Expert roundtable discussion: PROCESS MINING

28 February 2021
published in the current issue of the magazine gi Geldinstitute

For the trade magazine gi Geldinstitute, leading experts answered Stefanie Walter’s questions on the topic of “Process Mining at Banks”. Jochen Werne – Prosegur Germany, Gerrit von der Hardt – TARGO Dienstleistungs, Sebastian Hennerici – Aareal Bank AG, Gerrit Meier – Hanseatic Bank GmbH & Co KG, Thorsten Briest – PSD Bank Braunschweig eG, Christian Meusel – Berliner Volksbank eG, André H. Burger – Synpulse Management Consulting

Professional know-how and the right feeling for changing customer needs are essential factors in being able to innovatively develop needs-based solutions for our customers.

The entire roundtable talk in the current print edition or soon online at www.Geldinstitute.de

EVENT – The way out of the crisis: creating added value through digital transformation

An event organised by acatech – the National Academy of Science and Engineering which is the voice of the technological sciences at home and abroad. acatech provides advice on strategic engineering and technology policy issues to policymakers and the public. The National Academy of Science and Engineering fulfils the mandate to provide independent, evidence-based advice that is in the public interest under the patronage of the Federal President.

Start: 05 March 2021 – 10:00 a.m.
End: 05 March 2021 – 11:30 a.m
Location: Virtual event – Language: German

Especially in the Corona pandemic, digital technologies proved their usefulness: through them, companies were more adaptable in the crisis. What role do digital technologies now play on the way out of the crisis – especially for medium-sized companies? How do they manage the digital transformation and develop new value creation models?

A debate organized by acatech

The host is discussing these and other questions with guests from business and research on 5 March.

PROGRAM

Welcome:

Dr. Johannes Winter, acatech Secretariat

Moderation:

Prof. Dr. Michael Dowling, University of Regensburg/acatech

Impulse/Podium:
DATA, VALUES, VALUE CREATION – WHERE IS THE JOURNEY GOING?

Dr. Wolfgang Faisst, CEO ValueWorks.ai / Platform Learning Systems
BEST PRACTICE INDUSTRY 4.0

LESER GmbH & Co. KG: Digital transformation in medium-sized companies
Kai-Uwe Weiß, Head of Global Industrial Engineering
FORCAM GmbH: Value creation through integrative IIoT platform solution
Franz Gruber, Founder and Advisory Board


EXPERT DISCUSSION: DIGITAL SOLUTIONS FOR A RESILIENT COMPANY

Olga Mordvinova, CEO incontext.technology GmbH / Learning Systems Platform
Jochen Werne, Prosegur Cash Services Germany GmbH / Learning Systems Platform
Franz Gruber, FORCAM GmbH
Kai-Uwe Weiß, LESER GmbH & Co. KG

Registration:
Admission free; registration required. Please register under the following link, all registered will receive the access link before the event.

Link to the registration

Competence NOW: The DATA LITERACY CHARTA

It is an honour to be able to support this forward-looking Data Literacy Charter, initiated by the Stifterverband, as a first signatory together with the most competent representatives from politics, education, business and science.

Jochen Werne

DATA LITERACY CHARTA

Find all original information in German > HERE / please find below a translation for English speaking audience – created with DeepL.com

The Data Literacy Charter, initiated by the Stifterverband in January 2021 and supported by numerous professional societies, formulates a common understanding of data literacy and its importance for educational processes. The charter is in line with the Federal Government’s data strategy and with the Berlin Declaration on the Digital Society.

Author and authors:
Katharina Schüller, Henning Koch, Florian Rampelt


SUMMARY
Data literacy encompasses the data skills that are important for all people in a world shaped by digitalisation. It is an indispensable part of general education.

With the Data Literacy Charter, the signatories express the common understanding of data literacy in the sense of comprehensive data literacy and its importance in educational processes. This understanding is in line with the Federal Government’s data strategy and with the Berlin Declaration on the Digital Society.

Data literacy includes the skills to collect, manage, evaluate and apply data in a critical way. If data is to support decision-making processes, it needs competent answers to four fundamental questions:

What do I want to do with data? Data and data analysis are not an end in themselves, but serve a concrete application in the real world.
What can I do with data? Data sources and their quality as well as the state of technical and methodological developments open up possibilities and set limits.
What am I allowed to do with data? All legal rules of data use (e.g. data protection, copyrights and licensing issues) must always be considered.
What should I do with data? Because data is a valuable resource, a normative claim derives from it to use it for the benefit of individuals and society.
The supporters of the Charter see data literacy as a central competence of all people in the 21st century. It is the key to systematically transforming data into knowledge.

Data literacy enables people, businesses and scientific institutions, as well as governmental or civil society organisations,

to actively participate in the opportunities offered by data use;
deal confidently and responsibly with their own and other people’s data;
to use new drivers and technologies such as Big Data, Artificial Intelligence or Internet of Things to meet individual needs, address societal challenges and solve global problems.
Data literacy strengthens judgement, self-determination and a sense of responsibility and promotes the social and economic participation of all of us in a world shaped by digitalisation.

GUIDING PRINCIPLES
Five principles characterise the importance and role of data literacy as a key competence of the 21st century.

Data literacy must be accessible to all.
Data literacy serves to promote maturity in a modern digitalised world and is therefore important for all people – not only for specialists. The aim of teaching data literacy is to ensure that each individual and our society as a whole deal with data in a conscious and ethically sound manner. Data literacy enables successful and sustainable action that is based on evidence and that takes appropriate account of uncertainty and change in our living environment. We are therefore committed to ensuring that data literacy is taught broadly and can be acquired by all people.

Data literacy must be taught throughout life in all areas of education.
Data literacy must be anchored in all formal and non-formal education sectors and thus established as part of general education. To do this, we must continuously teach learners how data relates to their respective lifeworlds: Data are digital images of real phenomena, objects and processes – this applies to all fields of application. How to collect or procure, evaluate, apply and interpret data appropriately for the respective application must be systematically learned and practised. The basic concept of data literacy and its sub-areas therefore applies across the board, even if the level of competence imparted varies depending on the educational sector and level.
In concrete terms, this requires the inclusion of data literacy in the curricula and educational standards of schools, in the curricula of degree programmes and in teacher training programmes. Learners should not only be addressed as passive consumers of data. Rather, we want to enable them to actively shape data-related knowledge and decision-making. In order to make lifelong learning of data literacy possible, data literacy programmes for extracurricular and vocational training are also needed. We advocate developing and promoting these, for example, together with adult education centres or public libraries.

Data literacy must be taught as a transdisciplinary competence from three perspectives.
Data literacy involves three perspectives: the application-related (“What is to be done?”), the technical-methodical (“How is it to be done?”) and the social-cultural (“What is it to be done for?”). We therefore want to ensure that data literacy is taught from a trans- and interdisciplinary approach. This includes
● the application-oriented perspective (for example, applications from the natural and engineering sciences, economics, medicine, psychology, sociology, linguistics, media studies and many more),
the technical-methodological perspective (for example, from the perspective of statistics, mathematics, computer science and information science),
the socio-cultural perspective (for example, reflection on legal, ethnological, ethical, philosophical as well as inequality aspects)
● as well as the perspective of teaching (for example on the part of subject didactics and educational science).

Data literacy must systematically cover the entire process of knowledge and decision-making with data.
Data literacy ensures that answers to real problems are found with the help of data in a structured and qualitative way. Data literacy therefore includes the following areas of competence:
● Using and protecting data (ability and motivation to responsibly acquire, analyse, share and obtain appropriate data and information in the context of the task at hand).
Classify data and information derived from it (ability and motivation to contextualise and interpret data and information and to critically question learning systems, such as AI applications).
● Act in a data-supported manner (open-minded attitude towards data in the sense of a data culture including insight into the role of data for evidence-based action, ability to handle data with confidence including effective communication of data-based decisions).

Data literacy must comprise knowledge, skills and values for a conscious and ethically sound handling of data.
Data literacy comprises three competence dimensions that must be mapped in all three competence areas. Each competence area is characterised by
● specific knowledge (dimension “Knowledge”),
● the skills and abilities to apply this knowledge (dimension “Skills”) and
● by the willingness to do so, i.e. the corresponding value attitude (dimension “Values”).
Data ethics is a central component of a key competence and is reflected in all sub-areas of data literacy. This means that when data is collected, managed, evaluated and used in a critical way, ethical aspects play an important role throughout. Data ethics and values contribute significantly to ensuring that not only the right means are used to solve problems with the help of data, but above all that the right goals are pursued: Data should make a sustainable positive contribution to society and therefore be used responsibly, context-sensitively and with a view to possible future consequences.

The signatories of the Data Literacy Charter will take measures to disseminate this understanding of data literacy and to further strengthen the associated competences. They call on other actors to do the same in their sphere of influence.

The initial signatories
Institutions & Initiatives (in alphabetical order)

  • Bund Katholischer Unternehmer e.V. (BKU)
  • Deutsche Arbeitsgemeinschaft Statistik (DAGStat) mit ihren 14 Mitgliedsgesellschaften und dem Statistischen Bundesamt Destatis
  • Deutscher Volkshochschul-Verband (DVV)
  • Deutsche Statistische Gesellschaft (DStatG)
  • Digitalrat der Bundesregierung
  • Europäisches Wirtschaftsforum e.V. – EWiF Deutschland
  • Federation of European National Statistical Societies (FENStatS) mit ihren 27 Mitgliedsgesellschaften und der Europäischen Zentralbank
  • FernUniversität in Hagen
  • FOM Hochschule für Oekonomie & Management
  • Hochschulforum Digitalisierung
  • Initiative for Applied Artificial Intelligence by UnternehmerTUM
  • Institute of Electrical and Electronics Engineers (IEEE), European Office
  • International Association for Statistical Education (IASE)
  • KI Bundesverband e.V.
  • KI-Campus – Die Lernplattform für Künstliche Intelligenz
  • Partnership in Statistics for the Development in the 21st Century (PARIS21) / OECD
  • RWI – Leibniz-Institut für Wirtschaftsforschung
  • Stifterverband
  • Technische Universität Dortmund
  • Weltethos-Institut | An-Institut der Universität Tübingen
     

Individuals (in alphabetical order)

Regina Ammicht Quinn, Dorothee Bär, Thomas K. Bauer, Manfred Bayer, Jörg Bienert, Felicitas Birkner, Vanessa Cann, Thomas M. Deserno, Roman Dumitrescu, Johanna Ebeling, Florian Ertz, Andrea Frank, Gerd Gigerenzer, Jessica Heesen, Ulrich Hemel, Norbert Henze, Burghard Hermeier, Wolfgang Heubisch, Oliver Janoschka, Johannes Jütting, Claudia Kirch, Volker Knittel, Henning Koch, Ralf Klinkenberg, Annegret Kramp-Karrenbauer, Alexander Knoth, Beate M. Kreiner, Sebastian Kuhn, Monique Lehky Hagen, Andreas Lenz, Andreas Liebl, Anna Masser, Volker Meyer-Guckel, Antje Michel, Ralf Münnich, Dominic Orr, Ada Pellert, Martin Rabanus, Walter J. Radermacher, Philipp Ramin, Florian Rampelt, Richard K. Frhr. v. Rheinbaben, Peter Rost, Philipp Schlunder, Harald Schöning, Katharina Schüller, Rainer Schwabe, Andrea Stich, Sascha Stowasser, Renata Suter, Georges-Simon Ulrich, Daniel Vorgrimler, Jochen Werne, Johannes Winter

The hallmark of an open society is that it promotes the unleashing of people’s critical faculties, and the Data Literacy Charter, in this best sense, promotes the much-needed creation of data literacy for all areas of our digital society

Jochen Werne

Book recommendation: Robo-Advisory: Investing in the Digital Age

Edited by Prof. Dr. Peter Scholz; published by Palgrave Studies in Financial Services Technologies. Buy a copy here

Congratulations to Peter Scholz for publishing this excellent book on new technological investment methods. It was an honour for me to write the foreword and I wish every reader enriching insights into this new field of investing in the digital age.

Jochen Werne
Prof. Dr. Peter Scholz

This book is the first to provide comprehensive answers to these questions in a fundamental, decisive, detailed and nuanced way. It clarifies the basics, the technology and the tactics behind those clever, financial machines, gives insights into their previous track record to date and much more. Looking ahead, it provides a preview of what is and may be yet to come. As a matter of fact, so far only a relatively small percentage of the global investment community have more or less relied on robo-advisors, depending on their respective culture. It is also a fact that we are only at the beginning of development. We have all borne witness to how exponentially fast things can move forward. One such example is the evolution of smartphones—which by the way have been around for just a little longer than robo-advisors.

Virtual MeetUp: DOES MARKETING MAKE SENSE DURING THE CORONA CRISIS?

Thank you very much Stefanie Milcke for the friendly invitation to this inspiring marketing meetup in the age of Corona!

It’s all about when and in what form marketing makes sense in such extraordinary times, and possibly even makes companies emerge stronger from the crisis. Certainly, as in any crisis, transparent communication to the outside world, but above all internally, is the ultimate discipline.

Message from the organizer

Virtual Meetup: Macht Marketing während der Corona Krise Sinn?

Wednesday, Apr 15, 2020, 5:00 PM

Online event
,

8 Mitglieder Attending

Die Corona Krise trifft uns alle unvorbereitet. Gerade im Marketing herrscht derzeit viel Ahnungslosigkeit, wie mit der Situation umzugehen ist, weshalb die meisten Unternehmen unisono “wir sind da” kommunizieren und kaum einer Indiviualität zeigt. Deshalb widme ich dieses virtuelles Meetup dem Thema “Macht Marketing in der Corona Krise überhaupt S…

Check out this Meetup →

Hiermit lade ich euch alle ganz herzlich zu meinem (ersten) virtuellen Meetup in meiner neuen Gruppe Munich Marketing Roundtable ein. Das Thema: Macht Marketing während der Corona Krise Sinn?

Details

Die Corona Krise trifft uns alle unvorbereitet. Gerade im Marketing herrscht derzeit viel Ahnungslosigkeit, wie mit der Situation umzugehen ist, weshalb die meisten Unternehmen unisono “wir sind da” kommunizieren und kaum einer Indiviualität zeigt.

Deshalb widme ich dieses virtuelles Meetup dem Thema “Macht Marketing in der Corona Krise überhaupt Sinn?” Dafür habe ich ein Experten Round Table organisiert und lade euch hiermit gerne als Zuhörer und “Mit-Diskutierer” ein.

Jeder meiner Experten wird zu Beginn kurz (10 Minuten) seine Erfahrungen insbesondere kommunikativer Natur mit der Krise schildern und dann für die offene Q&A mit euch zur Verfügung stehen.

Dafür habe ich mir ein paar tolle Experten eingeladen:

  • Slavisa Gasic (mein Co-Host, Founder ServicePro, Marketing Allrounder, Experte für Leadgenerierung und CRM)
  • Jochen Werne (CDO Prosegur Germany, Digitalisierungsexperte, ehemals CDO, COO, CMO in Banken)
  • Susanne Schmitz (Founder Agentur wildefreunde, Marketing Allrounder, Experte für Brands)
  • Martin Endara Estrella (Coach, Berater und Trainer, Experte für Social Media und Storytelling)
  • Joey Grit Winkler (Moderatorin Welt der Wunder, Fintech Konferenz Host, Expertin für Bewegtbild Content)

Ich freue mich auf euch!

SZ-Interview: Digitalisierung & New Work – Braucht es noch Finanzberater?

Es war ein Vergnügen im SZ-Interview über das Thema Digitalisierung, New Work und die Veränderungen im Berufsbild des Finanzberaters zu diskutieren.

EinEn Monat nach Erscheinen des Artikels von SZ-Autor Marcel Grzanna und inmitten der Corona-Krise ist das Thema New Work aktueller denn je.

Der vollständige Artikel findet sich hier https://www.sueddeutsche.de/karriere/finanzen-banken-vermoegen-berater-digitalisierung-1.4830194