a competence development model as a support to knowledge society
DESCRIPTION
A COMPETENCE DEVELOPMENT MODEL AS A SUPPORT TO KNOWLEDGE SOCIETY. December 2005. 1. 2. 3. 4. 5. 6. 7. 8. 9. Summary of the presentation. The issues raised by the processes of Barcellona and Bruges-Copenhagen. - PowerPoint PPT PresentationTRANSCRIPT
A COMPETENCE DEVELOPMENT MODEL AS A SUPPORT TO
KNOWLEDGE SOCIETY
December 2005
Summary of the presentation
The issues raised by the processes of Barcellona and Bruges-Copenhagen1
In which context does the European system of companies/organizations operate?2
3
4Which training systems are taken into consideration by the Eutranex Partnership?
5
6
7
8
How is mutual implementation of the model guaranteed?The creation of a computerized “job aid” 9
What is the possible response that organizations and individuals expect from the training system?
What investigation/research process has the DP used to identify the strategic guidelines to act upon?
Which research results should be considered to define the basic strategies of the Eutranex development model?
Which model should be employed to give answers to issues taken on by the Eutranex Partnership?
How are the three macro processes of the model articulated?
The issues raised by the processes of Barcellona and Bruges-Copenhagen
Education and Vocational Training
hold a fundamental role to fulfil the objectives of the
European mandate in Barcellona to make the European
education and training systems worldwide quality
reference points by the year 2010.
1
In what context does the European companies/organizations system operate?
The global economic system, in which European companies work, implies, inevitably, an exasperation of competition which is particularly evident among the ‘profit companies’.
In a parallel way public enterprises and ‘non- profit’
organizations are led by the same system to
continuously improve the type and the quality of the
services themselves.
2
In what context does the European companies/organizations system operate?
The exasperation of competence forces companies/organizations to:
Consider and manage change as a policy;
Undertake research;
Use new technologies
From a managerial point of view:
Identify and perfect more and more refined techniques of setting up and controlling the productive processes, whether they are destined to create products or services.
What is the possible response that organizations and individuals expect from the training system?
Change and the evolutionary trend does not occur and can not develop if…
… the individuals who shoud generate and control it cannot rely on a training system which is able to adapt as rapidly :
competences
job profiles
Methods and comparison, communication tools and team-work.
The model which faces this problem in a systematic way is now commonly known as
“ competence- based approach ”
3
The “competence based” model allows one to successfully face and manage organizational and productive change projects, even if complex …
… working on the bynomial
“process-competence”
This binomial has as a leading thread the precise control of the logical-temporal succession of activities and work results.
Once those activities which feed the work process have been identified, it is easier to identify what is being done and taken on by each vocational profile.
What is the possible response that organizations and individuals expect from the training system?
What vocational training systems are taken into consideration by the Eutranex Partnership?
Vocational training, predominantly oriented towards young people to favour access to the labour market
Vocational training to up-date the competences of those individuals who are already working in organizations.
4
Common Elements
Elements which refer to vocational training of
young people
Elements which refer to vocational training of SME
workers
Glossary and paedagogical/ andragogical model
Phase 1:
coding of the repertory of vocational competences
Phase 2: analysis of training needs
of vocational profiles
Phase 3: Design of training intervention
Phase 4: Delivery of Training in
classroom/laboratory and on the job
Phase 5: monitoring and assessment of the training
process and of the learning results
Phase 1: coding of the repertory of vocational competences
Phase 2: analysis of training needs
of vocational profiles
What investigation/research process has the DP used to identify the strategic guidelines to act upon?5
Elements of the Eutranex
strategy gained from
the compariative research on experience and good
practice of DP matching the development policy of the European
Community
To incnrease the training offer coherence on the basis of the organizations’ competence needs
To make the training processes flexible personalizing them according to the learning needs of single individuals
To improve the quality of the training process by presiding over didactic strategies
To ensure the transfer of learning to the work-place
To encourage certification processes of competences for a true recognition in the limits of the European labour- market
To improve the learning abilities of individuals to enable an easy compliance and diffusion of the concept of lifelong learning
To increase training operators’ sensitivity so as to limit social uneasiness, to favour the cultural and linguistic integration of individuals
To favour the lengthening of the active life of individuals
Expected Outputs
Identifying the competence gaps
in reference to individual and
group performances
Training System prepared to cover competence gaps
To overcome competence
gaps
Analysis of competence
needs
Design and setting up the
training intervention
Training intervention
Delivery
Macro processes to activate
Which research results should be considered to define the basic strategies of the Eutranex development model?6
To increase the coherence of the training offer on the basis of the competence needs of the organizations
To make training processes flexible personalizing them according to the learning needs of the single individuals
To improve the quality of training process presiding over the didactic strategies and over the conjunction of the different phases of the “training value chain”
To prolong the “training value chain” ensuring the transfer of learning to the workplace
Which research results should be considered to define the basic strategies of the Eutranex development model?
Favour the certification processes of competences for a true recognition/acknowledgement in the European labour market
Improve the learning abilities of individuals to enable an easy compliance and diffusion of the concept of lifelong learning
Increase the sensitivity of training operators to limit social uneasiness, to favour the cultural and linguistic integration of people
Favour the lengthening of people’s active life
Which research results should be considered to define the basic strategies of the Eutranex development model?
Analysis of competence
needs
Design and setting up the training action
Training intervention
Delivery
Macro processes to activate
Expected Outputs from the processes
Identify the competence gaps
in reference to individual and
group performance
Training system prepared to overcome
competence gaps
Competence gaps overcome
Elements of Eutranex
strategies to be carried out
To increase the coherence of the training offer on the basis of the competence needs of organizations
To make the training processes flexible personalizing them according to the single individuals’ learning needs
To improve the quality of the training process presiding over the didactic strategies
To ensure the transfer to the work place
To encourage the certification processes of competences for a real recognition/acknowledgement in the European labour market
To improve the learning abilities of individuals to facilitate the sharing and diffusion of the concept of lifelong learning
To increase the sensitivity of the training operators to limit the social uneasiness, to encourage the cultural and linguistic integration of individuals
To encourage the lengthening of people’s active life
7Which model should be employed to give answers to issues taken on by the Eutranex Partnership?
Analysis of competence
needs
Design and setting up of the training action
Delivery of Training
intervention
Macro processes to
activate
Expected Outputs from the
processes
Determining competence
gaps in reference to individual and
group performance
Training System prepared to overcome
competence gaps
Competence gaps overcome
Which model should be adopted to respond to those issues taken on by the Eutranex Partnership?7
8How are the three macro processes of the model structured? “Competence needs analysis”
Macro process: COMPETENCE NEEDS ANALYSIS
Mapping competence needs of the organization/company Analysis of people’s needs
Competence assessmentand gaps analysis for trainingpurposes
Intermediate Outputs Intermediate Outputs Intermediate Outputs
• Process Maps• Maps of the activities/outputs of
vocational profiles• Maps/dictionaries of the UCs
(competence units or Units)
• Individual Social and status needs
• Physical and logistical needs• Cognitive needs• Professional competence
needs• Individual development and
growth needs
• Context elements of work conditions of inidividuals and teams
• Tools to assess people’s work results
Overall outputs Overall Output Overall Output
• Performance levels of the vocational profiles expected by the organization/company
• Up-dated Competence units
• Individual needs profile of the person
Competemce gaps in reference to individual and group
performance
8How are the three macro processes of the model structured? “The design and preparation of the training intervention”
Macro process: DEISNG AND PREPARATION OF TRAINING INTERVENTION
Macro designof the training structure plan
Micro design of the learning process
Setting up and pre-arrangement
of the training interrvention
Intermediate Outputs Intermediate Outputs Intermediate Outputs
• Motivational system and engagement in the training contract
• Training Fields and environment - classroom-laboratory- on the job- ODL/e-learning
• Macro learning process in relation to the cognitive, paedagogical, andragogical approach
• Transfer of learning to work place and/or in simulation
• Necessary Resources:- human (teachers, tutors,)- logistical- economic
Monitoring System, assessment and evaluation of the results/feedback
• Context elements of the work condition of the individuals and teams
• Evaluation instruments of the people’s work results
Overall Output Overall Output Overall Output
• Definite training plant • Programme/es of the training course/action
• Modules
Audience analysis up-dating:• Individual social and status needs
•Logistical and physical needs•Cognitive needs•Professional competence needs• Individual development and growth needs
Design of the learning processDesign of management instruments and delivery of training intervention
Training system pre-arranged to overcome competence gaps
8How are the three macro processes of the model structured? “Delivery of training intervention”
Macro process: DELIVERY OFTRAINING INTERVENTION
Didactical activity start up Management and control
of didactical activitiesTransfer of competences acquired to work place
Intermediate Outputs Intermediate outputs Intermediate Outputs
• Final data on analysis of participants’ learning needs
• Committing/motivational communications and training contract
• Learning processes:- classroom-laboratory- on the job- Odl/e-learning activities
• Administrative management started
• . . .
• Classroom/laboratory Odl activities, e-learning and on the job activities
• Resources and didactical support to learning process
• Monitoring system, assessment and evaluation of operative learning
• Operative technical-administrative management system
• Transfer plan• Surveying and monitoring
instruments of the learning transfer
• Communication plan • Logistic, human and operating
support resources
Overall Outputs Overall Output Overall Output
• didactic activities started • Didactic Objectives reached
Competence gaps annulled
How is the mutual implementation of the model guaranteed?
The creation of a computerized “job aid”
The difficulty encountered:Laying out mutual experiences and identifying a model and an agreeable terminology has certainly been one of the main difficulties faced by the Partnership.
The new problem to face:Maintaining consistency of the model during the testing and diffusion which will take place in the single countries undoubtedly embodies the new challenge.
The solution adopted:To face it successfully the Partnership has decided to develop a computerized tool, that is a “job-aid” able to both formalize the model and the didactic strategies but also to work as a support and guidance for the implementation phase
9
Macro process: THE COMPETENCE NEEDS ANALYSIS
Mapping of competence needsof the organization/company
Individuals’ needs analysisBalance of competencesAnd gaps’ analysis for trainingpurposes
Intermediate Outputs Intermediate Outputs Intermediate Outputs
• Processes maps• Activities/outputs maps of the
vocational profiles• Maps/dictionaries of the UC
(competence unit or Unit)
• Individual social and status needs
• Logistic and physical needs• Cognitive needs• Professional Competence
needs• Individual development and
growth needs
• Context elements of the work conditions of people and teams
• Assessment tools for individuals’ work results
Overall Outputs Overall Outputs Overall Outputs
• Performance levels of vocational profiles expected by the organization/company
• Up-dated CU (competence units)
• Individual needs profile of the person
Competence Gaps referring to individual and group
performance
How should the mutual implementation of the model be guaranteed?The creation of a computerized “job aid”
COMPETENCE NEEDS ANALYSIS
The main system functions 1
FUNCTIONS NOTES
1.1 –Organization/company general data 1.2 – Critical process maps for the purpose of
operating the competences1.3 – A single process map
A – To define Competence Units
<Breaking down of the process into activity and output
The competence Units are denominated and described defining:
EXPECTED INDICATORS AND COMPETENCE MARKERS
B – Breaking down of Unit into elements of competence
KnowledgeOperative abilitiesBehaviour/attitude
1.4 – Set of instruments to survey competence exercise levels
1.5 – Balance of competences (Delta between expected competences and level of exercise of competence
(Possible link to the assessment systems of individual and group performance)
The entire process map, built up in time, can represent an important capitalization of know how for the organization/company but also for the vocational training system
Important indicators for competences balance
The Software could create graphs to monitor the exercise of competences
INSTRUMENT PANEL
Area of expected competences
Area of competences exercised
How is the mutual implementation of the model guaranteed?The creation of a computerized “job aid”
Data base referring to a specific organization/company
Organization/company
General data Possible
Connections to the
ReengineeringOf processes
Process mapsProcesses broken down into activities
and outputs
Vocational profiles represented on
the processesCompetence Dictionaries (Units)
Denominated, described and broken
down into elements
The competence needs of the organization/companyLink to the standard professional profiles at a national and Europass level
Declined in operating levels:-basic- specialistic
The practised competences and the training needs Potential training users general data organized by vocational profile
Competence Gaps surveyed
Set of instruments to survey competence gaps
Link to HR Assessment system of
individual and group work results
Performance evaluation and development of competences
Link to “Modules” of the training response (continuous and specialist training)
How is mutual implementation of the model guaranteed?The creation of a computerized “job aid”
COMPETENCE NEEDS ANALYSISThe functions of tools to support the analyst’s work The functions of tools to support the analyst’s work
1
1. ORGANIZATION’S IDENTITY CARD
• Create new general info
• Consult/modifygeneral info
2 PROCESSES DESCRIPTION
3 BREAKING DOWN PROCESS INTO ACTIVITIES AND OUTPUTS
4 ACTIVITY ASSIGNINGTO THE VOCATIONAL PROFILES
5 COMPETENCEDICTIONARY
6 COMPETENCESURVEYING INSTRUMENTS
7 COMPETENCE BALANCE
8 PEOPLES’ NEEDS ANALYSIS
9. EVALUATION REPORTS
Name
1. ORGANIZATION IDENTITY CARD
Legal status
Main/ branch offices
Mission/vision
Goods Sector
Products and/or services
Clients
Number of employees
Quality System/Certifications
Notes and records
Addresses/references
Vocational Profiles
How is the mutual implementation of the model guaranteed?The creation of a computerized “job aid”
COMPETENCE NEEDS ANALYSISThe functions of tools to support the analyst’s work 1
1. ORGANIZATION’SIDENTITIY CARD
2 PROCESSES DESCRIPTION
• Enter a new process/ Create the processes
map• View/modify a
processor an existing map
3 BREAKING DOWN THE PROCESS INTO
ACTIVITIES AND OUTPUTS
4 ASSIGNING THEACTIVITIES TO THE VOCATIONAL PROFILES
5 COMPETENCEDICTIONARY
6 COMPETENCE SURVEYING INSTRUMENTS
7. COMPETENCE BALANCEE
8. PEOPLES’ NEEDS ANALYSIS
9 EVALUATION REPORTS
2. PRESENTATION OF THE ORGANIZATION’S PROCESSES
Core Processes
Support processes
Qualifying Processes
How is the mutual implementation of the model guaranteed?
The creation of a computerized “job aid”
COMPETENCE NEEDS ANALYSIS
The tool functions as a support to the analyst’s work 1
1. ORGANIZATION’SIDENTITY CARD
2 DESCRIPTION OFTHE PROCESSES
3 BREAKING DOWN OF THE PROCESS INTO ACTIVITIES AND OUTPUTS
• Break down the process
• View and modify a given splitting
4 ASSIGNING THE ACTIVITIES TO THEVOCATIONAL PROFILES
5 COMPETENCEDICTIONARY
6 COMPETENCESSURVEYING INSTRUMENTW
7 COMPETENCE BALANCE
8. PEOPLES’ NEEDS ANALYSIS
9 EVALUATION REPORTS
Process
Activity Output
Activity Output
3. SPLITTING DOWN THE PROCESS INTO ACTIVITIES AND OUTPUTS
Process
Activity Output
How is the mutual implementation of the model guaranteed?The creation of a computerized “job aid”
COMPETENCE NEEDS ANALYSISThe tool functions to support the analyst’s work1
1. ORGANIZATION’SIDENTITY CARD
2 DESCRIPTION OF PROCESSES
3 BREAKING DOWNTHE PROCESSINTO ACTIVITIES ANDOUTPUTS
4 ACTIVITY ASSIGNINGTO THE VOCATIONAL PROFILES
• Create and arrangethe professional profiles list
• Match activities to the professional profile
• View/modify profile
5. COMPETENCEDICTIONARY
6 COMPETENCESURVEYING TOOLS
7 COMPETENCE BALANCE
8. PEOPLE’S NEEDS ANALYSIS
9. EVALUATION REPORTS
4. ACTIVITY ASSIGNING TO THE VOC ATIONAL PROFILES
Vocational profiles list
Activity Output
Activity Output
Activity OutpuTt
Vocational Profile: XXXXXXX
How is the mutual implementation of the model guaranteed?The creation of a computerized “job aid”
Process Process Process
COMPETENCE NEEDS ANALYSISThe tool functions to support the analyst’s work 1
1. ORGANIZATION’SIDENTITY CARD
2 DESCRIPTION OFPROCESSES
3 BREAKING DOWNOF THE PROCESS INTO ACTIVITIES AND OUTPUTS
4 ASSIGNING OF THE ACTIVITIES TO THE VOCATIONAL
PROFILES
5 COMPETENCEDICTIONARY
• Create new competence
• View/modifycompetence
6 COMPETENCE SURVEYING INSTRUMENTS
7 COMPETENCE BALANCE
8. PEOPLES’ NEEDS ANALYSIS
9. EVALUATION REPORTS
5. COMPETENCES DICTIONARY
Professional Figure
Reference process
Reference mark of process name Critical Agreed
Reminder from system of description and specification of the output
OUTPUT of the process
Goods Sector
Activity Activity Output
Competence name
Follows
How is the mutual implementation of the model guaranteed?The creation of a computerized “job aid”
COMPETENCE NEEDS ANALYSIS
The tool functions as a support to the analyst’s work 1
1. ORGANIZATION IDENTITY CARD
1. DESCRIPTION OFTHE PROCESSES
1. BREAKING DOWN OFTHE PROCESS INTOACTIVITIES AND OUTPUTS
1. ASSIGNING OF THEACTIVITIES TO THE VOCATIONAL PROFILES
5. DICTIONARY OF THECOMPETENCES
• Create new competence
• View/modifycompetence
1. COMPETENCESURVEYING TOOLS
1. COMPETENCES BALANCE
8. PEOPLE’S NEEDS ANALYSIS
9. EVALUATION REPORTS
5. COMPETENCES DICTIONARY
Competence description
The individual, starting from:
Is able to:
Being careful to :
Elements of competence
KNOWLEDGEAwareness Comprehension Domain:
Follows
How is the mutual implementation of the model guaranteed?The creation of a computerized “job aid”
1. ORGANIZATION IDENTITY CARD
2 DESCRIPTION OFPROCESSES
3 BREAKING DOWNOF THE PROCESS INTO ACTIVITIES AND OUTPUTS
4 ASSIGNING OF THE ACTIVITIES TO THE VOCATIONAL
PROFILES
5 COMPETENCEDICTIONARY
• Create new competence
• View/modifycompetence
6 COMPETENCE SURVEYING TOOLS
7 COMPETENCE BALANCE
8. PEOPLES’ NEEDS ANALYSIS
9. EVALUATION REPORTS
COMPETENCE NEEDS ANALYSISThe tools functions to support the analyst’s work1
1. ORGANIZATIONIDENTITY CARD
1. DESCRIPTION OF PROCESSES
1. BREAKING DOWN OF THE PROCESS IN ACTIVITIES AND OUTPUTS
1. ASSIGNING OF THE ACTIVITIES TO THE VOCATIONAL
PROFILES
2. COMPETENCES DICTIONARY
• Create new competence
View/modify competence
1. COMPETENCES SURVEYINGTOOLS
1. COMPETENCES BALANCE
8. PEOPLE’S NEEDS ANALYSIS
9. EVALUATION REPORTS
5. COMPETENCES DICTIONARY
OPERATIVE ABILITIESApplication level /grade (beginner)
Specialization leveL/grade (expert – works autonomously)
Domain Level (master)
ORGANIZATIONAL ATTITUDESOrganizational attitudes Person’s Assets
INDICATORS THAT SHOW POSSESSION OF COMPETENCE
Follows
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
A
A1
B
How is the mutual implementation of the model guaranteed?The creation of a computerized “job aid”
1. ORGANIZATION’SIDENTITY CARD
2 DESCRIPTION OFPROCESSES
3 BREAKING DOWNOF THE PROCESS INTO ACTIVITIES AND OUTPUTS
4 ASSIGNING OF THE ACTIVITIES TO THE VOCATIONAL
PROFILES
5 COMPETENCES DICTIONARY
• Create new competence
• View/modifycompetence
6 COMPETENCESURVEYING TOOLS
7 COMPETENCE BALANCE
8. PEOPLES’ NEEDS ANALYSIS
9. EVALUATION REPORTS
COMPETENCE NEEDS ANALYSISThe tools functions as a support of the analyst’s work1
1. ORGANIZATIONIDENTITY CARD
2. DESCRIPTION OFPROCESSES
1. BREAKING DOWN OF THE PROCESS
INTOACTIVITIES AND OUTPUTS
1. ASSIGNING OF ACTIVITIES TO VOCATIONAL PROFILES
5. COMPETENCESDICTIONARY
• Create new competence• View/modify
competence
1. COMPETENCES SURVEYING TOOLS
• COMPETENCES BALANCE
8. PEOPLE’S NEEDS ANALYSIS
9. EVALUATION REPORTS
5. COMPETENCES DICTIONARY
Work Experience
European Key Competence Framework
Educational Qualifications
Other basic competences necessary to exercise profession:
PRE-REQUISITES (in reference to the professionalism of the vocational profile)
Follows
How is the mutual implementation of the model guaranteed?The creation of a computerized “job aid”
1. ORGANIZATION’S IDENTITY CARD
2 DESCRIPTION OFPROCESSES
3 BREAKING DOWNOF THE PROCESS INTO ACTIVITIES AND OUTPUTS
4 ASSIGNING OF THE ACTIVITIES TO THE VOCATIONAL
PROFILES
5 COMPETENCE DICTIONARY
• Create new competence
• View/modifycompetence
6 COMPETENCESURVEYING TOOLS
7 COMPETENCE BALANCE
8. PEOPLES’ NEEDS ANALYSIS
9. EVALUATION REPORTS
COMPETENCE NEEDS ANALYSISThe tools functions to support the analyst’s work 1
1. ORGANIZATION’SIDENTITY CARD
1. PROCESSES DESCRIPTION
1. BREAKING DOWN OFPROCESS IN ACTIVITIES ANDOUTPUTS
1. ACTIVITIES ASSIGNINGTO THE PROFESSIONALFIGURES
1. COMPETENCES DICTIONARY
• Create new competence
• View/modifycompetence
1. COMPETENCES SURVEYINGTOOLS
1. COMPETENCES BALANCE
8. PEOPLE’S NEEDS ANALYSIS
9. EVALUATION REPORTS
5. DICTIONARY OF COMPETENCES
Markers
Indicators Indicator
A
121
34567
Indicator
BIndicator
C Indicator
D Indicator
N
12
34
56
7
Indic.
C
12
34
56
7
Indic. D
1234567
Indic. A
1234567Ind
ic.
N 1 2 3 4 5 6 7
Ind
ic.
B
Graphic description of the competence level possessed
How is the mutual implementation of the model guaranteed?The creation of a computerized “job aid”
1. ORGANIZATION’SIDENTITY CARD
2 DESCRIPTION OFPROCESSES
3 BREAKING DOWNOF THE PROCESS INTO ACTIVITIES AND OUTPUTS
4 ASSIGNING OF THE ACTIVITIES TO THE VOCATIONAL
PROFILES
5 COMPETENCEDICTIONARY
• Create new competence
• View/modifycompetence
6 COMPETENCESURVEYING INSTRUMENTS
7 COMPETENCE BALANCE
8. PEOPLES’ NEEDS ANALYSIS
9. EVALUATION REPORTS
COMPETENCE NEEDS ANALYSISThe tools functions as a support to the analyst’s work 1
Reference instruments
Notes, attentions and weights
Sector supervisor Date Analyst
Reference Process
Reminder of process name Critical Agreed
6. COMPETENCES SURVEYING TOOLS1. ORGANIZATION’S
IDENTITY CARD
2 PROCESSES DESCRIPTION
3 BREAKING DOWN OF THE PROCESS INTOACTIVITIES AND OUTPUTS
4 ACTIVITY ASSIGNINGTO THE VOCATIONAL PROFILES
5. COMPETENCESDICTIONARY
6 COMPETENCE SURVEYING TOOLS
• Performances (PP)• Exercise of
Competences• Basic Competences
7 COMPETENCE BALANCE
8. PEOPLE’S NEEDS ANALYSIS
9. EVALUATION REPORTS
Reminder of competence name
Indicators which show the competence possessed
Reminder of the specific indicator
Reference mark1 2 3 4 5 6 7 8 9 10
A A
Evaluating Element 1 2 3 4 5 6 7 8 9 10
A1 A1
A… A…
Surveying method
A2 A1
How is the mutual implementation of the model guaranteed?The creation of a computerized “job aid”
COMPETENCE NEEDS ANALYSISThe functions of tools as a support of the analyst’s work1
7. THE COMPETENCES BALANCE1. ORGANIZATION’S
IDENTITYCARD
2 PROCESSESDESCRIPTION
3 BREAKING DOWN OFTHE PROCESS INTO ACTIVITIES AND OUTPUTS
4 ASSIGNING OF THEACTIVITIES TO THEVOCATIONAL PROFILES
5 COMPETENCEDICTIONARY
6 COMPETENCE SURVEYING INSTRUMENTS
7 COMPETENCEBALANCE
• Analysis of gap• The graphic
description
8. PEOPLE’S NEEDS ANALYSIS
9. EVALUATION REPORTS
markers
Indicators Indicato
r
A
121
34567
Indicator
BIndicato
rC
Indicator
D Indicator
N
Expected values
Obtained values
Histogram of the gaps (competence gaps on the single indicator)
12
34
56
7
Indic.C
12
34
56
7
Indic. D
1234567
Indic. A
1234567Ind
ic. N
1 2 3 4 5 6 7
Ind
ic.
B
Expected competences Area
Practised competences Area
Polar Diagram (gaps on the competence area)
Graphic description of competence levels expected and exercised
How is the mutual implementation of the model guaranteed?The creation of a computerized “job aid”
COMPETENCE NEEDS ANALYSISThe functions of tools as a support to the analyst’s work 1
8. INDIVIDUAL’ S NEEDS ANALYSIS
1. ORGANIZATION’S IDENTITY CARD
2 DESCRIPTIOON OFTHE PROCESSES
3 BREAKING DOWNOF THE PROCESSINTO ACTIVITIES AND OUTPUTS
4 ACTIVITIES ASSIGNING TO THE PROFESSIONAL FIGURES
5 DICTIONARY OF COMPETENCES
6 COMPETENCE SURVEYINGINSTRUMENTS
7 COMPETENCE BALANCE
8. PEOPLES’ NEEDS ANALYSIS
• Interview form
9. EVALUATION REPORTS
Critical agreed
Surname and christian name Place and date of birth Current organizational position
Work Experience in the organization
Vocational Profile
Organization Goods Sector
Reference Process
General data and reference data of the person to be interviewed
Critical Competences
B
Interview Data • Awareness level of the critical sides in work (overall vision of the problem)• Competence difficulty and needs perceived• Perception of climate in work place and in the organization • Logistic and physical needs (termporary status, length of period, …..)• Need of development (of the person, careerwise, of responsability, of integration, ….)• Social, economic and status needs• Suggestion by the person to improve own professional condition and to contribute to overwhelm
gaps/problems• Willingness to follow learning processes• Willingness to change (job post, role, team, ….)• Other …………….
Interviewer’s considerations
C
Signature of person interviewed
OK to data treatment Place and date of interview Surname, name of interviewer
How is the mutual implementation of the model guaranteed?The creation of a computerized “job aid”
1 2 3 4 5 6 7 8 9 10
COMPETENCE NEEDS ANALYSISThe tool functions as a support to the analyst work1
9. EVALUATION REPORT
1. ORGANIZATION’S IDENTITY CARD
2 PROCESSES DESCRIPTION
3 BREAKING DOWN OF THE PROCESS INTO
ACTIVITIES AND OUTPUTS
4 ACTIVITY ASSIGNINGTO THE VOCATIONAL PROFILES
5 COMPETENCEDICTIONARY
6 COMPETENCE SURVEYING TOOLS
7 COMPETENCEBALANCE
8. PEOPLE’S NEEDSANALYSIS
9. EVALUATION REPORTS
• Report’s summary• Priorities and
solutions to develop
Critical Agreed
Organization
Goods Sector
Object and purpose of the report
Reference Elements of the examined critical aspects
Critical Process
Vocational Profiles involved (name, vocational profile, …)Type and width of the critical aspect (analytical information, histograms, polar diagram, ….)
Method and instruments used to analyse the problem
Summary of the interview for the person/people involved
Analystt’s view in interpreting the probelm
Enclosed documents/certifications list
Suggested Solution
Place and date Reporter’s signature
How is the mutual implementation guaranteed?The creation of a computerized “job aid”
8How are the macro processes of the model articulated? “The design and preparation of the training intervention”
Macro process: DESIGN AND PREPARATION OF THE TRAINING INTERVENTION
Macro design of the Training structure
Micro design of theLearning course
Preparation and pre-dispositionOf the training intervention
Intermediate Outputs Intermediate Outputs Intermediate Outputs
• Motivating and engaging system of the training contract
• Training places and surroundings:- classroom-laboratory- on the job- Odl/ e-learning
• Macro learning process in relation to the cognitive, pedagogical, andragogical approach
• Learning transferring to the work place and/orsimulation
• Necessary resources:- human (teachers, tutors, …)- logistic- economic
• Monitoring system, assessment and evaluation of results
• Context elements of the work conditions of individuals and teams
• Evaluation instruments of the work results of people
Overall Output Overall Outputs Overall Output
• Definitive training establishment • Course/training intervention rogramme/es
• Modules
Audience analysis up-dating:• Individual social and status needs
•Logistic and physical needs•Cognitive needs•Professional Competence needs• Individual development and growth needs
Design of the learning processDesign of management and training intervention delivery tools
Training system pre-arranged to cover competence gaps
THE TRAINING SYSTEM’S RESPONSE2
THE ACTING PARTIES THE OBJECTS AND ACTIONS OF THE TRAINING AGENCIES
Key:
ProcessesOrganization/company general info and relative users/employees Vocational profiles
The organizations and companies
The Education and Vocational training
system
The vocational guidance system and
job placement
Matching Open/transparentMatching Conditioned by property/exclusiveness of KH
UNITS – Units of competence
MODULE –Training Modules outlined related to the Units
Macro-design of training structure (pedagogical/andragogical)Micro-design of learning processesLogistic Solutions The course delivery system (didactic management)The monitoring, assessment and evaluation of the final training outcomes systemThe administrative and financial management systemThe Know-how capitalization system
Management of CLMS
Management of Document and bibliographic archives
How should the mutual implementation of the model be guaranteed?The creation of a computerized “job aid”
General Considerations for the development of tool 2
This second tool aims to support the normal practices of partners for didactical design.
The main purpose of this tool will, thus, be to draw the project designers/trainers’ attention to a series of focus points to maintain the coherence and methodological consistency both with the competence system, and with the specific needs of the single training users.
Thus, the tool means to bring to a system the rich experience background built up by the DP partners in reference to:
• Individual and professional development needs of individuals;
• Hardships and needs linked to physical and mental disabilities
• Multicultural awareness
• Multi-lingual reality
THE TRAINING SYSTEM’S RESPONSE2
How is the mutual implementation of the model guaranteed?The creation of a computerized “job aid”
1. TAKING CHARGE OF THE TRAINING PROJECT
2 FINAL AIMS AND LEARNINGOBJECTIVES
3 MACRO DESIGN (DIDACTIC STRATEGY)
4 ASSESSMENT AND EVALUATIONESTABLISHMENT
5 MICRO DESIGN
6 DIDACTIC MATERIAL
7 LOGISTIC SOLUTIONSFOR DELIVERY
8 PLANNING AND RESOURCE ASSIGNING
9 INSTRUMENTS FOR
DIDACTIC ANDADMINISTRATIVEMANAGEMENT
UNITS – Competence Units
MODULE – Training modules structured in relation to the Units
Macro-design of the training structure (pedagogical/andragogical)
Micro-design of the learning coursesLogistic Solutions The courses delivery system (management of the didactics)The monitoring, assessment and evaluation of the training outcomes systemThe administration and financial management systemThe know how capitalization system
THE TRAINING SYSTEM’S RESPONSE2
Example of reference structure of tool 2
How is the mutual implementation of the model guaranteed?The creation of a computerized “job aid”
8How are the three macro processes of the model articulated? “The training delivery”
Macro process: DELIVERY OF THE TRAINING INTERVENTION
Didactic activities Start up Management and control of didactical activities
Acquired competences transferred to work place
Intermediate Outputs Intermediate Outputs Intermediate Outputs
• Final data of the learning needs analysis of participants
• Commitment/motivation communication and training contract
• Learning processes:- classroom-laboratory- on the job- Odl/e-learning activities
• administrative management inititated
• . . .
• Classroom/laboratory activities; Odl/ e-learning and “on the job” activities
• Learning didactical supports and resources
• Monitoring System, assessment and evaluation of the operative learning
• Operative technical-administrative management system
• . . .
• Transfer plan• Tools to identify and monitor
learning transfer• Communication Plan • Logistical, human and
operational support resources
Overall Output Overall Output Overall Output
• Didactic activities started • Didactic objectives fulfilled
Competence gap overcome
TRAINING DELIVERY: LEARNING TRANSFER TO THE WORK PLACE3
ORGANIZATION/COMPANY INSTITUTION/TRAINING AGENCY
Design and delivery of the training intervention
Work performance evaluation
INSTRUMENTS PANEL
Link to HR competence development
systems
Competence Gaps
LEARNING TRANSFER TO WORK PLACE PLAN
Design
Direct support for the users/traineesSupport to the organization/companyCommunicative and motivational support………..
Final assessment / follow-up
How is the mutual implementation of the model guaranteed?The creation of a computerized “job aid”
General Considerations for Developing Tool 3
Tool 3 is divided into the following two parts:
• Vocational guidance and suggestions for the training delivery in the classroom/laboratory location
• Transferring learning to the work place
In the first part, vocational guidance and suggestions are supplied which are useful to respect the rigour of competence needs analysis that has emerged after applying tool 1;
In the second part, tool 3 links directly to the instruments and to the data already defined in tool 1 to guide the project designers and trainers in setting up and running a dual system to maximize the benefits of training by managing and checking transfer of learning to the workplace.
TRAINING DELIVERY3
How should the mutual implementation of the model be guaranteed?The creation of a computerized “job aid”
1. TAKING CHARGE OFTRAINING PROJECTAND ALLOCATION OF ASSIGNMENTS
2 ACTIVATING COMMUNICATION PLAN
3 ACTIVATING THE LOGISTICSOLUTIONS
4 FIXING THE DIDACTIC MATERIAL
5 START UP AND ARRANGING DIDACTIC ACTIVITIES
6 MONITORING, ASSESSMENT AND EVALUATION OF THELEARNING PROCESS
7 ECONOMIC AND FINANCIALMANAGEMENT
8 CERTIFICATIONS OF THE LEARNING PROCESSES
9 CAPITALIZATION OF EXPERIENCE
Example of reference structure of the FIRST part of tool 3
TRAINING DELIVERY 3
DELIVERY OF TRAINING IN CLASSROOM/LABORATORY
TRAINING IN CLASSROOM/LABORATORY
How is the mutual implementation of the model guaranteed?The creation of a computerized “job aid”
TRAINING DELIVERY3 THE TRANSFER OF LEARNING TO THE WORK PLACE
A. VALIDATION OF THEINDIVIDUAL AND GROUPPERFORMANCES
B DEVELOPMENT AND CAREER PLAN
DEFINITION OF TRANSFER PLAN
Critical Agreed
Surname and name Place and date of birth Current Organizational PositionWork Experience in the organization
Vocational Profile
Organization Goods Sector
Reference Process
General data and reference data of the person recipient of the plan
Critical Competences
B
Trasnfer plan• ……….• ………….• ………………..• …………………….• ……………………….• …………………………….
Checking and assessment Method
C
Trainee/user signature Trainer/tutor signature Signature of organization supervisor
Assigned Responsabilities
Place and date of up-dating
1. TRANSFER PLAN DEFINITION
• Plan drawing up• Graphic description
2 VALIDATION OF THE PLANAND ALLOCATION OF THEASSIGNMENTS
3 ARRANGING CONVEYING ACTIVITIES
4 EVALUATION AND CERTIFICATION OF THE RESULTS
How is the mutual implementatin of the model guaranteed?The creation of a computerized “job aid”
1 2 3 4 5 6 7 8 9 10
1. DEFINITION OF THE CONVEYING PLAN
• Plan drawing up• Graphic description
1. PLAN VALIDATIONAND ALLOCATION OF ASSIGNMENTS
1. TRANSFERRING ACTIVITIESARRANGEMENT
1. EVALUATIONAND CERTIFICATION OF RESULTS
TRAINING DELIVERY 3 THE TRANSFER OF LEARNING TO THE WORK PLACE
A. INDIVIDUAL AND GROUPPERFORMANCES EVALUATION
A. DEVELOPMENT AND CAREERPLAN
DEFINITION OF TRANSFER PLAN
Graphic Description of the competence levels expected and presumed following training in classroom/laboratory
Indicators
Indicators Indicato
r
A
121
34567
Indicator
BIndicato
r
C Indicator
D Indicator
N
Expected values
Surveyd Values
Histogram of the gaps (competence gaps on the single indicator)
12
34
56
7
Indic.C
12
34
56
7
Indic. D
1234567
Indic. A
1234567Ind
ic. N
1 2 3 4 5 6 7
Ind
ic.
B
Expected competences Area
Practised competences area
Polar diagram (gaps on the competence area)
How is the mutual implementation of the model guaranteed?The creation of a computerized “job aid”
1. TRANSFER PLAN DEFINITION
• Plan drawing up• Graphic description
2 VALIDATION OF THE PLANAND ALLOCATION OF THEASSIGNMENTS
3 ARRANGING CONVEYING ACTIVITIES
4 EVALUATION AND CERTIFICATION OF THE RESULTS
TRAINING DELIVERY3 THE TRANSFER OF LEARNING TO THE WORK PLACE
A. EVALUATION OF INDIVIDUAL AND GROUP
PERFORMANCES
B DEVELOPMENT AND CAREERPLAN
VALIDATION OF THE TRANSFER PLAN
Critical agreeable
Surname and Christian name Place and date of birth Organizational Position Current organizational PositionWork experience in organisation
Vocational Profile
Organization Goods sector
Reference Process
General information and reference data of person recipient of the plan
Critical Competences
B
Transfer plan • ……….• ………….• ………………..• …………………….• ……………………….• …………………………….
Checking /assessment steps
C
Trainee signature Trainer/tutor signature Org. supervisor signature
Responsibilities Assigned
Place and date of up-dating
1. DEFINITION OFTRANSFER PLAN
1. PLAN VALIDATION ANDALLOCATION OF ASSIGNMENTS
1. ARRANGING TRANSFER ACTIVITIES
1. RESULTS EVALUATIONAND CERTIFICATION
How is mututal implementation of the model guaranteed? The creation of a computerized “job aid”
1 2 3 4 5 6 7 8 9 10
1. DEFINITION OF THE CONVEYING PLAN
1. PLAN VALIDATIONAND ALLOCATION OF ASSIGNMENTS
1. TRANSFERRING ACTIVITIESARRANGEMENT
1. EVALUATIONAND CERTIFICATION OF RESULTS
1. DEFINITION OF THE CONVEYING PLAN
2 PLAN VALIDATIONAND ALLOCATION OF ASSIGNMENTS
3 TRANSFERRING ACTIVITIESARRANGEMENT
4 EVALUATIONAND CERTIFICATION OF RESULTS
1 DEFINITION OF THE TRANSFER PLAN
2 PLAN VALIDATIONAND ALLOCATION OF ASSIGNMENTS
3 ARRANGING FOR TRANSFER ACTIVITIES
4 EVALUATION AND CERTIFICATION OF THE RESULTS
TRAINING DELIVERY3 THE TRANSFER OF LEARNING TO THE WORK PLACE
A. EVALUATION OF THE INDIVIDUAL AND GROUP
PERFORMANCES
B. DEVELOPMENT AND CAREERPLAN
DEFINITION OF TRANSFER PLAN
Graphic presentation of the expected and presumed competence levels of training in classroom/laboratory
Expected competences area
Area of the presumed competences following classroom/laboratory training
Polar Diagram (Gaps on the competence area)
12
34
56
7
Indic.C
12
34
56
7
Indic. D
123456
7
Indic. A
1234567Ind
ic. N
1 2 3 4 5 6 7
Ind
ic. B
Values in progress in transfer
Expected values
Presumed values following training in classroom/laboratory
Histogram of the gaps (competence gaps on the single indicators)
Values in progress during training transfer
marker
Indicators Indicato
r
A
121
34567
Indicator
BIndicato
r
C Indicator
D Indicator
N
How is the mutual implementation of the model guaranteed?The creation of a computerized “job aid”