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A COMPETENCE DEVELOPMENT MODEL AS A SUPPORT TO KNOWLEDGE SOCIETY

A COMPETENCE DEVELOPMENT MODEL AS A SUPPORT TO KNOWLEDGE SOCIETY. December 2005. 1. 2. 3. 4. 5. 6. 7. 8. 9. Summary of the presentation. The issues raised by the processes of Barcellona and Bruges-Copenhagen.

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A COMPETENCE DEVELOPMENT MODEL AS A SUPPORT TO KNOWLEDGE SOCIETY

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  1. A COMPETENCE DEVELOPMENT MODEL AS A SUPPORT TO KNOWLEDGE SOCIETY December 2005

  2. 1 2 3 4 5 6 7 8 9 Summary of the presentation The issues raised by the processes of Barcellona and Bruges-Copenhagen In which context does the European system of companies/organizations operate? What is the possible response that organizations and individuals expect from the training system? Which training systems are taken into consideration by the Eutranex Partnership? What investigation/research process has the DP used to identify the strategic guidelines to act upon? Which research results should be considered to define the basic strategies of the Eutranex development model? Which model should be employed to give answers to issues taken on by the Eutranex Partnership? How are the three macro processes of the model articulated? How is mutual implementation of the model guaranteed? The creation of a computerized “job aid”

  3. 1 The issues raised by the processes of Barcellona and Bruges-Copenhagen Education and Vocational Training hold a fundamental role to fulfil the objectives of the European mandate in Barcellona tomake the European education and training systems worldwide quality reference points by the year 2010.

  4. 2 In what context does the European companies/organizations system operate? The global economic system, in which European companies work, implies, inevitably, an exasperation of competition which is particularly evident among the ‘profit companies’. In a parallel way public enterprises and ‘non- profit’ organizations are led by the same system to continuously improve the type and the quality of the services themselves.

  5. In what context does the European companies/organizations system operate? The exasperation of competence forces companies/organizations to: • Consider and manage change as a policy; • Undertake research; • Use new technologies From a managerial point of view: • Identify and perfect more and more refined techniques of setting up and controlling the productive processes, whether they are destined to create products or services.

  6. 3 What is the possible response that organizations and individuals expect from the training system? Change and the evolutionary trend does not occur and can not develop if… … the individuals who shoud generate and control it cannot rely on a training system which is able to adapt as rapidly : • competences • job profiles • Methods and comparison, communication tools and team-work. • The model which faces this problem in a systematic way is now commonly known as “ competence- based approach ”

  7. What is the possible response that organizations and individuals expect from the training system? The “competence based” model allows one to successfully face and manage organizational and productive change projects, even if complex … … working on the bynomial “process-competence” This binomial has as a leading thread the precise control of the logical-temporal succession of activities and work results. Once those activities which feed the work process have been identified, it is easier to identify what is being done and taken on by each vocational profile.

  8. 4 What vocational training systems are taken into consideration by the Eutranex Partnership? Vocational training, predominantly oriented towards young people to favour access to the labour market Vocational training to up-date the competences of those individuals who are already working in organizations.

  9. 5 What investigation/research process has the DP used to identify the strategic guidelines to act upon? Elements which refer to vocational training of SME workers Elements which refer to vocational training of young people Common Elements Glossary and paedagogical/ andragogical model Phase 1: coding of the repertory of vocational competences Phase 1: coding of the repertory of vocational competences Phase 2: analysis of training needs of vocational profiles Phase 2: analysis of training needs of vocational profiles Phase 3: Design of training intervention Phase 4: Delivery of Training in classroom/laboratory and on the job Phase 5: monitoring and assessment of the training process and of the learning results

  10. 6 To favour the lengthening of the active life of individuals Which research results should be considered to define the basic strategies of the Eutranex development model? To improve the learning abilities of individuals to enable an easy compliance and diffusion of the concept of lifelong learning Elements of the Eutranex strategy gained from the compariative research on experience and good practice of DP matching the development policy of the European Community To increase training operators’ sensitivity so as to limit social uneasiness, to favour the cultural and linguistic integration of individuals To ensure the transfer of learning to the work-place To encourage certification processes of competences for a true recognition in the limits of the European labour- market To incnrease the training offer coherence on the basis of the organizations’ competence needs To make the training processes flexible personalizing them according to the learning needs of single individuals To improve the quality of the training process by presiding over didactic strategies Identifying the competence gaps in reference to individual and group performances Training System prepared to cover competence gaps To overcomecompetence gaps Expected Outputs Design and setting up the training intervention Training intervention Delivery Macro processes to activate Analysis of competence needs

  11. Which research results should be considered to define the basic strategies of the Eutranex development model? To increase the coherence of the training offer on the basis of the competence needs of the organizations To make training processes flexible personalizing them according to the learning needs of the single individuals To improve the quality of training process presiding over the didactic strategies and over the conjunction of the different phases of the “training value chain” To prolong the “training value chain” ensuring the transfer of learning to the workplace

  12. Which research results should be considered to define the basic strategies of the Eutranex development model? Favour the certification processes of competences for a true recognition/acknowledgement in the European labour market Improve the learning abilities of individuals to enable an easy compliance and diffusion of the concept of lifelong learning Increase the sensitivity of training operators to limit social uneasiness, to favour the cultural and linguistic integration of people Favour the lengthening of people’s active life

  13. 7 To encourage the lengthening of people’s active life Which model should be employed to give answers to issues taken on by the Eutranex Partnership? Design and setting up the training action Training intervention Delivery Macro processes to activate Analysis of competence needs Identify the competence gaps in reference to individual and group performance Training system prepared to overcome competence gaps Competence gaps overcome Expected Outputs from the processes To increase the coherence of the training offer on the basis of the competence needs of organizations To make the training processes flexible personalizing them according to the single individuals’ learning needs To ensure the transfer to the work place To encourage the certification processes of competences for a real recognition/acknowledgement in the European labour market To improve the quality of the training process presiding over the didactic strategies Elements of Eutranex strategies to be carried out To improve the learning abilities of individuals to facilitate the sharing and diffusion of the concept of lifelong learning To increase the sensitivity of the training operators to limit the social uneasiness, to encourage the cultural and linguistic integration of individuals

  14. Which model should be adopted to respond to those issues taken on by the Eutranex Partnership? 7 Design and setting up of the training action Analysis of competence needs Delivery of Training intervention Macro processes to activate Determining competence gaps in reference to individual and group performance Training System prepared to overcome competence gaps Expected Outputs from the processes Competence gaps overcome

  15. 8 Macro process: COMPETENCE NEEDS ANALYSIS Mapping competence needs of the organization/company Analysis of people’s needs Competence assessment and gaps analysis for training purposes Intermediate Outputs Intermediate Outputs Intermediate Outputs Overall outputs Overall Output Overall Output How are the three macro processes of the model structured? “Competence needs analysis” • Process Maps • Maps of the activities/outputs of vocational profiles • Maps/dictionaries of the UCs (competence units or Units) • Context elements of work conditions of inidividuals and teams • Tools to assess people’s work results • Individual Social and status needs • Physical and logistical needs • Cognitive needs • Professional competence needs • Individual development and growth needs • Individual needs profile of the person • Performance levels of the vocational profiles expected by the organization/company • Up-dated Competence units Competemce gaps in reference to individual and group performance

  16. 8 Macro process: DEISNG AND PREPARATION OF TRAINING INTERVENTION Setting up and pre-arrangement of the training interrvention Macro design of the training structure plan Micro design of the learning process Intermediate Outputs Intermediate Outputs Intermediate Outputs Overall Output Overall Output Overall Output How are the three macro processes of the model structured? “The design and preparation of the training intervention” • Motivational system and engagement in the training contract • Training Fields and environment - classroom-laboratory - on the job - ODL/e-learning • Macro learning process in relation to the cognitive, paedagogical, andragogical approach • Transfer of learning to work place and/or in simulation • Necessary Resources: - human (teachers, tutors,) - logistical - economic Monitoring System, assessment and evaluation of the results/feedback Audience analysis up-dating: • Individual social and status needs • Logistical and physical needs • Cognitive needs • Professional competence needs • Individual development and growth needs Design of the learning process Design of management instruments and delivery of training intervention • Context elements of the work condition of the individuals and teams • Evaluation instruments of the people’s work results • Programme/es of the training course/action • Modules • Definite training plant Training system pre-arranged to overcome competence gaps

  17. 8 Macro process: DELIVERY OFTRAINING INTERVENTION Management and control of didactical activities Transfer of competences acquired to work place Didactical activity start up Intermediate Outputs Intermediate outputs Intermediate Outputs Overall Outputs Overall Output Overall Output How are the three macro processes of the model structured? “Delivery of training intervention” • Final data on analysis of participants’ learning needs • Committing/motivational communications and training contract • Learning processes: - classroom-laboratory - on the job - Odl/e-learning activities • Administrative management started • . . . • Classroom/laboratory Odl activities, e-learning and on the job activities • Resources and didactical support to learning process • Monitoring system, assessment and evaluation of operative learning • Operative technical-administrative management system • Transfer plan • Surveying and monitoring instruments of the learning transfer • Communication plan • Logistic, human and operating support resources • didactic activities started • Didactic Objectives reached Competence gaps annulled

  18. 9 How is the mutual implementation of the model guaranteed? The creation of a computerized “job aid” The difficulty encountered: Laying out mutual experiences and identifying a model and an agreeable terminology has certainly been one of the main difficulties faced by the Partnership. The new problem to face: Maintaining consistency of the model during the testing and diffusion which will take place in the single countries undoubtedly embodies the new challenge. The solution adopted: To face it successfully the Partnership has decided to develop a computerized tool, that is a “job-aid” able to both formalize the model and the didactic strategies but also to work as a support and guidance for the implementation phase

  19. Macro process: THE COMPETENCE NEEDS ANALYSIS Mapping of competence needs of the organization/company Individuals’ needs analysis Balance of competences And gaps’ analysis for training purposes Intermediate Outputs Intermediate Outputs Intermediate Outputs Overall Outputs Overall Outputs Overall Outputs How should the mutual implementation of the model be guaranteed? The creation of a computerized “job aid” • Processes maps • Activities/outputs maps of the vocational profiles • Maps/dictionaries of the UC (competence unit or Unit) • Context elements of the work conditions of people and teams • Assessment tools for individuals’ work results • Individual social and status needs • Logistic and physical needs • Cognitive needs • Professional Competence needs • Individual development and growth needs • Individual needs profile of the person • Performance levels of vocational profiles expected by the organization/company • Up-dated CU (competence units) Competence Gaps referring to individual and group performance

  20. How is the mutual implementation of the model guaranteed? The creation of a computerized “job aid” 1 COMPETENCE NEEDS ANALYSIS The main system functions FUNCTIONS NOTES 1.1 –Organization/company general data 1.2 – Critical process maps for the purpose of operating the competences 1.3 – A single process map The entire process map, built up in time, can represent an important capitalization of know how for the organization/company but also for the vocational training system A – To define Competence Units <Breaking down of the process into activity and output The competence Units are denominated and described defining: Important indicators for competences balance EXPECTED INDICATORS AND COMPETENCE MARKERS B – Breaking down of Unit into elements of competence Knowledge Operative abilities Behaviour/attitude The Software could create graphs to monitor the exercise of competences 1.4 – Set of instruments to survey competence exercise levels 1.5 – Balance of competences (Delta between expected competences and level of exercise of competence INSTRUMENT PANEL Area of expected competences (Possible link to the assessment systems of individual and group performance) Area of competences exercised

  21. Organization/ company General data Possible Connections to the Reengineering Of processes Link to HR Assessment system of individual and group work results How is mutual implementation of the model guaranteed? The creation of a computerized “job aid” Data base referring to a specific organization/company The competence needs of the organization/company Link to the standard professional profiles at a national and Europass level Process maps Processes broken down into activities and outputs Vocational profiles represented on the processes Competence Dictionaries (Units) Denominated, described and broken down into elements Declined in operating levels: • basic • specialistic The practised competences and the training needs Potential training users general data organized by vocational profile Set of instruments to survey competence gaps Link to “Modules” of the training response (continuous and specialist training) Competence Gaps surveyed Performance evaluation and development of competences

  22. ORGANIZATION’S IDENTITY CARD • Create new general info • Consult/modify general info 2 PROCESSES DESCRIPTION 3 BREAKING DOWN PROCESS INTO ACTIVITIES AND OUTPUTS 4 ACTIVITY ASSIGNING TO THE VOCATIONAL PROFILES 5 COMPETENCE DICTIONARY 6 COMPETENCE SURVEYING INSTRUMENTS 7 COMPETENCE BALANCE 8 PEOPLES’ NEEDS ANALYSIS 9. EVALUATION REPORTS How is the mutual implementation of the model guaranteed? The creation of a computerized “job aid” COMPETENCE NEEDS ANALYSIS The functions of tools to support the analyst’s work The functions of tools to support the analyst’s work 1 1. ORGANIZATION IDENTITY CARD Name Legal status Main/ branch offices Addresses/references Mission/vision Goods Sector Products and/or services Clients Number of employees Vocational Profiles Quality System/ Certifications Notes and records

  23. ORGANIZATION’S IDENTITIY CARD 2 PROCESSES DESCRIPTION • Enter a new process/ Create the processes map • View/modify a process or an existing map 3 BREAKING DOWN THE PROCESS INTO ACTIVITIES AND OUTPUTS 4 ASSIGNING THE ACTIVITIES TO THE VOCATIONAL PROFILES 5 COMPETENCE DICTIONARY 6 COMPETENCE SURVEYING INSTRUMENTS 7. COMPETENCE BALANCEE • PEOPLES’ NEEDS ANALYSIS 9 EVALUATION REPORTS How is the mutual implementation of the model guaranteed? The creation of a computerized “job aid” COMPETENCE NEEDS ANALYSIS The functions of tools to support the analyst’s work 1 2. PRESENTATION OF THE ORGANIZATION’S PROCESSES Qualifying Processes Core Processes Support processes

  24. ORGANIZATION’S IDENTITY CARD 2 DESCRIPTION OF THE PROCESSES 3 BREAKING DOWN OF THE PROCESS INTO ACTIVITIES AND OUTPUTS • Break down the process • View and modify a given splitting 4 ASSIGNING THE ACTIVITIES TO THE VOCATIONAL PROFILES 5 COMPETENCE DICTIONARY 6 COMPETENCES SURVEYING INSTRUMENTW 7 COMPETENCE BALANCE • PEOPLES’ NEEDS ANALYSIS 9 EVALUATION REPORTS How is the mutual implementation of the model guaranteed? The creation of a computerized “job aid” 1 COMPETENCE NEEDS ANALYSIS The tool functions as a support to the analyst’s work 3. SPLITTING DOWN THE PROCESS INTO ACTIVITIES AND OUTPUTS Process Process Activity Output Activity Output Activity Output

  25. ORGANIZATION’S IDENTITY CARD 2 DESCRIPTION OF PROCESSES 3 BREAKING DOWN THE PROCESS INTO ACTIVITIES AND OUTPUTS 4 ACTIVITY ASSIGNING TO THE VOCATIONAL PROFILES • Create and arrange the professional profiles list • Match activities to the professional profile • View/modify profile 5. COMPETENCE DICTIONARY 6 COMPETENCE SURVEYING TOOLS • COMPETENCE BALANCE 8. PEOPLE’S NEEDS ANALYSIS 9. EVALUATION REPORTS Activity OutpuTt Activity Output Activity Output How is the mutual implementation of the model guaranteed? The creation of a computerized “job aid” 1 COMPETENCE NEEDS ANALYSIS The tool functions to support the analyst’s work 4. ACTIVITY ASSIGNING TO THE VOC ATIONAL PROFILES Vocational profiles list Vocational Profile: XXXXXXX Process Process Process

  26. ORGANIZATION’S IDENTITY CARD 2 DESCRIPTION OF PROCESSES 3 BREAKING DOWN OF THE PROCESS INTO ACTIVITIES AND OUTPUTS 4 ASSIGNING OF THE ACTIVITIES TO THE VOCATIONAL PROFILES 5 COMPETENCE DICTIONARY • Create new competence • View/modify competence 6 COMPETENCE SURVEYING INSTRUMENTS 7 COMPETENCE BALANCE 8. PEOPLES’ NEEDS ANALYSIS 9. EVALUATION REPORTS How is the mutual implementation of the model guaranteed? The creation of a computerized “job aid” COMPETENCE NEEDS ANALYSIS The tool functions to support the analyst’s work 1 5. COMPETENCES DICTIONARY Reference process Agreed Reference mark of process name Critical OUTPUT of the process Reminder from system of description and specification of the output Professional Figure Goods Sector Activity Activity Output Competence name Follows

  27. ORGANIZATION IDENTITY CARD 2 DESCRIPTION OF PROCESSES 3 BREAKING DOWN OF THE PROCESS INTO ACTIVITIES AND OUTPUTS 4 ASSIGNING OF THE ACTIVITIES TO THE VOCATIONAL PROFILES 5 COMPETENCE DICTIONARY • Create new competence • View/modify competence 6 COMPETENCE SURVEYING TOOLS 7 COMPETENCE BALANCE 8. PEOPLES’ NEEDS ANALYSIS 9. EVALUATION REPORTS • ORGANIZATION IDENTITY CARD • DESCRIPTION OF THE PROCESSES • BREAKING DOWN OF THE PROCESS INTO ACTIVITIES AND OUTPUTS • ASSIGNING OF THE ACTIVITIES TO THE VOCATIONAL PROFILES 5. DICTIONARY OF THE COMPETENCES • Create new competence • View/modify competence • COMPETENCE SURVEYING TOOLS • COMPETENCES BALANCE 8. PEOPLE’S NEEDS ANALYSIS 9. EVALUATION REPORTS How is the mutual implementation of the model guaranteed? The creation of a computerized “job aid” 1 COMPETENCE NEEDS ANALYSIS The tool functions as a support to the analyst’s work 5. COMPETENCES DICTIONARY Competence description The individual, starting from: Is able to: Being careful to : Elements of competence KNOWLEDGE Awareness Comprehension Domain: Follows

  28. ORGANIZATION’S IDENTITY CARD 2 DESCRIPTION OF PROCESSES 3 BREAKING DOWN OF THE PROCESS INTO ACTIVITIES AND OUTPUTS 4 ASSIGNING OF THE ACTIVITIES TO THE VOCATIONAL PROFILES 5 COMPETENCES DICTIONARY • Create new competence • View/modify competence 6 COMPETENCE SURVEYING TOOLS 7 COMPETENCE BALANCE 8. PEOPLES’ NEEDS ANALYSIS 9. EVALUATION REPORTS • ORGANIZATION IDENTITY CARD • DESCRIPTION OF PROCESSES • BREAKING DOWN OF THE PROCESS IN ACTIVITIES AND OUTPUTS • ASSIGNING OF THE ACTIVITIES TO THE VOCATIONAL PROFILES • COMPETENCES DICTIONARY • Create new competence View/modify competence • COMPETENCES SURVEYING TOOLS • COMPETENCES BALANCE 8. PEOPLE’S NEEDS ANALYSIS 9. EVALUATION REPORTS 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 Follows How is the mutual implementation of the model guaranteed? The creation of a computerized “job aid” COMPETENCE NEEDS ANALYSIS The tools functions to support the analyst’s work 1 5. COMPETENCES DICTIONARY OPERATIVE ABILITIES Domain Level (master) Specialization leveL/grade (expert – works autonomously) Application level /grade (beginner) ORGANIZATIONAL ATTITUDES Person’s Assets Organizational attitudes INDICATORS THAT SHOW POSSESSION OF COMPETENCE A A1 B

  29. ORGANIZATION’S IDENTITY CARD 2 DESCRIPTION OF PROCESSES 3 BREAKING DOWN OF THE PROCESS INTO ACTIVITIES AND OUTPUTS 4 ASSIGNING OF THE ACTIVITIES TO THE VOCATIONAL PROFILES 5 COMPETENCE DICTIONARY • Create new competence • View/modify competence 6 COMPETENCE SURVEYING TOOLS 7 COMPETENCE BALANCE 8. PEOPLES’ NEEDS ANALYSIS 9. EVALUATION REPORTS • ORGANIZATION IDENTITY CARD • DESCRIPTION OF PROCESSES • BREAKING DOWN OF THE PROCESS INTO ACTIVITIES AND OUTPUTS • ASSIGNING OF ACTIVITIES TO VOCATIONAL PROFILES 5. COMPETENCES DICTIONARY • Create new competence • View/modify competence • COMPETENCES SURVEYING TOOLS • COMPETENCES BALANCE 8. PEOPLE’S NEEDS ANALYSIS 9. EVALUATION REPORTS European Key Competence Framework Educational Qualifications Other basic competences necessary to exercise profession: How is the mutual implementation of the model guaranteed? The creation of a computerized “job aid” 1 COMPETENCE NEEDS ANALYSIS The tools functions as a support of the analyst’s work 5. COMPETENCES DICTIONARY PRE-REQUISITES (in reference to the professionalism of the vocational profile) Work Experience Follows

  30. ORGANIZATION’S IDENTITY CARD 2 DESCRIPTION OF PROCESSES 3 BREAKING DOWN OF THE PROCESS INTO ACTIVITIES AND OUTPUTS 4 ASSIGNING OF THE ACTIVITIES TO THE VOCATIONAL PROFILES 5 COMPETENCE DICTIONARY • Create new competence • View/modify competence 6 COMPETENCE SURVEYING INSTRUMENTS 7 COMPETENCE BALANCE 8. PEOPLES’ NEEDS ANALYSIS 9. EVALUATION REPORTS • ORGANIZATION’S IDENTITY CARD • PROCESSES DESCRIPTION • BREAKING DOWN OF PROCESS IN ACTIVITIES AND OUTPUTS • ACTIVITIES ASSIGNING TO THE PROFESSIONAL FIGURES • COMPETENCES DICTIONARY • Create new competence • View/modify competence • COMPETENCES SURVEYING TOOLS • COMPETENCES BALANCE 8. PEOPLE’S NEEDS ANALYSIS 9. EVALUATION REPORTS Indic. A 7 Markers 7 6 5 6 4 5 Indic. N Indic. B 3 7 6 5 4 4 2 3 2 7 1 6 1 3 5 4 3 1 2 2 1 2 1 3 2 1 1 4 3 5 4 6 5 Indicator D Indicator C Indicator N Indicator A Indicator B 7 6 Indicators 7 Indic. D Indic.C How is the mutual implementation of the model guaranteed? The creation of a computerized “job aid” 1 COMPETENCE NEEDS ANALYSIS The tools functions to support the analyst’s work 5. DICTIONARY OF COMPETENCES Graphic description of the competence level possessed

  31. ORGANIZATION’S IDENTITY CARD 2 PROCESSES DESCRIPTION 3 BREAKING DOWN OF THE PROCESS INTO ACTIVITIES AND OUTPUTS 4 ACTIVITY ASSIGNING TO THE VOCATIONAL PROFILES 5. COMPETENCES DICTIONARY 6 COMPETENCE SURVEYING TOOLS • Performances (PP) • Exercise of Competences • Basic Competences 7 COMPETENCE BALANCE 8. PEOPLE’S NEEDS ANALYSIS 9. EVALUATION REPORTS 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 How is the mutual implementation of the model guaranteed? The creation of a computerized “job aid” COMPETENCE NEEDS ANALYSIS The tools functions as a support to the analyst’s work 1 6. COMPETENCES SURVEYING TOOLS Reference Process Agreed Reminder of process name Critical Reminder of competence name Reference mark Indicators which show the competence possessed A A Reminder of the specific indicator Evaluating Element A1 A1 A2 A1 A… A… Surveying method Reference instruments Notes, attentions and weights Sector supervisor Date Analyst

  32. ORGANIZATION’S IDENTITY CARD 2 PROCESSES DESCRIPTION 3 BREAKING DOWN OF THE PROCESS INTO ACTIVITIES AND OUTPUTS 4 ASSIGNING OF THE ACTIVITIES TO THE VOCATIONAL PROFILES 5 COMPETENCE DICTIONARY 6 COMPETENCE SURVEYING INSTRUMENTS 7 COMPETENCE BALANCE • Analysis of gap • The graphic description 8. PEOPLE’S NEEDS ANALYSIS 9. EVALUATION REPORTS Indic. A markers 7 7 6 6 5 4 5 Indic. N Indic. B 3 7 6 4 5 2 4 3 7 2 3 1 1 6 5 4 3 2 1 2 1 2 1 1 1 3 2 4 3 5 4 IndicatorC Indicator D Indicator N Indicator A Indicator B 6 5 Indicators 7 6 7 Indic. D Indic.C Expected values Obtained values Expected competences Area Practised competences Area How is the mutual implementation of the model guaranteed? The creation of a computerized “job aid” 1 COMPETENCE NEEDS ANALYSIS The functions of tools as a support of the analyst’s work 7. THE COMPETENCES BALANCE Graphic description of competence levels expected and exercised Histogram of the gaps (competence gaps on the single indicator) Polar Diagram (gaps on the competence area)

  33. ORGANIZATION’S IDENTITY CARD 2 DESCRIPTIOON OF THE PROCESSES 3 BREAKING DOWN OF THE PROCESS INTO ACTIVITIES AND OUTPUTS 4 ACTIVITIES ASSIGNING TO THE PROFESSIONAL FIGURES 5 DICTIONARY OF COMPETENCES 6 COMPETENCE SURVEYING INSTRUMENTS 7 COMPETENCE BALANCE • PEOPLES’ NEEDS ANALYSIS • Interview form 9. EVALUATION REPORTS 1 2 3 4 5 6 7 8 9 10 How is the mutual implementation of the model guaranteed? The creation of a computerized “job aid” COMPETENCE NEEDS ANALYSIS The functions of tools as a support to the analyst’s work 1 8. INDIVIDUAL’ S NEEDS ANALYSIS Organization Goods Sector Reference Process agreed Critical Vocational Profile General data and reference data of the person to be interviewed Surname and christian name Place and date of birth Current organizational position Work Experience in the organization Critical Competences B C Interview Data • Awareness level of the critical sides in work (overall vision of the problem) • Competence difficulty and needs perceived • Perception of climate in work place and in the organization • Logistic and physical needs (termporary status, length of period, …..) • Need of development (of the person, careerwise, of responsability, of integration, ….) • Social, economic and status needs • Suggestion by the person to improve own professional condition and to contribute to overwhelm gaps/problems • Willingness to follow learning processes • Willingness to change (job post, role, team, ….) • Other ……………. Interviewer’s considerations OK to data treatment Surname, name of interviewer Place and date of interview Signature of person interviewed

  34. ORGANIZATION’S IDENTITY CARD 2 PROCESSES DESCRIPTION 3 BREAKING DOWN OF THE PROCESS INTO ACTIVITIES AND OUTPUTS 4 ACTIVITY ASSIGNING TO THE VOCATIONAL PROFILES 5 COMPETENCE DICTIONARY 6 COMPETENCE SURVEYING TOOLS 7 COMPETENCE BALANCE 8. PEOPLE’S NEEDS ANALYSIS 9. EVALUATION REPORTS • Report’s summary • Priorities and solutions to develop How is the mutual implementation guaranteed? The creation of a computerized “job aid” 1 COMPETENCE NEEDS ANALYSIS The tool functions as a support to the analyst work 9. EVALUATION REPORT Organization Goods Sector Object and purpose of the report Method and instruments used to analyse the problem Reference Elements of the examined critical aspects Critical Process Vocational Profiles involved (name, vocational profile, …) Type and width of the critical aspect (analytical information, histograms, polar diagram, ….) Critical Agreed Summary of the interview for the person/people involved Analystt’s view in interpreting the probelm Suggested Solution Enclosed documents/certifications list Place and date Reporter’s signature

  35. 8 Macro process: DESIGN AND PREPARATION OF THE TRAINING INTERVENTION Macro design of the Training structure Micro design of the Learning course Preparation and pre-disposition Of the training intervention Intermediate Outputs Intermediate Outputs Intermediate Outputs Overall Outputs Overall Output Overall Output How are the macro processes of the model articulated? “The design and preparation of the training intervention” • Motivating and engaging system of the training contract • Training places and surroundings: - classroom-laboratory - on the job - Odl/ e-learning • Macro learning process in relation to the cognitive, pedagogical, andragogical approach • Learning transferring to the work place and/orsimulation • Necessary resources: - human (teachers, tutors, …) - logistic - economic • Monitoring system, assessment and evaluation of results Audience analysis up-dating: • Individual social and status needs • Logistic and physical needs • Cognitive needs • Professional Competence needs • Individual development and growth needs Design of the learning process Design of management and training intervention delivery tools • Context elements of the work conditions of individuals and teams • Evaluation instruments of the work results of people • Definitive training establishment • Course/training intervention rogramme/es • Modules Training system pre-arranged to cover competence gaps

  36. How should the mutual implementation of the model be guaranteed? The creation of a computerized “job aid” 2 THE TRAINING SYSTEM’S RESPONSE THE ACTING PARTIES THE OBJECTS AND ACTIONS OF THE TRAINING AGENCIES Processes Organization/company general info and relative users/employees Vocational profiles The organizations and companies UNITS – Units of competence MODULE –Training Modules outlined related to the Units The Education and Vocational training system Macro-design of training structure (pedagogical/andragogical) Micro-design of learning processes Logistic Solutions The course delivery system (didactic management) The monitoring, assessment and evaluation of the final training outcomes system The administrative and financial management system The Know-how capitalization system The vocational guidance system and job placement Management of CLMS Managementof Document and bibliographic archives Matching Conditioned by property/exclusiveness of KH Key: Matching Open/transparent

  37. How is the mutual implementation of the model guaranteed? The creation of a computerized “job aid” 2 THE TRAINING SYSTEM’S RESPONSE General Considerations for the development of tool 2 This second tool aims to support the normal practices of partners for didactical design. The main purpose of this tool will, thus, be to draw the project designers/trainers’ attention to a series of focus points to maintain the coherence and methodological consistency both with the competence system, and with the specific needs of the single training users. Thus, the tool means to bring to a system the rich experience background built up by the DP partners in reference to: • Individual and professional development needs of individuals; • Hardships and needs linked to physical and mental disabilities • Multicultural awareness • Multi-lingual reality

  38. TAKING CHARGE OF THE TRAINING PROJECT 2 FINAL AIMS AND LEARNING OBJECTIVES 3 MACRO DESIGN (DIDACTIC STRATEGY) 4 ASSESSMENT AND EVALUATION ESTABLISHMENT 5 MICRO DESIGN 6 DIDACTIC MATERIAL 7 LOGISTIC SOLUTIONS FOR DELIVERY 8 PLANNING AND RESOURCE ASSIGNING 9 INSTRUMENTS FOR DIDACTIC AND ADMINISTRATIVE MANAGEMENT How is the mutual implementation of the model guaranteed? The creation of a computerized “job aid” 2 THE TRAINING SYSTEM’S RESPONSE Example of reference structure of tool 2 UNITS – Competence Units MODULE – Training modules structured in relation to the Units Macro-design of the training structure (pedagogical/andragogical) Micro-design of the learning courses Logistic Solutions The courses delivery system (management of the didactics) The monitoring, assessment and evaluation of the training outcomes system The administration and financial management system The know how capitalization system

  39. 8 Macro process: DELIVERY OF THE TRAINING INTERVENTION Didactic activities Start up Management and control of didactical activities Acquired competences transferred to work place Intermediate Outputs Intermediate Outputs Intermediate Outputs Overall Output Overall Output Overall Output How are the three macro processes of the model articulated? “The training delivery” • Final data of the learning needs analysis of participants • Commitment/motivation communication and training contract • Learning processes: - classroom-laboratory - on the job - Odl/e-learning activities • administrative management inititated • . . . • Classroom/laboratory activities; Odl/ e-learning and “on the job” activities • Learning didactical supports and resources • Monitoring System, assessment and evaluation of the operative learning • Operative technical-administrative management system • . . . • Transfer plan • Tools to identify and monitor learning transfer • Communication Plan • Logistical, human and operational support resources • Didactic activities started • Didactic objectives fulfilled Competence gap overcome

  40. Link to HR competence development systems How is the mutual implementation of the model guaranteed? The creation of a computerized “job aid” TRAINING DELIVERY: LEARNING TRANSFER TO THE WORK PLACE 3 ORGANIZATION/COMPANY INSTITUTION/TRAINING AGENCY Work performance evaluation Design and delivery of the training intervention Competence Gaps INSTRUMENTS PANEL LEARNING TRANSFER TO WORK PLACE PLAN Design Direct support for the users/trainees Support to the organization/company Communicative and motivational support ……….. Final assessment / follow-up

  41. How should the mutual implementation of the model be guaranteed? The creation of a computerized “job aid” 3 TRAINING DELIVERY General Considerations for Developing Tool 3 Tool 3 is divided into the following two parts: • Vocational guidance and suggestions for the training delivery in the classroom/laboratory location • Transferring learning to the work place In the first part, vocational guidance and suggestions are supplied which are useful to respect the rigour of competence needs analysis that has emerged after applying tool 1; In the second part, tool 3 links directly to the instruments and to the data already defined in tool 1 to guide the project designers and trainers in setting up and running a dual system to maximize the benefits of training by managing and checking transfer of learning to the workplace.

  42. TAKING CHARGE OF TRAINING PROJECT AND ALLOCATION OF ASSIGNMENTS 2 ACTIVATING COMMUNICATION PLAN 3 ACTIVATING THE LOGISTIC SOLUTIONS 4 FIXING THE DIDACTIC MATERIAL 5 START UP AND ARRANGING DIDACTIC ACTIVITIES 6 MONITORING, ASSESSMENT AND EVALUATION OF THE LEARNING PROCESS 7 ECONOMIC AND FINANCIAL MANAGEMENT 8 CERTIFICATIONS OF THE LEARNING PROCESSES 9 CAPITALIZATION OF EXPERIENCE How is the mutual implementation of the model guaranteed? The creation of a computerized “job aid” 3 TRAINING DELIVERY TRAINING IN CLASSROOM/LABORATORY Example of reference structure of the FIRST part of tool 3 DELIVERY OF TRAINING IN CLASSROOM/LABORATORY

  43. TRANSFER PLAN DEFINITION • Plan drawing up • Graphic description 2 VALIDATION OF THE PLAN AND ALLOCATION OF THE ASSIGNMENTS 3 ARRANGING CONVEYING ACTIVITIES 4 EVALUATION AND CERTIFICATION OF THE RESULTS 1 2 3 4 5 6 7 8 9 10 VALIDATION OF THE INDIVIDUAL AND GROUP PERFORMANCES B DEVELOPMENT AND CAREER PLAN How is the mutual implementatin of the model guaranteed? The creation of a computerized “job aid” TRAINING DELIVERY 3 THE TRANSFER OF LEARNING TO THE WORK PLACE DEFINITION OF TRANSFER PLAN Organization Goods Sector Reference Process Agreed Critical Vocational Profile General data and reference data of the person recipient of the plan Surname and name Place and date of birth Current Organizational Position Work Experience in the organization Critical Competences B C Trasnfer plan • ………. • …………. • ……………….. • ……………………. • ………………………. • ……………………………. Checking and assessment Method Assigned Responsabilities Place and date of up-dating Trainee/user signature Trainer/tutor signature Signature of organization supervisor

  44. DEFINITION OF THE CONVEYING PLAN • Plan drawing up • Graphic description • PLAN VALIDATION AND ALLOCATION OF ASSIGNMENTS • TRANSFERRING ACTIVITIES ARRANGEMENT • EVALUATION AND CERTIFICATION OF RESULTS • TRANSFER PLAN DEFINITION • Plan drawing up • Graphic description 2 VALIDATION OF THE PLAN AND ALLOCATION OF THE ASSIGNMENTS 3 ARRANGING CONVEYING ACTIVITIES 4 EVALUATION AND CERTIFICATION OF THE RESULTS Indic. A Indicators 7 7 6 6 5 4 5 Indic. N Indic. B 3 7 6 4 5 2 4 3 7 2 3 1 1 6 5 4 3 2 1 2 1 2 1 1 1 3 2 4 3 5 4 Indicator C Indicator D Indicator N Indicator A Indicator B 6 5 Indicators 7 6 7 Indic. D • INDIVIDUAL AND GROUP PERFORMANCES EVALUATION • DEVELOPMENT AND CAREER PLAN Indic.C Expected values Surveyd Values Expected competences Area Practised competences area How is the mutual implementation of the model guaranteed? The creation of a computerized “job aid” TRAINING DELIVERY 3 THE TRANSFER OF LEARNING TO THE WORK PLACE DEFINITION OF TRANSFER PLAN Graphic Description of the competence levels expected and presumed following training in classroom/laboratory Histogram of the gaps (competence gaps on the single indicator) Polar diagram (gaps on the competence area)

  45. DEFINITION OF THE CONVEYING PLAN • PLAN VALIDATION AND ALLOCATION OF ASSIGNMENTS • TRANSFERRING ACTIVITIES ARRANGEMENT • EVALUATION AND CERTIFICATION OF RESULTS • DEFINITION OF THE CONVEYING PLAN 2 PLAN VALIDATION AND ALLOCATION OF ASSIGNMENTS 3 TRANSFERRING ACTIVITIES ARRANGEMENT 4 EVALUATION AND CERTIFICATION OF RESULTS DEFINITION OF TRANSFER PLAN PLAN VALIDATION AND ALLOCATION OF ASSIGNMENTS ARRANGING TRANSFER ACTIVITIES RESULTS EVALUATION AND CERTIFICATION 1 2 3 4 5 6 7 8 9 10 A. EVALUATION OF INDIVIDUAL AND GROUP PERFORMANCES B DEVELOPMENT AND CAREER PLAN How is mututal implementation of the model guaranteed? The creation of a computerized “job aid” TRAINING DELIVERY 3 THE TRANSFER OF LEARNING TO THE WORK PLACE VALIDATION OF THE TRANSFER PLAN Organization Goods sector Reference Process agreeable Critical Vocational Profile General information and reference data of person recipient of the plan Surname and Christian name Place and date of birth Organizational Position Current organizational Position Work experience in organisation Critical Competences B C Transfer plan • ………. • …………. • ……………….. • ……………………. • ………………………. • ……………………………. Responsibilities Assigned Checking /assessment steps Place and date of up-dating Trainee signature Trainer/tutor signature Org. supervisor signature

  46. 1 DEFINITION OF THE TRANSFER PLAN 2 PLAN VALIDATION AND ALLOCATION OF ASSIGNMENTS 3 ARRANGING FOR TRANSFER ACTIVITIES 4 EVALUATION AND CERTIFICATION OF THE RESULTS Indic. A 7 6 marker 7 5 4 6 Indic. N Indic. B 3 7 6 5 5 4 2 3 2 7 4 1 1 6 5 4 3 3 1 2 1 2 2 1 3 2 1 1 4 3 5 4 6 5 Indicator C Indicator D 7 Indicator N Indicator A Indicator B 6 Indicators 7 Indic. D Indic.C • EVALUATION OF THE INDIVIDUAL AND GROUP PERFORMANCES B. DEVELOPMENT AND CAREER PLAN Expected competences area Expected values Area of the presumed competences following classroom/laboratory training Presumed values following training in classroom/laboratory Values in progress in transfer Values in progress during training transfer Polar Diagram (Gaps on the competence area) Histogram of the gaps (competence gaps on the single indicators) How is the mutual implementation of the model guaranteed? The creation of a computerized “job aid” TRAINING DELIVERY 3 THE TRANSFER OF LEARNING TO THE WORK PLACE DEFINITION OF TRANSFER PLAN Graphic presentation of the expected and presumed competence levels of training in classroom/laboratory

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