Action oriented training for High Skilled Workers - Experiences in Germany

1. Action oriented training for High Skilled Workers - Experiences in Germany Situation Consequences Concepts

2. Changing working environment reflects to VET Present and future factors of influence concerning VET Factors of Influence Companies Possible strategies and instruments support intercultural competence Globalisation changed customer orientation Change of Values strengthen virtual communication / IT competence Virtualisation Increasing Dynamic people instead of knowledge Economic Orientation training oriented on creation of value

3. 劳动市场的变化是职业培训机构的影像 目前和将来对职业培训的直接影响 影响因素 企业需求 对人员的新要求 人文科学 全球化（与世界接轨） 年轻人的理智性 以顾客为导向的工作 综合能力 各种能力的强化 不断提高的技术和工艺 知识的灵活运用 经济方面的发展 创造价值观

4. Who is supplier, partner, customer of vocational training (process chain) Supplier Partner Customer School Secondary school Technical school High school SME / Departments Production Montage Development Research Distribution Finance HR … Top management Works council Vocational training Vocational school Chambers Parents Peer Group

5. 职业培训机构的生源单位、合作伙伴和顾客(过程链)职业培训机构的生源单位、合作伙伴和顾客(过程链) 生源单位 合作伙伴 顾客 学校 普通中学 实科中学 专科学校 高级文科中学 行业 生产 安装 产品开发 科研 销售 金融 人力资源 其它 企业领导 企业协会 培训 职业学校 商会 学生家长 同龄群体

6. Customizing vocational training – who is the target group Secondary customers Trainees and potential trainees (Applicants) Vocational Training Primary Customers Future employers of the trainees

7. 职业培训对象 – 目标群体 技术工人 高级工程师 未来技术工人 (其他报名者) 职业培训 初级工长 工长 职业培训负责人

8. Declining half-life of knowledge: People instead of pure knowledge Knowledge School Knowledge University Knowledge technological Knowledge vocational Knowledge IT Knowledge Years

9. 随着时间的推移知识不断老化，关键应学会捕捉知识的能力随着时间的推移知识不断老化，关键应学会捕捉知识的能力

10. Knowledge and personal competence in time response Development of personality Amount Development of knowledge Time / t

11. 时间的变化 — 对专业能力和个人能力要求的变化 变化曲线 能力 知识 时间曲线

12. Action competence Occupational Competence Vocational Action Competence Individual Competence Methodical Competence Social competence

13. 行为能力 专业能力 职业行为 能力 方法能力 个人能力 社会能力

14. Competence • Occupational competence ability to recognize professional connections, develop professional creativity, and execute self-responsible, independent, and professional tasks according to the demands of customers. • Individual competence ability to appear and act authentically, creatively, and persuasively, all with a positive attitude. • Methodical competence  ability to recognize action structures and to gather information systematically. To choose and apply successful theoretical and working methods for every professional situation.

15. Competence • Social competence ability to interact with others, to work actively in a team, to develop the capability to carry our productive dialogs in teams, to work together toward a mutual goal, and eventually manage a team. • Action competence Integration of professional competence, individual competence, methodical competence, and social competence. An employee has the ability to solve problems when she/he has the necessary action competence.

16. Demand for future trainers and trainees Past Today Future occupational competence methodical competence social competence individual competence

17. 对未来接受培训人员的要求 昨天 今天 明天 专业能力 方法能力 社会能力 个人能力

18. Complete action procedure Target of the action process Information: Trainees work out independently the needed information for planning and execution of the task Evaluation: The trainees and the trainer evaluate the process and the result of their work. As a consequence of this meeting new tasks and targets will be determined and the cycle is closed Planning: Trainees work out independently the complete action plan for the task Deciding: Trainees decide together with the trainer over the realisation of the plan. The trainer can asses if the students gathered the needed competences. Controlling: The trainees control and evaluate their own work result. They use eventually the tools which they developed during the planning phase. Tools and material Realisation: The students carry out the project task. This can be done individual or in team work, according to the approved plan.

19. Learning-Island as an integrated qualifying model Regular Training situation: sequential experience of the tasks Logistics Purchase Material- logistics Production- planning Time- Mana- gement Distri- bution etc. Potential errors in the task execution becomes not tangible because the trainee is not observing the whole process.

20. 过程式教学 — 一套完整的教学模式 正规的培训场所: 依次完成的任务 逻辑性思考 材料购置 材料的合理 使用 生产计划 时间安排 销售 其它 各环节的操作失误，会在下一个环节中明显的体现出来。

21. Learning-Island as an integrated qualifying model Learning-island: parallel experience of dependent tasks Production- planning Quality control Material Customer (internal or external) Delivery to customer Marketing Purchasing Distribution Disposition Integrated entrepreneurial action is necessary since the trainee is responsible for the entire added value chain. Potentially incorrect task execution (for example, incorrect material order) becomes immediately visible during the task execution. A high learning-efficiency results for the trainee.

22. 过程式教学 — 一套完整的教学模式 完整的教学模式: 任务各环节的统一思考 生产计划 质量保证 材料的合 理使用 订单 交货（顾客） 市场营销 材料购置 销售 安排 完整的教学模式要求学生对价值链的整体过程十分清楚，并从始至终负责。其中一个环节的失误，会影响下一个环节的操作，对效益产生影响。

23. Education aspect Methodical competence Social competence Individual competence Occupational competence Educational Aspect Key qualification The didactical demand must be fulfilled The human, and not the pure theoretical knowledge, must be developed But to only develop the individual is not successful in the long run Conclusion: Key qualifications are of great importance for education and training Possibility to evaluate and duration of the training Time consumption Flexibility

24. 培训观念的变化 专业能力 方法能力 社会能力 个人能力 对能力的要求 注: 职业培训强调的不仅是专业知识， 而是各种能力。 时间的延续

25. The added value aspect Indirect Creation of value= indirect influence on production • Company organization • Technological development • Acquisition policy • Human Resources Management • Vocational training Research and development Acquisition Production Design Direct Creation of value= direct influence on production Marketing and distribution

26. 创造价值观 间接创造价值 = 间接与生产相关 • 企业组织 • 技术工艺的变化 • 购置政策 • 资源的合理管理 • 职业培训 研究和发明 购置政策 生产 设计 营销销售 直接创造价值 = 直接与生产相关

27. The Performance Triangle Allow Trainee Trainer “Allow” and “trust Motivate resp.create environment Support and stimulate Will Can

28. 成绩三合一 允许做 学生 教师 放开 创造条件 调动积极性 支持和要求 愿意做 想做 能做

29. Learning Culture in Teams Respect each other Be happy with each other Be happy for each other Recognize the potential of others Indicators of a positive learning cultures in teams Give Feedback Helping each other to learn Learn with and from each other Reflect themselves

30. 团队精神所提倡的是： 相互尊敬 友善合作 乐于付出 接纳他人 重要因素 信息共享 知识共享 相互学习 自我反射

31. “We Sentiment” “We Sentiment” in teams as a condition for a positive learning environment Complementary competences Small number of members(5-10) Mutual tasks and mutual targets Conditions Mutual action strategies Mutual responsibility of results Responsibility of the manager / trainer, creation of a positive “we sentiment”

32. „我们的感觉“ „我们的感觉“ --- 团队的重要因素 能力互补 小组人数不需过多(5-10人) 共同的任务 共同的目标 重要因素 共同的工作 策略 共同对成果 负责 教师的责任范围= “我们感觉”的根据

33. Small and Medium Enterprises • Implementation of SME into the VET System • In future new jobs will be seen more likely in small and medium sized enterprises than in big multinational companies • It is needed to develop ways and methods to serve SME as an important pillar of the national economy

34. Small and Medium Enterprises • To allow apprentices to enter the companies during their training can result in a win-win situation for all involved partners • Transfer of the needed knowledge and skills from the master to the students • Most efficient way to carry out the transition from school to work

35. Small and Medium Enterprises Better use of schools Zero distance betweentrainees and companies SME and VET SME can get new knowledge Smooth transition fromschool to work Trainees get practicaloriented training

36. “The whole is more than the sum of the parts.”Through an integrated training process, it is possible to be prepared for future challenges and to generate young talents that companies need.

37. „整体比其各部分的总合多得多.“ 用在职业培训机构旨在：经过完整的职业培训，使学生掌握综合技能，具备迎接未来挑战的各种能力，真正为企业输送现代生产所需的高素质人才。