To eliminate these ambiguities, work is broken into actions that can be completed within time-boxed iterations, called sprints – with clear goals and regular feedback loops.
[7] The Scrum framework can be well adjusted to the requirements of companies for dynamic, workplace-integrated competence development and the subsequent frequency and intensity with which employees have to educate themselves further and acquire new skills.
In terms of competence development, organizations therefore have concrete needs that are not met well by classical forms of qualification (e.g. seminar courses, continuing education courses), namely: There is a need for the integration of knowledge and content management with collaboration technologies and for developing a new (online) manufacturing training methodology to train and build the manufacturing workforce of the future.
Agile implies that learners create content and develop skills alongside teachers in a collaborative yet competitive environment mediated by technology.
[18] In agile learning the participants may gain new competencies that are, unlike in classical formal education, directly linked to their work context.
Therefore, the main potential of this approach lies in the practical relevance of the acquired competencies and the demand-oriented communication of contents, techniques, and skills.
For subject areas where particular importance is attached to the completeness of learning content (e.g. safety at work or fire protection), classical further education formats are to be preferred.