Divya Jindal-Snape & Michael Naulty , University of Dundee, UK

1. Effectiveness of Competences and Competencies during Transition from Higher Education to Employment: A Case Study of Community Learning and Development (CLD) qualifying training in ScotlandDECOWE Conference 2009, Slovenia Divya Jindal-Snape & Michael Naulty, University of Dundee, UK

2. Where are we?

3. Scotland

4. Dundee and University of Dundee

5. 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

6. 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

7. Stages of Competence/ies • Novice • Advanced Beginner • Competence • Proficiency • Expertise • Mastery • Practical Wisdom Dreyfus, 2001

8. 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

9. 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

10. 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)

11. 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

12. 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)

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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 perspectives Employer’s view

20. Gaps in preparedness for transition to employment • Coping Skills • Sensitivity • Communication Skills • Flexibility • Empathy Skills • Record Keeping • Creativity • Working in a Team

21. 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

22. 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

23. 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?

24. Contact Divya Jindal-Snape d.jindalsnape@dundee.ac.uk Michael Naulty m.naulty@dundee.ac.uk