Transnational methods and models for self - evaluation of non-formal personal competencies

1. Transnational methods and models for self-evaluation of non-formal personal competencies Wiebke Petersen and Gerald Heidegger (biat/ Universität Flensburg, Germany) Leonardo da Vinci Project, Reference Material

2. Aims of the Self-Evaluation Project • Investigate and improve support for people in evaluating their own possible competences through new methods of self-evaluation of personalcompetences of adult learners on a transnational basis • Improving opportunities to re-enter the labour market possibly in a different field: - more suitable to personal interests and wishes - higher success, better options to stay in the job

3. Target group • learners with interrupted occupational or learning careers who embark on various courses in colleges of further education with the purpose of returning to work or learning • self-evaluation and self-recognition of their personal skills and competences are crucial to broaden their career plans

4. Partners and processes of the project • Partners: United Kingdom, Portugal, Greece, Romania, Czech Republic, Denmark, Germany (co-ordinator) • Processes: Investigation of societal/economic/political conditions for - labour market re-entry - self-evaluation methods - pro´s and con´s of accreditation of non-formal and informal learning - developing model projects (culturally adapted, European dimension) - implementing and evaluating model projects • Valorisation of results

5. The German Model-Project for an Adult Course Module for Self-Evaluation Wiebke Petersen (biat/ Universität Flensburg, Germany)

6. Experiences, Self-Evaluation and Self-Development • Three stages of the process of personal development in the context of broadening the career plans of the participants: • experiences through formal, non-formal and informal learning before the self-evaluation phase • module as an incentive for self-evaluation • further self-development of the personality with respect to occupational competences social competences personal competences („self-competences“)

7. Self-Evaluation ofexperiences, interests and wishes – the „German module“ • through • experiencing activities with different characteristics/demands based on Holland ´s theory of types of personality • common reflection in groups (possibly with support) • using an independently usable IT-tool with greatly extended possibilities of interactivity • creative thinking out new possible fields of occupation (and even „recreation“ – for the longterm unemployed)

8. Six types of personality according to HOLLAND´s theory (including combinations)

9. Holland´ s theory of types of personality • Created in the 1960s • Based on behaviourist personality theory • Six types defined through factor analysis • Since then extensive further development • Application to job finding processes, biographical planning of occupational career • For that development of a typology of job profiles according to the same six dimensions

10. Matching of types of personality and dimensions of job profiles ( R=realistic, I=investigative, A=artistic, S=social, E= enterprising, C=conventional) Characteristics of personality: three main dimensions (first, second, third): e.g. IAS for university professor RCE for car mechanic SCI for teachers Issues for criticism: Conventional understanding of the types e.g. enterprising close to salesmanship social close to education (even mainly of children) realistic close to male handicraft investigative close to academic endeavours (Implicit influence of bourgeois prejudices)

11. Matching of types of personality and dimensions of job profiles • Dimensions of job profiles In the US the ca. 20 000 job profiles each get a 3 letter type description (drawing on official job descriptions, job advertisements, experts judgements) • Nowadays adapted worldwide (commercially available) • E.g. for Germany EXPLORIX for the ca. 350 middle level „Berufe“ and also the academic professions

12. Matching of types of personality and dimensions of job profiles • Dimensions of job profiles – Critical issues: Very different types of activities within one occupation are neglected, e.g. for car mechanic: focus on repetitive repair work investigative diagnosis of faults counselling of customers leading work group salesmanship We try to change this fundamentally!

13. Matching of types of personality and dimensions of job profiles • Basic idea of matching: Individuals with a certain „Holland code“ supposed to be optimally suitable for occupations with the same code • The idea of self-realisation during leisure activities is neglected • The individuals are subject to seemingly objective procedures (although often additional counselling is recommended) We try to change that!

14. Defining and matching types of personality according to EXPLORIX • Individuals fill in short questionnaires (Ten questions for each dimension) • Two methods of self-investigation What am I able to do? What would I like to do? • Results evaluated online by the EXPLORIX-Company (10 €) • Outcome: Suggestions for job search according to the matching process Instead we offer an approach based on independent self-judging!

15. The Flensburg-method for searching your „self“ and thinking out a new future • Based on Holland ´s six dimensions (R, I, A, S, E, C) • Experiencing your main features through carrying through real activities oriented to the types • Reflecting on and thinking out new possible occupations but also suitable leisure activities (importance of work-life-balance) • We also give the hint to think about What am I able to do? What would I like to do? People are advised to thinking but also to listening to their emotions.

16. The Flensburg-method for searching your „self“ and thinking out a new future • Examples for the activities: 2-3 alternatives for each main type of personality Additionally one can be created by the participants themselves Realistic: model railway sewing model ships or steam engines Investigative: comparing and choosing an office chair for people with a bad back investigating a fault in a car researching into the cheapest ingredients for a meal

17. The Flensburg-method for searching your „self“ and thinking out a new future artistic: building an object for a model railway landscape preparing and decorating a plate with bread roles (Canapés) ??? social: role playing – intervention in a conflict ??? enterprising: organising a political manifestation organising the preparation of a large meal in a team with a limited budget ??? Conventional: Book keeping about expenditures for a household filling in transfers for one´s own bank account ???

18. The Flensburg-method for searching your „self“ and thinking out a new future • Combinations of Holland codes are obviously built in into the activities • Additional ideas still to be analysed according to the Holland code Further possible self-evaluation activities, at the same time options for suitable recreational activities for times of unemployment sports (table tennis, football, etc.) gardening making music (playing in a band) dancing ….

19. Conventional activity: Calculating expenditure for foodChristina (shop assistant): no hope to experience somethingnewTim (plasterer Meister): is familiar with calculations

20. Realistic activity: building a model railwayMilan (roma, showman on a fairground, low literacy and numeracy skills): no special interests, but high motivation

21. Artistic activity: Landscape for the model railwayBarbara (without qualification): likes being creative

22. Common reflection in groups (possibly with support)Barbara (without qualification): difficulties in oral expressionVladimir (electrician, from Russia): speaks nearly no German

23. The interactive tool for the Flensburg method In cases where participants have some IT-skills: • To be filled in on a computer • Participants answer questions which relate to the six Holland dimensions according to three levels • Additional interactivity: Not only individual answers but The questions themselves can be adapted to one´s experiences, interests, wishes and desires. This can also be done with a pencil.

24. Second step: The IT-tool • The matrix definig the dimensions of the Self-Evaluation IT-tool:

26. The Flensburg-method for searching your „self“ and thinking out a new future • experiencing activities with different characteristics/demands • common reflection in groups (possibly with support) • using an independently usable IT-tool, the interactive tool for the Flensburg method • creative thinking out new possible fields of occupation (and even „recreation“ – for the long term unemployed)