning as a picking technology can be recommended for Pick-by-Voice and with CAPT as a picking technology for Pick-by-Vision. Once again, qualitative characteristics should be considered as well. The alternating learning process in the CAPT learning package allows the learners to start building up their relationships as colleagues during the training phase. They can later make use of such relationships when difficulties come up during the picking process, which, in turn, may considerably reduce problemsolving times. In the case of training based on E-Learning, however, this can be achieved through employee integration as well. Comparison of learning formats with regard to position error rate When considering the picking position error rate, and from a quantitative point of view, initial training with E-Learning is less prone to errors than with CAPT. Starting with a significantly lower error rate for Pick-by-Vision, it decreases even further and is reduced by almost half for Pick-by-Light and Pick-by- Scan. The picking technology Pick-by-Voice even shows a picking position error rate of 0% when E- Learning is used, compared to 0.66% for CAPT. From a qualitative point of view, it should be added that both learning packages are able to teach the learners how to avoid typical error sources in manual picking. As the training content to be used for E-Learning lessons is rather rigid, however, a suitable and limited pre-selection of error sources to be trained must be made. In the CAPT learning package, it is possible to react dynamically when sources of errors come up, to respond to specific questions by the test persons and to recognize and correct the occurrence of processing errors directly and accordingly. Comparison of the parameters for the Virtual Reality learning package For the Pick-by-Light picking technology, the Virtual Reality learning package comes out between CAPT and E-Learning in terms of training time and position error rate. However, the picking time is highest with Virtual Reality. Beiträge der Hochschule Pforzheim Nr. 175 16 For the Pick-by-Voice picking technology, Virtual Reality comes out between CAPT and ELearning in all evaluated parameters. For example, the Virtual Reality learning package provides longer training times than the CAPT learning package, but shows a lower position error rate in turn. Compared to E- Learning, the training time is shorter but the position error rate is higher. Therefore, we cannot make a clear statement for the Virtual Reality learning package overall. As a digital learning format, however, it offers fundamental benefits over classic learning methods. In addition to the findings as described above concerning the two research questions, further characteristics have to be considered when selecting the learning packages. Considerations with respect to the individual learner Successful training should be designed with a focus on each learner. As far as learning methodology is concerned, CAPT employs a very trainer-related learning approach. In turn, ELearning focuses more on self-directed learning. CAPT requires much lower media skills. ELearning, on the other hand, requires basic understanding of touch-controlled devices. Media-skill requirements and learning methodology have to be aligned with the target group for manual order picking depending on the staff composition. Consideration of the company resources Fundamental decisions for learning formats have to be made with the available resources in mind. Essentially, the costs of creation, implementation, deployment and quality management have to be considered. Designing and training a CAPT learning package will require fewer resources than the professional design and technical equipment of an E-Learning application. On the other hand, the implementation of CAPT requires more staff resources, while the ELearning learning package is based on selfdirected learning and only temporarily requires additional support by a human trainer. In the case of the CAPT learning package, poor evaluation results or changes in the picking process may lead to costs for long-term quality management measures, which can be decreased through retraining the trainers. In comparison, updating an E-Learning application will typically lead to higher costs. When a company decides on a learning package, it is necessary to analyze the required internal and external resources and their individual importance. Consideration of the company learning culture The decision to use digital or non-digital learning formats (E-Learning or CAPT) should be made reflecting the company-specific demands on learning process design and personnel development. The company should also take into account how sustainable and future-proof a particular training format is. We can safely assume a higher degree of standardization in ELearning applications. This guarantees a constant and long-term knowledge transfer and the acquisition of competences by the employees after an initial training phase. For the CAPT learning package, consistent quality depends on the trainer’s skills. Appropriate guidelines may enhance the quality of knowledge transfer in this case as well. Digital learning applications offer additional possibilities for training in manual order picking. With an eye on multilingual personnel, companies may consider using simple language or the respective mother Beiträge der Hochschule Pforzheim Nr. 175 17 tongue if possible. In the future, the learning environment may be enhanced with digital learning applications such as E-Learning, allowing applicants to acquaint themselves with the work environment or E-Learning applications to function as a reference. 4.2 Interpretation of the Results from the Reflection Workshops with Practicing Experts In the group discussions during the reflection workshops, industry experts confirmed the potential of the learning packages considered. In addition, they provided clear indications for answering the third research question, which focuses on the operational influencing factors and general parameters for selecting and designing a learning format. The survey with the practice experts results in the key statements listed below:  All learning packages conceived within this project are suitable for implementation in practice.  The concrete company situation including all relevant influencing factors and general parameters (in particular corporate strategy, IT and ERP concepts, order picking technology and personnel development) drives the selection and applicability of any learning package at hand.  Optimization of training processes in manual order picking must not be limited to the selection and use of learning packages. The key conditions mentioned before must be analyzed and considered in order to ensure a holistic and goal-oriented learning and integration process in the company.  Due to the multinational, multicultural and multilingual background of new employee candidates in manual order picking, focusing on the learner’s native language represents a significant success factor for the learning process. If possible, the practical implementation of any learning package should be configured accordingly.  Employees in manual order picking are open to new forms of training and welcome technically demanding digital learning media, among others, as possible learning formats.  Decisions for the development and implementation of new training formats should try to close the gap between financial and time resources on the one hand and feasible learning outcomes via the targeted training strategies on the other. It is therefore essential to perform solid cost-benefit planning as well as, relevant argumentation and accurate communication with the operational decision makers. From industry experts’ perspective, there is neither a final recommendation for any specific learning package nor a ranking. Instead, they consider all three basic qualification formats (or even possible hybrid forms) as helpful because of the following facts:  They are soundly conceived in terms of didactics and represent the state of the art in learning psychology.  They ensure a systematic and structured approach.  They appropriately evaluate the personnel policy topic “initial training process” and claim the required attention and support from management. Beiträge der Hochschule Pforzheim Nr. 175 18 4.3 Integration and Discussion The research-methodological design in the LernLager project is based on two empirical formats: the empirical surveys in the LernLager laboratory and the workshops with warehouse managers and order pickers. The results of the quantitative study in the LernLager laboratory show no significant correlation between a specific picking technology on the one hand and a specific learning format on the other. Rather, each learning package has specific advantages and disadvantages depending on the order picking technology. However, this does not allow us to clearly evaluate the learning formats used with respect to qualification or differentiation. In contrast, however, it became clear both in the quantitative laboratory study and in the qualitative workshop surveys that a conscious, well-crafted and didactically sound learningformats design will significantly contribute to new employees’ successful initial training. From the statements of the workshop participants, we can conclude that systematically designed learning concepts – whether in classic interaction format or in digital form – are of great benefit. Systematic learning concepts are therefore both effective and efficient: They effectively fulfill the goal of “gaining qualified and functionally deployable employees” and they use the tools for achieving the desired results in an economically efficient way. This is neither surprising nor new. The effectiveness of integrated learning processes in practical work environments has been proved sufficiently. 27 However, the handson experts confirm that this insight has not yet been implemented consistently in practice. Rather, there seems to be a general lack of standardized and systematic approaches to training in picking that employ both a didactically elaborated concept and appropriately qualified trainers. In most cases, initial training is carried out with rather simple and pragmatic forms of instruction by more experienced employees. Success thus depends very much on the situational setting and the individual skill teaching competence of the actors involved. Nevertheless, the industry experts are convinced that training can produce consistent and solid learning results independently of the persons involved if the training process follows a systematic structure, involves recurring process loops and employs a variety of implementation technologies. The two digital learning packages “E-Learning” and “learning with Virtual Reality” are particularly important in this respect. The test persons used these digital formats with interest and good results in the LernLager laboratory, and the experts evaluated them as important learning formats for the future. The possibility of self-guided learning as well as the design and determination of the learning pace through autonomous recapitulation and repetition are particularly helpful. Due to mostly multi-national staff structures in manual order picking, it may be of great advantage to translate the digital learning formats into different languages provided cost and effort are reasonable. This offers applicants the opportunity to learn the essential activities of manual order picking in their mother tongue. 27 Cf. Sonntag and Stegmaier (2007), Moltzberger et al. (2008), Dehnbostel (2018). Beiträge der Hochschule Pforzheim Nr. 175 25 Schacter, D., Gilbert, D. and Wegner, D. (2011), Psychology. 2nd ed. Worth Publishers, New York. Scharmer, C.-O. (2014), Theorie U. Von der Zukunft herführen. Presencing als soziale Technik. 2. Auflage. Carl-Auer-Verlag, Heidelberg. Senderek, R., Mühlbradt, T. and Buschmeyer, A. (2015), Demografiesensibles Kompetenzmanagement für die Industrie 4.0. In: Jeschke, S., Richert, A., Hees, F. and Jooß, C. (Hrsg.), Exploring Demographics. Springer, Wiesbaden, P. 281-295. Sonntag, K. and Stegmaier, R. (2007), Arbeitsorientiertes Lernen: Zur Psychologie der Integration von Lernen und Arbeit, 1. Auflage. Kohlhammer, Stuttgart. Staudacher, N. (2019), Digitale Spiele und ihr Potenzial als Bildungs- und Lernräume - In: Magazin Erwachsenenbildung.at 13 (2019) 35-36, P. 7. Taylor, F. (1911), Scientific management. Comprising shop management, the principles of scientific management [and] testimony before the special House committee. Conn. Greenwood Press, Westport. Wegge, J. and van Dick, R. (2005), Arbeitszufriedenheit, Emotionen bei der Arbeit und organisationale Identifikation. In: Fischer, L. (Hrsg.), Arbeitszufriedenheit. Konzepte und empirische Befunde. Hogrefe, Göttingen, P. 11-36. Wright, T. P. (1936), Factors Affecting the Cost of Airplanes. Journal of the Aeronautical Sciences 3 (4): P. 122-128. Zobel, B., Werning, S., Berkemeier, L. and Thomas, O. (2018), Augmented- und Virtual-RealityTechno- logien zur Digitalisierung der Aus- und Weiterbildung – Überblick, Klassifikation und Vergleich. In: Thomas, O., Metzger, D. and Niegemann, H. (Hrsg.), Digitalisierung in der Aus- und Weiterbildung. Virtual und Augmented Reality für Industrie 4.0. Springer, Berlin, P. 20-34. Verzeichnis der bisher erschienenen Beiträge 52. Werner Pepels Aug. 1990 Integrierte Kommunikation 53. Martin Dettinger-Klemm Aug. 1990 Grenzen der Wissenschaftsfreiheit. Überlegungen zum Thema: Freiheit und Verantwortung des Wissenschaftlers 54. Werner Pepels Sept. 1990 Mediaplanung – Über den Einsatz von Werbegeldern in Medien 55. Dieter Pflaum Sept. 1990 Werbeausbildung und Werbemöglichkeiten in der DDR 56. Rudi Kurz (Hrsg.) Nov. 1990 Ökologische Unternehmensführung – Herausforderung und Chance 57. Werner Pepels Jan. 1991 Verkaufsförderung – Versuch einer Systematisierung 58. Rupert Huth, Ulrich Wagner (Hrsg.) Aug. 1991 Volks- und betriebswirtschaftliche Abhandlungen. Prof. Dr. Dr. h.c. Tibor Karpati (Universität Osijek in Kroatien) zum siebzigsten Geburtstag. Mit einem Vorwort von R. Huth und Beiträgen von H.-J. Hof, H. Löffler, D. Pflaum, B. Runzheimer und U. Wagner 59. Hartmut Eisenmann Okt. 1991 Dokumentation über die Tätigkeit einer Industrie- und Handelskammer – Dargestellt am Beispiel der IHK Nordschwarzwald 60. Ursula Hoffmann-Lange Dez. 1991 Eliten und Demokratie: Unvereinbarkeit oder notwendiges Spannungsverhältnis? 61. Werner Pepels Dez. 1991 Elemente der Verkaufsgesprächsführung 62. Wolfgang Berger Dez. 1991 Qualifikationen und Kompetenzen eines Europamanagers 63. Günter Staub Jan. 1992 Der Begriff „Made in Germany“ – Seine Beurteilungskriterien 64. Martin W. Knöll, Hieronymus M. Lorenz Mai 1992 Gegenstandsbereich und Instrumente der Organisationsdiagnose im Rahmen von Organisationsentwicklungs (OE)-Maßnahmen 65. Werner Lachmann Juni 1992 Ethikversagen – Marktversagen 66. Paul Banfield Juni 1993 Observations On The Use Of Science As A Source Of Legitimation In Personnel Management 67. Bernd Noll Aug. 1993 Gemeinwohl und Eigennutz. Wirtschaftliches Handeln in Verantwortung für die Zukunft – Anmerkungen zur gleichnamigen Denkschrift der Evangelischen Kirche in Deutschland aus dem Jahre 1991 68. Siegfried Kreutzer, Regina Moczadlo Aug. 1993 Die Entdeckung der Wirklichkeit – Integrierte Projektstudien in der Hochschulausbildung 69. Sybil Gräfin Schönfeldt Aug. 1993 Von Menschen und Manieren. Über den Wandel des sozialen Verhaltens in unserer Zeit. Vortrag gehalten im Rahmen des Studium Generale der Hochschule Pforzheim, Wintersemester 1992/93 70. Hartmut Löffler Dez. 1993 Geld- und währungspolitische Grundsatzüberlegungen für ein Land auf dem Weg zur Marktwirtschaft – Das Beispiel Kroatien 71. Hans-Georg Köglmayr, Kurt H. Porkert Nov. 1994 Festlegen und ausführen von Geschäftsprozessen mit Hilfe von SAP-Software 72. Alexa Mohl Febr. 1995 NLP-Methode zwischen Zauberei und Wissenschaft. Vortrag gehalten im Rahmen des Studium Generale der Hochschule Pforzheim, Wintersemester 1994/95 73. Bernd Noll Mai 1995 Marktwirtschaft und Gerechtigkeit: Anmerkungen zu einer langen Debatte 74. Rudi Kurz, Rolf-Werner Weber Nov. 1995 Ökobilanz der Hochschule Pforzheim. 2. geänderte Auflage, Jan. 1996 75. Hans Lenk Mai 1996 Fairneß in Sport und Wirtschaft. Vortrag gehalten im Rahmen des Studium Generale der Hochschule Pforzheim, Wintersemester 1995/96 76. Barbara Burkhardt-Reich, Hans-Joachim Hof, Bernd Noll Juni 1996 Herausforderungen an die Sozialstaatlichkeit der Bundesrepublik 77. Helmut Wienert März 1997 Perspektiven der Weltstahlindustrie und einige Konsequenzen für den Anlagenbau 78. Norbert Jost Mai 1997 Innovative Ingenieur-Werkstoffe 79. Rudi Kurz, Christoph Hubig, Ortwin Renn, Hans Diefenbacher Sept. 1997 Ansprüche in der Gegenwart zu Lasten der Lebenschancen zukünftiger Generationen 80. Björn Engholm Okt. 1997 Ökonomie und Ästhetik. Vortrag gehalten im Rahmen des Studium Generale der Hochschule Pforzheim, Wintersemester 1996/97. 2. geänderte Auflage. Jan. 1998 81. Lutz Goertz Sept. 1998 Multimedia quo vadis? – Wirkungen, Chancen, Gefahren. Vortrag gehalten im Rahmen des Studium Generale der Fachhochschule Pforzheim, Wintersemester 1996/97 82. Eckhard Keßler Nov. 1998 Der Humanismus und die Entstehung der modernen Wissenschaft. Vortrag gehalten im Rahmen des Studium Generale der Hochschule Pforzheim, Wintersemester 1996/97 83. Heinrich Hornef Febr. 1998 Aufbau Ost – Eine Herausforderung für Politik und Wirtschaft. Vortrag gehalten im Rahmen des Studium Generale der Fachhochschule Pforzheim, Wintersemester 1997/98 Verzeichnis der bisher erschienenen Beiträge 84. Helmut Wienert Juli 1998 50 Jahre Soziale Marktwirtschaft – Auslaufmodell oder Zukunftskonzept? Vortrag gehalten im Rahmen des Studium Generale der Hochschule Pforzheim, Sommersemester 1998 85. Bernd Noll Sept. 1998 Die Gesetzliche Rentenversicherung in der Krise 86. Hartmut Löffler Jan. 1999 Geldpolitische Konzeptionen - Alternativen für die Europäische Zentralbank und für die Kroatische Nationalbank 87. Erich Hoppmann Juni 1999 Globalisierung. Vortrag gehalten im Rahmen des Studium Generale der Hochschule Pforzheim, Sommersemester 1999 88. Helmut Wienert (Hrsg.) Dez. 1999 Wettbewerbspolitische und strukturpolitische Konsequenzen der Globalisierung. Mit Beiträgen von Hartmut Löffler und Bernd Noll 89. Ansgar Häfner u.a. (Hrsg.) Jan. 2000 Konsequenzen der Globalisierung für das internationale Marketing. Mit Beiträgen von Dieter Pflaum und Klaus-Peter Reuthal 90. Ulrich Wagner Febr. 2000 Reform des Tarifvertragsrechts und Änderung der Verhaltensweisen der Tarifpartner als Voraussetzungen für eine wirksame Bekämpfung der Arbeitslosigkeit 91. Helmut Wienert April 2000 Probleme des sektoralen und regionalen Wandels am Beispiel des Ruhrgebiets 92. Barbara Burkhardt-Reich Nov. 2000 Der Blick über den Tellerrand – Zur Konzeption und Durchführung eines „Studium Generale“ an Fachhochschulen 93. Helmut Wienert Dez. 2000 Konjunktur in Deutschland - Zur Einschätzung der Lage durch den Sachverständigenrat im Jahresgutachten 2000/2001 94. Jürgen Wertheimer Febr. 2001 Geklonte Dummheit: Der infantile Menschenpark. Vortrag gehalten im Rahmen des Studium Generale der Hochschule Pforzheim, Wintersemester 2000/01 95. Konrad Zerr März 2001 Erscheinungsformen des Online-Research – Klassifikation und kritische Betrachtung 96. Daniela Kirchner April 2001 Theorie und praktische Umsetzung eines Risikomanagementsystems nach KontraG am Beispiel einer mittelständischen Versicherung 97. Bernd Noll Mai 2001 Die EU-Kommission als Hüterin des Wettbewerbs und Kontrolleur von sektoralen und regionalen Beihilfen Peter Frankenfeld EU Regionalpolitik und Konsequenzen der Osterweiterung 98. Hans Joachim Grupp Juni 2001 Prozessurale Probleme bei Beschlussmängelstreitigkeiten in Personengesellschaften 99. Norbert Jost (Hrsg.) Juli 2001 Technik Forum 2000: Prozessinnovationen bei der Herstellung kaltgewalzter Drähte. Mit Beiträgen von Peter Kern, Wilhelm Bauer, Rolf Ilg; Heiko Dreyer; Johannes Wößner und Rainer Menge 100. Urban Bacher, Mikolaj Specht Dez. 2001 Optionen – Grundlagen, Funktionsweisen und deren professioneller Einsatz im Bankgeschäft 101. Constanze Oberle Okt. 2001 Chancen, Risiken und Grenzen des M-Commerce 102. Ulrich Wagner Jan. 2002 Beschäftigungshemmende Reformstaus und wie man sie auflösen könnte Jürgen Volkert Flexibilisierung durch Kombi-Einkommen? Die Perspektive der Neuen Politischen Ökonomie 103. Mario Schmidt, René Keil März 2002 Stoffstromnetze und ihre Nutzung für mehr Kostentransparenz sowie die Analyse der Umweltwirkung betrieblicher Stoffströme 104. Kurt Porkert Mai 2002 Web-Services – mehr als eine neue Illusion? 105. Helmut Wienert Juni 2002 Der internationale Warenhandel im Spiegel von Handelsmatrizen 106. Robert Wessolly, Helmut Wienert Aug. 2002 Die argentinische Währungskrise 107. Roland Wahl (Hrsg.) Sept. 2002 Technik-Forum 2001: Weiterentwicklungen an Umformwerkzeugen und Walzdrähten. Mit Beiträgen von Roland Wahl, Thomas Dolny u.a., Heiko Pinkawa, Rainer Menge und Helmut Wienert 108. Thomas Gulden April 2003 Risikoberichterstattung in den Geschäftsberichten der deutschen Automobilindustrie 109. Günter Altner Mai 2003 Lasset uns Menschen machen – Der biotechnische Fortschritt zwischen Manipulation und Therapie. Vortrag gehalten im Rahmen des Studium Generale der Hochschule Pforzheim, Sommersemester 2003 110. Norbert Jost (Hrsg.) Juni 2003 Technik-Forum 2002: Innovative Verfahren zur Materialoptimierung. Mit Beiträgen von Norbert Jost, Sascha Kunz, Rainer Menge/Ursula Christian und Berthold Leibinger 111. Christoph Wüterich Februar 2004 Professionalisierung und Doping im Sport. Vortrag gehalten im Rahmen des Studium Generale der Hochschule Pforzheim, Sommersemester 2003 112. Sabine Schmidt Mai 2004 Korruption in Unternehmen – Typologie und Prävention 113. Helmut Wienert August 2004 Lohn, Zins, Preise und Beschäftigung – Eine empirische Analyse gesamtwirtschaftlicher Zusammenhänge in Deutschland 114. Roland Wahl (Hrsg.) Sept. 2004 Technik-Forum 2003: Materialentwicklung für die Kaltumformtechnik. Mit Beiträgen von Andreas Baum, Ursula Christian, Steffen Nowotny, Norbert Jost, Rainer Menge und Hans-Eberhard Koch 115. Dirk Wenzel Nov. 2004 The European Legislation on the New Media: An Appropriate Framework for the Information Economy? Verzeichnis der bisher erschienenen Beiträge 116. Frank Morelli, Alexander Mekyska, Stefan Mühlberger Dez. 2004 Produkt- und prozessorientiertes Controlling als Instrument eines erfolgreichen Informationstechnologie-Managements 117. Stephan Thesmann, Martin Frick, Dominik Konrad Dez. 2004 E-Learning an der Hochschule Pforzheim 118. Norbert Jost (Hrsg.) Juni 2005 Technik-Forum 2004: Innovative Werkstoffaspekte und Laserbehandlungstechnologien für Werkzeuge der Umformtechnik 119. Rainer Gildeggen Juni 2005 Internationale Produkthaftung 120. Helmut Wienert Oktober 2005 Qualifikationsspezifische Einkommensunterschiede in Deutschland unter besonderer Berücksichtigung von Universitäts- und Fachhochschulabsolventen 121. Andreas Beisswenger, Bernd Noll Nov. 2005 Ethik in der Unternehmensberatung – ein vermintes Gelände? 122. Helmut Wienert Juli 2006 Wie lohnend ist Lernen? Ertragsraten und Kapitalendwerte von unterschiedlichen Bildungswegen 123. Roland Wahl (Hrsg.) Sept. 2006 Technik-Forum 2005: Umformwerkzeuge - Anforderungen und neue Anwendungen. Mit Beiträgen von Edmund Böhm, Eckhard Meiners, Andreas Baum, Ursula Christian und Jörg Menno Harms 124. Mario Schmidt Dez. 2006 Der Einsatz von Sankey-Diagrammen im Stoffstrommanagement 125 Norbert Jost (Hrsg.) Okt. 2007 Technik-Forum 2006: Innovative neue Techniken für Werkzeuge der Kaltverformung. Mit Beiträgen von Franz Wendl, Horst Bürkle, Rainer Menge, Michael Schiller, Andreas Baum, Ursula Christian, Manfred Moik und Erwin Staudt. 126 Roland Wahl (Hrsg.) Okt. 2008 Technik-Forum 2007: Fortschrittsberichte und Umfeldbetrachtungen zur Entwicklung verschleißreduzierter Umformwerkzeuge. Mit Beiträgen von Klaus Löffler, Andreas Zilly, Andreas Baum und Paul Kirchhoff. 127. Julia Tokai, Christa Wehner Okt. 2008 Konzept und Resultate einer Online-Befragung von Marketing-Professoren an deutschen Fachhochschulen zum Bologna-Prozess 128 Thomas Cleff, Lisa Luppold, Gabriele Naderer, Jürgen Volkert Dez. 2008 Tätermotivation in der Wirtschaftskriminalität 129 Frank Thuselt Juni 2009 Das Arbeiten mit Numerik-Programmen. MATLAB, Scilab und Octave in der Anwendung. 130 Helmut Wienert August 2009 Wachstumsmotor Industrie? Zur Bedeutung des verarbeitenden Gewerbes für die Entwicklung des Bruttoinlandsprodukts 131 Sebastian Schulz Sept. 2009 Nutzung thermodynamischer Datensätze zur Simulation von Werkstoffgefügen (aus der Reihe „Focus Werkstoffe“, Hrsg. Norbert Jost). 132 Hanno Beck; Kirsten Wüst Sept. 2009 Gescheiterte Diäten, Wucherzinsen und Warteprämien: Die neue ökonomische Theorie der Zeit. 133 Helmut Wienert Sept. 2009 Was riet der Rat? Eine kommentierte Zusammenstellung von Aussagen des Sachverständigenrats zur Regulierung der Finanzmärkte und zugleich eine Chronik der Entstehung der Krise 134 Norbert Jost (Hrsg.): Technik- Forum 2008 Werkstoffe und Technologien zur Kaltverformung 135 Frank Morelli Januar 2010 Geschäftsprozessmodellierung ist tot – lang lebe die Geschäftsprozessmodellierung! 136 T. Cleff, L. Fischer, C. Sepúlveda, N. Walter Januar 2010 How global are global brands? An empirical brand equity analysis 137 Kim Neuer Juni 2010 Achieving Lisbon – The EU’s R&D Challenge The role of the public sector and implications of US best practice on regional policymaking in Europe 138 Bernd Noll Sept. 2010 Zehn Thesen zur Corporate Governance 139 Pforzheim University März 2011 Communication on progress. PRME Report 2008 140 Rainer Maurer März 2011 Unternehmensverantwortung für soziale und ökologische Nachhaltigkeit – darf man auch anderer Meinung sein? Einige kritische Anmerkungen zum PRME-Report der Hochschule 140. Rainer Maurer März 2011 Unternehmensverantwortung für soziale und ökologische Nachhaltigkeit – darf man auch anderer Meinung sein? Einige kritische Anmerkungen zum PRME-Report der Hochschule 141. Barbara Reeb, Malte Krome Okt. 2011 Arm trotz Arbeit? Zum Für und Wider von Mindestlöhnen 142. Daniel Wyn Müller Mai 2012 Titanschäume als Knochenimplantat (aus der Reihe „Focus Werkstoffe“, Hrsg. Norbert Jost). 143. Alexander Martin Matz, Norbert Jost Mai 2012 Fouling an offenporigen zellulären Werkstoffen auf Al-Basis unter beheizten wässrigen Bedingungen (aus der Reihe „Focus Werkstoffe“, Hrsg. Norbert Jost). 144. Norbert Jost, Roman Klink (Hrsg.) Sept. 2012 Tagungsband zum 1. Pforzheimer Werkstofftag 145. Norbert Jost, Roman Klink (Hrsg.) Sept. 2012 Tagungsband zum 2. Pforzheimer Werkstofftag. Aus der Reihe „Leichtbau“, Hrsg.: N. Jost, R. Klink. 146. Helmut Wienert Febr. 2014 Zur Entwicklung der Hochschulen für Angewandte Wissenschaften (Fachhochschulen) in Deutschland 147. Jürgen Antony April 2014 Technical Change and the Elasticity of Factor Substitution 148. Stephanie Görlach April 2014 Ressourceneffizienz in Deutschland 149. Norbert Jost (Hrsg.) Sept. 2014 Verzeichnis der bisher erschienenen Beiträge Focus Werkstoffe. Tagungsband zum 3. Pforzheimer Werkstofftag 150. Bernd Noll Aug. 2014 Unternehmenskulturen – entscheidender Ansatzpunkt für wirtschaftsethisches Handeln? 151. Human Resources Competence Center April 2015 50 Jahre Personalmanagement an Der Hochschule- Jubiläumsband 152. Rainer Maurer Mai 2015 Auf dem Weg zur weltanschaulichen Bekenntnisschule: Das wirtschaftspolitische Leitbild der Hochschule Pforzheim 153. Norbert Jost (Hrsg.) Okt. 2015 Tagungsband Pforzheimer Werkstofftag 154. Jessica Elena Balzer Nov. 2015 Spielen mit guten Gewissen: Ein Vorschlag zur Zertifizierung der deutschen Spielwarenindustrie und ein Schritt näher zum Schachmatt des Greenwashing 155. Jaqueline Paasche Jan. 2016 Kopieren, transformieren, kombinieren – Ideenklau und Plagiarismus in der Werbung 156. Vanessa Zeiler Jan. 2016 Mobile User Experience – Der Einfluss von kognitivem Entertainment auf die Nutzung mobiler Anwendungen 157. Mario Kotzab, Maximilian Pflug Jan. 2016 Das bedingungslose Grundeinkommen 158. Marco C. Melle Jan 2016 Harmonisierung der heterogenen Unternehmensteuern in Europa? Plädoyer für einen Mittelweg 159. Klaus Möller, Julian Gabel, Frank Bertagnolli Aug. 2016 fischer Befestigungssysteme: Change Management in der Distributionslogistik – eine Fallstudie 160. Klaus Möller, Julian Gabel, Frank Bertagnolli Aug. 2016 fischer Befestigungssysteme: Change Management in der Distributionslogistik – eine Fallstudie 161. Wolfgang Heinz Nov. 2016 Die Ethik des Strafens 162. Norbert Jost, Simon Kött (Hrsg.) Okt. 2016 Pforzheimer Werkstofftag 2016 163. Bettina C.K. Binder Kennzahlenmanagement und –controlling Prozessorientiertes Performance Management in internationalen Unternehmen 164. Stefan Walz, Jonas Tritschler, Reinhard Rupp Erweitertes Management Reporting mit SAP S/4HANA auf Basis des Universal Journals 165. Simone Harriehausen Wenn ich zwanzig Ziegen will und Du mir keine geben magst – Ein Überblick über die Möglichkeiten und Methoden der Streitbeilegung 166. Norbert Jost, Simon Kött (Hrsg.) Okt. 2017 Pforzheimer Werkstofftag 2017 167. Helmut Wienert Dez. 2017 Pforzheim: Alles Schmuckstadt – oder was? 168. Norbert Jost; Simon Kött Pforzheimer Werkstofftag 2018 September 2018 169. Bernd Noll 21. Juni 1948 – Startschuss mit Folgen November 2018 170. Katja Flosdorff April 2019 Identifikation und Evaluation von Bewertungskriterien zur optimalen Auswahl von Ideen während des Innovationsprozesses 171. Theresa Süß Juni 2019 Inwiefern kann Behavioral Economics das Ernährungsverhalten erklären und beeinflussen? 172. Viktor Waldschmidt Juni 2019 Clickbait, der ganz große Wurf? Eine Studie über die Verwendung von Clickbaits durch Online-Nach- richtenportale und deren Konsequenzen 173. Rainer Maurer Oktober 2019 Normative Werturteile und Wirtschaftswissenschaften 174. Kristina Weber Mai 2020 Künstliche Intelligenz im werteorientierten Marketing – Konzeptualisierung des „Value in Context“ und eine Bewertung KI-gestützter Marketingaktivitäten