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Netwerkbijeenkomst HAN/Fashion Supply Chain Management Resultaten Mode Onderzoek

Dive into key competencies needed by supply chain professionals in the fashion industry. Understand how these competencies are acquired and explore enhancing education strategies. Discover insights, trends, and practical implications from industry supply chain managers. Uncover the importance of knowledge, skills, and behavioral competencies for successful supply chain management in the fast-paced world of fashion. Learn from real-world experiences and explore ways to bridge theory with practice for more effective learning outcomes.

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Netwerkbijeenkomst HAN/Fashion Supply Chain Management Resultaten Mode Onderzoek

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  1. Netwerkbijeenkomst HAN/Fashion Supply Chain Management Resultaten Mode Onderzoek 24 April 2012

  2. Doelstellingen • Resultaten Mode onderzoekdelen en valideren met supply chain managers uit de mode branche

  3. Achtergrond mode-onderzoek • ELP onderzoek (fase I en fase II), door Stef Weijers, ReinderPieters en Hans-Heinrich Glöckner • Mode onderzoek, door Stef Weijers, HennyJordaan, Hans-Heinrich Glöckner, Rita van derVeen

  4. Hoofdvragen mode onderzoek • Welke competencies hebben supply chain professionals nodig, nietalleen in termen van kennis en vaardigheden, maarook en vooral in termen van beroepshouding? • Hoe wordendeze competencies in de praktijkontwikkeld? • Op welkemanierkunnen we dergelijke competencies in de opleidingLogistiek en Economie (aan de HAN) nogbeterontwikkelen?

  5. Onderzoeksopzet • Interviews met 20 supply chain managers in de mode industrie met vragen over: • Opleiding, inhoud en niveau van de functie • Competencies, die nodigzijnom in de functiesuccesvoltezijn • kennis en vaardigheden • gedragscompetencies • Het verwerven/ontwikkelen van de competenties: • kennis/vaardigheden • gedragscompetenties

  6. Focus – waarom in de mode? In de mode industrie zijn algemene supplychain trends al werkelijkheid: • sterk gedreven door consumentenvraag – onvoorspelbaar • doorgaans korte productlevenscycli • globale ketens • ICT van groot belang • hoge eisen aan reactiesnelheid, flexibiliteit, leverbetrouwbaarheid en servicegraad. ► Sterke Supply Chain Managers nodig!

  7. Resultaten • Opleiding; inhoud & niveau van de functie • Benodigdekennis & vaardigheden en gedragscompetenties • Hoe zijnkennis & vaardigheden en gedragscompetentiesverworven

  8. Opleidingsniveau van de geinterviewdeSCM-ers

  9. Positie van de functie

  10. Verantwoordelijkheidsgebieden

  11. Resultaten • Opleiding; inhoud & niveau van de functie • Benodigdekennis & vaardigheden en gedragscompetenties • Hoe zijnkennis & vaardigheden en gedragscompetentiesverworven

  12. Benodigdekennis & vaardigheden

  13. Belangrijkstegedragscompetenties

  14. Resultaten • Opleiding; inhoud & niveau van de functie • Benodigdekennis & vaardigheden en gedragscompetenties • Hoe zijnkennis & vaardigheden en gedragscompetentiesverworven

  15. Gevolgdevakinhoudelijkecursussen

  16. Gevolgdecursussen op het gebied van persoonlijkeontwikkeling

  17. Hoe leerden de supply chain managers hunvak? • Studiewerdgezienals ‘entry ticket’ om tot eenbepaalde start functietewordentoegelaten • ‘Gaten’ in kennis of vaardighedenwerden ad-hoc door cursussenopgevuld • Lerenwat supply chain management inhield, gebeurde in de praktijk, o.a. • door feedback van mentoren, collega’s en medewerkers • Voorzichtigeconclusie: • Leren van management is vooraleensociale, contextgebondenactiviteit

  18. Vraag 1 • Alseen diploma in de praktijknietmeer was daneentoegangsbewijs tot eenbepaaldefunctie en het leren van managementgedrag met name in de praktijkgebeurt, watbetekentdatvooronzeopleiding LE? • Kunnen/moeten we meerpraktijkopnemen in de opleiding? • Kunnen/moeten we meer ‘uit de bestaandepraktijkervaringenhalen’ • Kunnen/moeten we meerstudenten het dualetrajectlatenvolgen (analoogDuitse ‘Berufsakademie’)? • ……..

  19. Literatuur • Bass, B. M. (2008), The Bass Handbook of Leadership. New York: The Free Press, • Bourdieu, P. (1990). The Logic of Practice. Cambridge: Polity Press • De Vries, G. (1995). De ontwikkeling van wetenschap. Groningen: Wolters-Noordhoff • Dreyfus, H.L., Dreyfus, S.E. (1986). Mind over machine. New York: the Free Press • Flyvbjerg, B. (2001). MakingSocialScience matter. Cambridge: Cambridge UniversityPress • Haslam, S. A., Reicher, S.D., Platow, M.J. (2011). The New Psychology of Leadership. Hove: Psychology Press • Hill, L. (1992). Becoming a manager: mastery of a new identity. Cambridge: Harvard Business School Press • Illeris, K. (2009). Contemporary Theories of Learning. Abingdon: Routledged • Khurana, S. (2007). From Higher aims to hired hands. Princeton: Princeton University Press • Mead, G. H.,(1934) Mind, Self and Society. Chicago: University of Chicago Press. • Mintzberg, H. (2011). Managing. Harlow: Pearson Education Limited • Mintzberg, H. (2004). Managers not MBAs. Harlow: Pearson Education Limited • Stacey, R., (2007) Strategic Management and Organizational Dynamics (5th edition). London: Financial Times/Prentice Hall • Raven, J., Stephenson, J. (2001). Competence in the learning society. New York: Peter Lang Publishing • Seegers, J. (2008). Leren van leiderschapscompetenties. dare.ubvu.vu.nl/bitstream/.../seegers%20bw%20pdf%20uitgever.pdf • Wenger, E. (1998). Communities of Practice. Cambridge: Cambridge University Press

  20. Wat is eencompetentie – Spencer & Spencer - 1 • Gedrag is zichtbaar, en wordtbeinvloed door skill, knowledge, self-concept, trait en motive Skill Self- concept Skill Visible Trait, motive Knowledge Self - concept Attitudes, Values Trait Hidden Knowledge Motive Surface; Most easily developed Core Personality; Most difficult to develop

  21. Overzichtnaarcompetentie clusters (Spencer & Spencer)

  22. Spencer & Spencer – dictionary for generic competencies 1. Achievement Orientation (ACH) Core: Does the person think about meeting and surpassing goals and taking calculated risks for measured gains? Other terms : Results orientation, efficiency orientation, concern for standards, focus on improvement, entrepreneurship, optimizing use of resources 2. Analytical Thinking (AT) Core: Does the person understand cause-and-effect chains and relationships? Other terms : thinking for youself, practical intellicgence, analyzing problems, reasoning, planning skill 3. Conceptual Thinking (CT) Core: Does the person match patterns? Assemble many pieces into a coherent whole? Create new ways to look at things? Other terms: use of concepts, pattern of recognition, insight, critical thinking, problem definition, ability to generate theories 4. Concern for order: (CO) Core: Does the person have an underlying drive to reduce uncertainty in the surrounding environment. Other terms : Monitoring, Concern with clarity, desire to reduce uncertainty, keeping track 5. Customer Service Orientation (CSO) Core: Does the person act on behalf of the person being served? Other terms: Helping and service orientation, focus on the client’s needs, end-user focus, attention to patient satisfaction 6. Developing Others (DEV) Core: Does the person work to develop the long-term characteristics (not just skills) of others? Other terms: teaching and training, assuring subordinates’ growth and development, coaching others, realistic positive regard, providing support 7. Directiveness (DIR) Core: Does the person set firm standards for behavior and hold people accountable to them? Other terms: decisiveness, use of power, use of aggressive influence, taking charge, firmness in enforcing quality standards, classroom control and discipline 8. Flexibility (FLX) Core: Can the person change gears or drop the expected task when circumstances demand it? Other terms: adaptability, ability to change, perceptual objectivity, staying objective, resilitence 9. Impact and Influence (IMP) Core: Does the person use deliberate influence strategies or tactics? Other terms: strategic influence, impression management, showmanship, targeted persuasion, collaborative influence 10. Information Seeking (INF) Core: Does the person go beyond the obvious and seek out information? Other terms: problem definition, diagnostic focus, customer/Market sensitivity, looking deeper 11. Initiative (INT) Core: Does the person think ahead of the present to act on future needs and opportunities? Other terms: Bias for Action, Decisiveness, Strategic Future Orientation, Seizing opportunities, Being Proactive 12. Interpersonal Understanding (IU) Core: Is the person aware of what others are feeling and thinking, but not saying? Other terms: listening, sensitivity to others, awareness of others’ feelings, diagnostic understanding 13. Organizational Awareness (OA) Core: Is the person sensitive to the realities of organizational politics and structure? Other terms: Playing the organisation, bringing others along, awareness of client organizations, using chain of command, political astuteness 14. Organizational Commitment (OC) Core: Does the person choose to act in accordance with authority, organizational standards, needs, and goals? Other terms: business mindedness, mission orientation, vision, commitment to the command’s mission 15. Relationship Building (RH) Core: Does the person take effort to build a personal relationship? Other terms: networking, use of resources, develops contacts, personal contacts, concern form customer relationships, ability to establish rapport 16. Self-Confidence (SCF) Core: Does the person take on risky tasks or conflicts with those in power over that person? Other terms: decisiveness, ego strength, independence, strong self-concept, willingness to take responsibility 17. Self Control Core. The ability to keep emotions under control and to restrain negative actions when tempted, when faced with opposition or hostility from others, or when working under conditions of stress Other terms: stamina, resistance to stress, staying calm, being not easily provoked 18. Team Leadership (TL) Core: Does the person lead groups of people to work effectively together? Other terms: taking command, being in charge, vision, group management and motivation, building a sense of group purpose, genuine concern for suboridnates 19. Teamwork and Cooperation (TW) Core: Does the person act to facilitate the operation of a team of which he or she is a part? Other terms: group management, group facilitation, conflict resolution, managing branch climate, motivating others 20. Technical/professional/managerial expertise Core: includes both the mastery of a body of job-related knowledge and also the motivation to expand, use and distribute work-related knowledge to others Other terms: legal awareness, product knowledge, expert-helper image, diagnostic skill, commitment to learning 21. Integrity (ING) Core: Does the person act in line with beliefs and values even when it is difficult to do so?

  23. Spencer & Spencer clusters of generic competencies, competencies and scales Generic competencies • Achievement and Action • Achievement & Action (ACH • Concern for order, quality and accuracy (CO) • Initiative (INT) • Information seeking (Info) • Helping and human service • Interpersonal understanding (IU) • Customer service orientation (CSO) • Impact & Influence • Impact & Influence (IMP) • Organizational awareness (OA) • Relationship building (RB) • Managerial • Developing others (DEV) • Directiveness: Assertiveness and use of positional power (DIR) • Teamwork and cooperation (TW) • Team Leadership (TL) • Cognitive • Analytical thinking (AT) • Conceptual thinking (CT) • Technical/Professional/Managerial expertise (EXP) • Personal Effectiveness • Self control (SCT) • Self confidence (SCF) • Flexibility (FLX) • Organizational commitment (OC)

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