effectiveness of competences and competencies during transition from higher education to employment:...
TRANSCRIPT
Effectiveness of Competences and Competencies during Transition from Higher Education to Employment: A Case
Study of Community Learning and Development (CLD) qualifying training in Scotland
DECOWE Conference 2009, Slovenia
Divya Jindal-Snape & Michael Naulty, University of Dundee, UK
Dundee and University of Dundee
Transition from Higher Education to Employment
• on-going process that focuses on interactions between an individual and significant others in that individual’s environment
• satisfying and fulfilling
• challenging and stressful
The Competence versus Competency Debate
“The competence of professionals derives from their possessing a set of relevant attributes such as knowledge, skills and attitudes. These attributes jointly underlie competence and are often referred to as competencies.”
Gonzi et al., 1993, 5-6
Stages of Competence/ies
(1) Novice(2) Advanced Beginner(3) Competence(4) Proficiency(5) Expertise(6) Mastery(7) Practical Wisdom
Dreyfus, 2001
What is Community Learning and Development?
• learning and social development work – with individuals and groups – in their communities – using a range of formal and informal methods
• defining feature is that programmes and activities are developed in dialogue with communities and participants
Professional Training in CLD
In Scotland-awarded by four Higher Education Institutes (HEI) at both undergraduate and postgraduate levels
– academic approval through HEI quality assurance processes
– professional endorsement
CLD professional training
Attempts to construct a curriculum that provides
• competence as a combination of personal abilities (competency)
• their effective application in professional role (competence)
Purpose of research
• To explore whether current CLD training in Scotland is meeting these demands and preparing students for transition to work in an ever evolving field
METHODOLOGY
• Multiple phase design across Scotland– 63 CLD employers (36 voluntary & 27
statutory sector) responded to a questionnaire– based on results, focus groups were
conducted to collect in-depth qualitative data from a wider group of stakeholders (CLD students, n=4; newly qualified practitioners [NQP], n=10; employers/agencies, n=15; minority groups, n=2 and training providers, n=8)
RESULTS AND DISCUSSION
• Role of the CLD practitioner • Desirable abilities and attributes of a CLD
practitioner• Views on the current set of competences used to
assess initial qualifying performance in CLD • Views about Training Provision• Readiness of newly qualified CLD practitioners for
the transition to employment• Strengths of newly qualified CLD practitioners• Gaps in preparedness for transition to employment • New skills required of a CLD practitioner for smooth
transition in a constantly changing field
Role of the CLD practitioner
• To work with people to meet their identified needs• To operate in a locality/community at a group and 1:1
level• To work towards meeting these needs in partnership
with local people and related professionals and agencies• Development of purposeful community engagement. • To engage in socially situated learning and development
aimed towards social justice and inclusion
Desirable abilities and attributes of a CLD practitioner
• Honesty/integrity • Communication Skills• Working with the
Public• Working in a Team• Confidentiality• Sensitivity• Empathy Skills
• Flexibility• Dependability• Coping Skills• Willingness to learn• Time Keeping• Time Management• Record Keeping• Creativity
Newly Qualified Practitioner
Views on the current set of competences
• Most essential– to engage with the community– using a range of formal and informal educational methods and
techniques – developing confidence, knowledge, skills and understanding of
participants;– organising and delivering quality activities and projects – applying the principles underlying community education in
practice– demonstrating skills in report writing and presentation for a
variety of audiences • Competency approach was relevant but the current array
of competences should be refreshed• Competences should be aligned with appropriate
frameworks in Scotland and the rest of Europe
Views about Training Provision
• current training provision – 85% good to excellent– 12% adequate – 3% inadequate to poor
• qualifying training should be generic in nature and specialist training should be post qualifying CPD
Readiness of newly qualified practitioners for transition to
employment• preparedness for employment of the
newly qualified staff – 83% good to excellent – 7% adequate
• capacity to undertake their work– 88% good to excellent– 12% adequate
Employer’s view
Strengths of newly qualified CLD practitioners
• Enthusiastic, keen to learn, motivated, commitment, eagerness, fresh approach, flexibility, new ideas, challenging existing staff to reflect on their own practice, sometimes naive but thoughtful questions, sceptical, creative and open
• Integration of theory and practice• Up-to-date understanding of theoretical
perspectivesEmployer’s view
Gaps in preparedness for transition to employment
• Coping Skills• Sensitivity• Communication Skills• Flexibility• Empathy Skills• Record Keeping• Creativity• Working in a Team
New skills required of a CLD practitioner for smooth transition in a constantly
changing field
• Partnership Working
• Conflict Management
• Facilitation and Meeting Skills
• Child Protection
• Inter-professional working
CONCLUSION
• Key attributes and abilities were divided into hard and soft skills and knowledge base areas
• NQP were well prepared for employment• Current modes of qualifying training delivery beneficial
but parity across modes needs to be assured • Competency approach was appropriate for professional
development and as a preparation for transition to work • Important to focus on soft skills (competencies) which
indicate the process rather than the outcome driven hard skills (competences) alone
CONCLUSION contd.
• The challenge for the training providers – to refresh the competences within their programmes– to make soft skills/competencies more explicit in the
curriculum – to pilot ways of developing these attributes and
competencies
• Raises questions about – Can these soft skills/competencies be developed and
assessed?– Should they be?
