A COMPETENCE DEVELOPMENT MODEL AS A SUPPORT TO KNOWLEDGE SOCIETY

A COMPETENCE DEVELOPMENT MODEL AS A SUPPORT TO

KNOWLEDGE SOCIETY

December 2005

Summary of the presentation

The issues raised by the processes of Barcellona and Bruges-Copenhagen1

In which context does the European system of companies/organizations operate?2

3

4Which training systems are taken into consideration by the Eutranex Partnership?

5

6

7

8

How is mutual implementation of the model guaranteed?The creation of a computerized “job aid” 9

What is the possible response that organizations and individuals expect from the training system?

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?

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 to make the European

education and training systems worldwide quality

reference points by the year 2010.

1

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.

2

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.


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 ”

3

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.


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.

4

Common Elements

Elements which refer to vocational training of

young people

Elements which refer to vocational training of SME

workers

Glossary and paedagogical/ andragogical model

Phase 1:

coding of the repertory of vocational competences

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

Phase 1: coding of the repertory of vocational competences

Phase 2: analysis of training needs

of vocational profiles

What investigation/research process has the DP used to identify the strategic guidelines to act upon?5

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 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

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 improve the learning abilities of individuals to enable an easy compliance and diffusion of the concept of lifelong learning

To increase training operators’ sensitivity so as to limit social uneasiness, to favour the cultural and linguistic integration of individuals

To favour the lengthening of the active life of individuals

Expected Outputs

Identifying the competence gaps

in reference to individual and

group performances

Training System prepared to cover competence gaps

To overcome competence

gaps

Analysis of competence

needs

Design and setting up the

training intervention

Training intervention

Delivery

Macro processes to activate

Which research results should be considered to define the basic strategies of the Eutranex development model?6

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


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



needs

Design and setting up the training action

Training intervention

Delivery

Macro processes to activate

Expected Outputs from the processes

Identify the competence gaps

in reference to individual and

group performance

Training system prepared to overcome

competence gaps

Competence gaps overcome

Elements of Eutranex

strategies to be carried out

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 improve the quality of the training process presiding over the didactic strategies

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 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

To encourage the lengthening of people’s active life

7Which model should be employed to give answers to issues taken on by the Eutranex Partnership?


needs

Design and setting up of the training action

Delivery of Training

intervention

Macro processes to

activate

Expected Outputs from the

processes

Determining competence

gaps in reference to individual and

group performance

Training System prepared to overcome

competence gaps

Competence gaps overcome

Which model should be adopted to respond to those issues taken on by the Eutranex Partnership?7

8How are the three macro processes of the model structured? “Competence needs analysis”

Macro process: COMPETENCE NEEDS ANALYSIS

Mapping competence needs of the organization/company Analysis of people’s needs

Competence assessmentand gaps analysis for trainingpurposes

Intermediate Outputs Intermediate Outputs Intermediate Outputs

• Process Maps• Maps of the activities/outputs of

vocational profiles• Maps/dictionaries of the UCs

(competence units or Units)

• Individual Social and status needs

• Physical and logistical needs• Cognitive needs• Professional competence

needs• Individual development and

growth needs

• Context elements of work conditions of inidividuals and teams

• Tools to assess people’s work results

Overall outputs Overall Output Overall Output

• Performance levels of the vocational profiles expected by the organization/company

• Up-dated Competence units

• Individual needs profile of the person

Competemce gaps in reference to individual and group

performance

8How are the three macro processes of the model structured? “The design and preparation of the training intervention”

Macro process: DEISNG AND PREPARATION OF TRAINING INTERVENTION

Macro designof the training structure plan

Micro design of the learning process

Setting up and pre-arrangement

of the training interrvention


• 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

• Context elements of the work condition of the individuals and teams

• Evaluation instruments of the people’s work results

Overall Output Overall Output Overall Output

• Definite training plant • Programme/es of the training course/action

• Modules

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 processDesign of management instruments and delivery of training intervention

Training system pre-arranged to overcome competence gaps

8How are the three macro processes of the model structured? “Delivery of training intervention”

Macro process: DELIVERY OFTRAINING INTERVENTION

Didactical activity start up Management and control

of didactical activitiesTransfer of competences acquired to work place

Intermediate Outputs Intermediate outputs Intermediate Outputs

• 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

Overall Outputs Overall Output Overall Output

• didactic activities started • Didactic Objectives reached

Competence gaps annulled

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

9

Macro process: THE COMPETENCE NEEDS ANALYSIS

Mapping of competence needsof the organization/company

Individuals’ needs analysisBalance of competencesAnd gaps’ analysis for trainingpurposes


• Processes maps• Activities/outputs maps of the

vocational profiles• Maps/dictionaries of the UC

(competence unit or Unit)

• Individual social and status needs

• Logistic and physical needs• Cognitive needs• Professional Competence

needs• Individual development and

growth needs

• Context elements of the work conditions of people and teams

• Assessment tools for individuals’ work results

Overall Outputs Overall Outputs Overall Outputs

• Performance levels of vocational profiles expected by the organization/company

• Up-dated CU (competence units)

• Individual needs profile of the person

Competence Gaps referring to individual and group

performance

How should the mutual implementation of the model be guaranteed?The creation of a computerized “job aid”

COMPETENCE NEEDS ANALYSIS

The main system functions 1

FUNCTIONS NOTES

1.1 –Organization/company general data 1.2 – Critical process maps for the purpose of

operating the competences1.3 – A single process map

A – To define Competence Units

<Breaking down of the process into activity and output

The competence Units are denominated and described defining:

EXPECTED INDICATORS AND COMPETENCE MARKERS

B – Breaking down of Unit into elements of competence

KnowledgeOperative abilitiesBehaviour/attitude

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

(Possible link to the assessment systems of individual and group performance)

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

Important indicators for competences balance

The Software could create graphs to monitor the exercise of competences

INSTRUMENT PANEL

Area of expected competences

Area of competences exercised

How is the mutual implementation of the model guaranteed?The creation of a computerized “job aid”

Data base referring to a specific organization/company

Organization/company

General data Possible

Connections to the

ReengineeringOf processes

Process mapsProcesses broken down into activities

and outputs

Vocational profiles represented on

the processesCompetence Dictionaries (Units)

Denominated, described and broken

down into elements

The competence needs of the organization/companyLink to the standard professional profiles at a national and Europass level

Declined in operating levels:-basic- specialistic

The practised competences and the training needs Potential training users general data organized by vocational profile

Competence Gaps surveyed

Set of instruments to survey competence gaps

Link to HR Assessment system of

individual and group work results

Performance evaluation and development of competences

Link to “Modules” of the training response (continuous and specialist training)

How is mutual implementation of the model guaranteed?The creation of a computerized “job aid”

COMPETENCE NEEDS ANALYSISThe functions of tools to support the analyst’s work The functions of tools to support the analyst’s work

1

1. ORGANIZATION’S IDENTITY CARD

• Create new general info

• Consult/modifygeneral info

2 PROCESSES DESCRIPTION

3 BREAKING DOWN PROCESS INTO ACTIVITIES AND OUTPUTS

4 ACTIVITY ASSIGNINGTO THE VOCATIONAL PROFILES

5 COMPETENCEDICTIONARY

6 COMPETENCESURVEYING INSTRUMENTS

7 COMPETENCE BALANCE

8 PEOPLES’ NEEDS ANALYSIS

9. EVALUATION REPORTS

Name

1. ORGANIZATION IDENTITY CARD

Legal status

Main/ branch offices

Mission/vision

Goods Sector

Products and/or services

Clients

Number of employees

Quality System/Certifications

Notes and records

Addresses/references

Vocational Profiles


COMPETENCE NEEDS ANALYSISThe functions of tools to support the analyst’s work 1

1. ORGANIZATION’SIDENTITIY CARD


• Enter a new process/ Create the processes

map• View/modify a

processor an existing map

3 BREAKING DOWN THE PROCESS INTO

ACTIVITIES AND OUTPUTS

4 ASSIGNING THEACTIVITIES TO THE VOCATIONAL PROFILES


6 COMPETENCE SURVEYING INSTRUMENTS

7. COMPETENCE BALANCEE

8. PEOPLES’ NEEDS ANALYSIS

9 EVALUATION REPORTS

2. PRESENTATION OF THE ORGANIZATION’S PROCESSES

Core Processes

Support processes

Qualifying Processes

How is the mutual implementation of the model guaranteed?

The creation of a computerized “job aid”


The tool functions as a support to the analyst’s work 1

1. ORGANIZATION’SIDENTITY CARD

2 DESCRIPTION OFTHE 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 THEVOCATIONAL PROFILES


6 COMPETENCESSURVEYING INSTRUMENTW



9 EVALUATION REPORTS

Process

Activity Output

Activity Output

3. SPLITTING DOWN THE PROCESS INTO ACTIVITIES AND OUTPUTS

Process

Activity Output


COMPETENCE NEEDS ANALYSISThe tool functions to support the analyst’s work1


2 DESCRIPTION OF PROCESSES

3 BREAKING DOWNTHE PROCESSINTO ACTIVITIES ANDOUTPUTS


• Create and arrangethe professional profiles list

• Match activities to the professional profile

• View/modify profile

5. COMPETENCEDICTIONARY

6 COMPETENCESURVEYING TOOLS


8. PEOPLE’S NEEDS ANALYSIS


4. ACTIVITY ASSIGNING TO THE VOC ATIONAL PROFILES

Vocational profiles list

Activity Output

Activity Output

Activity OutpuTt

Vocational Profile: XXXXXXX


Process Process Process

COMPETENCE NEEDS ANALYSISThe tool functions to support the analyst’s work 1


2 DESCRIPTION OFPROCESSES

3 BREAKING DOWNOF THE PROCESS INTO ACTIVITIES AND OUTPUTS

4 ASSIGNING OF THE ACTIVITIES TO THE VOCATIONAL

PROFILES


• Create new competence

• View/modifycompetence





5. COMPETENCES DICTIONARY

Professional Figure

Reference process

Reference mark of process name Critical Agreed

Reminder from system of description and specification of the output

OUTPUT of the process

Goods Sector

Activity Activity Output

Competence name

Follows



The tool functions as a support to the analyst’s work 1


1. DESCRIPTION OFTHE PROCESSES

1. BREAKING DOWN OFTHE PROCESS INTOACTIVITIES AND OUTPUTS

1. ASSIGNING OF THEACTIVITIES TO THE VOCATIONAL PROFILES

5. DICTIONARY OF THECOMPETENCES



1. COMPETENCESURVEYING TOOLS

1. COMPETENCES BALANCE




Competence description

The individual, starting from:

Is able to:

Being careful to :

Elements of competence

KNOWLEDGEAwareness Comprehension Domain:

Follows






PROFILES




6 COMPETENCE SURVEYING TOOLS




COMPETENCE NEEDS ANALYSISThe tools functions to support the analyst’s work1

1. ORGANIZATIONIDENTITY CARD

1. DESCRIPTION OF PROCESSES

1. BREAKING DOWN OF THE PROCESS IN ACTIVITIES AND OUTPUTS

1. ASSIGNING OF THE ACTIVITIES TO THE VOCATIONAL

PROFILES



View/modify competence

1. COMPETENCES SURVEYINGTOOLS





OPERATIVE ABILITIESApplication level /grade (beginner)

Specialization leveL/grade (expert – works autonomously)

Domain Level (master)

ORGANIZATIONAL ATTITUDESOrganizational attitudes Person’s Assets

INDICATORS THAT SHOW POSSESSION OF COMPETENCE

Follows

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

A

A1

B






PROFILES

5 COMPETENCES DICTIONARY







COMPETENCE NEEDS ANALYSISThe tools functions as a support of the analyst’s work1

1. ORGANIZATIONIDENTITY CARD

2. DESCRIPTION OFPROCESSES

1. BREAKING DOWN OF THE PROCESS

INTOACTIVITIES AND OUTPUTS

1. ASSIGNING OF ACTIVITIES TO VOCATIONAL PROFILES

5. COMPETENCESDICTIONARY

• Create new competence• View/modify

competence

1. COMPETENCES SURVEYING TOOLS

• COMPETENCES BALANCE




Work Experience

European Key Competence Framework

Educational Qualifications

Other basic competences necessary to exercise profession:

PRE-REQUISITES (in reference to the professionalism of the vocational profile)

Follows






PROFILES

5 COMPETENCE DICTIONARY







COMPETENCE NEEDS ANALYSISThe tools functions to support the analyst’s work 1


1. PROCESSES DESCRIPTION

1. BREAKING DOWN OFPROCESS IN ACTIVITIES ANDOUTPUTS

1. ACTIVITIES ASSIGNINGTO THE PROFESSIONALFIGURES




1. COMPETENCES SURVEYINGTOOLS




5. DICTIONARY OF COMPETENCES

Markers

Indicators Indicator

A

121

34567

Indicator

BIndicator

C Indicator

D Indicator

N

12

34

56

7

Indic.

C

12

34

56

7

Indic. D

1234567

Indic. A

1234567Ind

ic.

N 1 2 3 4 5 6 7

Ind

ic.

B

Graphic description of the competence level possessed






PROFILES




6 COMPETENCESURVEYING INSTRUMENTS




COMPETENCE NEEDS ANALYSISThe tools functions as a support to the analyst’s work 1

Reference instruments

Notes, attentions and weights

Sector supervisor Date Analyst

Reference Process

Reminder of process name Critical Agreed

6. COMPETENCES SURVEYING TOOLS1. ORGANIZATION’S

IDENTITY CARD


3 BREAKING DOWN OF THE PROCESS INTOACTIVITIES AND OUTPUTS


5. COMPETENCESDICTIONARY


• Performances (PP)• Exercise of

Competences• Basic Competences




Reminder of competence name

Indicators which show the competence possessed

Reminder of the specific indicator

Reference mark1 2 3 4 5 6 7 8 9 10

A A

Evaluating Element 1 2 3 4 5 6 7 8 9 10

A1 A1

A… A…

Surveying method

A2 A1


COMPETENCE NEEDS ANALYSISThe functions of tools as a support of the analyst’s work1

7. THE COMPETENCES BALANCE1. ORGANIZATION’S

IDENTITYCARD

2 PROCESSESDESCRIPTION

3 BREAKING DOWN OFTHE PROCESS INTO ACTIVITIES AND OUTPUTS

4 ASSIGNING OF THEACTIVITIES TO THEVOCATIONAL PROFILES



7 COMPETENCEBALANCE

• Analysis of gap• The graphic

description



markers

Indicators Indicato

r

A

121

34567

Indicator

BIndicato

rC

Indicator

D Indicator

N

Expected values

Obtained values

Histogram of the gaps (competence gaps on the single indicator)

12

34

56

7

Indic.C

12

34

56

7

Indic. D

1234567

Indic. A

1234567Ind

ic. N

1 2 3 4 5 6 7

Ind

ic.

B

Expected competences Area

Practised competences Area

Polar Diagram (gaps on the competence area)

Graphic description of competence levels expected and exercised


COMPETENCE NEEDS ANALYSISThe functions of tools as a support to the analyst’s work 1

8. INDIVIDUAL’ S NEEDS ANALYSIS


2 DESCRIPTIOON OFTHE PROCESSES

3 BREAKING DOWNOF THE PROCESSINTO ACTIVITIES AND OUTPUTS

4 ACTIVITIES ASSIGNING TO THE PROFESSIONAL FIGURES

5 DICTIONARY OF COMPETENCES

6 COMPETENCE SURVEYINGINSTRUMENTS



• Interview form


Critical agreed

Surname and christian name Place and date of birth Current organizational position

Work Experience in the organization

Vocational Profile

Organization Goods Sector

Reference Process

General data and reference data of the person to be interviewed

Critical Competences

B

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

C

Signature of person interviewed

OK to data treatment Place and date of interview Surname, name of interviewer


1 2 3 4 5 6 7 8 9 10

COMPETENCE NEEDS ANALYSISThe tool functions as a support to the analyst work1

9. EVALUATION REPORT



3 BREAKING DOWN OF THE PROCESS INTO

ACTIVITIES AND OUTPUTS




7 COMPETENCEBALANCE

8. PEOPLE’S NEEDSANALYSIS


• Report’s summary• Priorities and

solutions to develop

Critical Agreed

Organization

Goods Sector

Object and purpose of the report

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, ….)

Method and instruments used to analyse the problem

Summary of the interview for the person/people involved

Analystt’s view in interpreting the probelm

Enclosed documents/certifications list

Suggested Solution

Place and date Reporter’s signature

How is the mutual implementation guaranteed?The creation of a computerized “job aid”

8How are the macro processes of the model articulated? “The design and preparation of the training intervention”

Macro process: DESIGN AND PREPARATION OF THE TRAINING INTERVENTION

Macro design of the Training structure

Micro design of theLearning course

Preparation and pre-dispositionOf 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

• Context elements of the work conditions of individuals and teams

• Evaluation instruments of the work results of people

Overall Output Overall Outputs Overall Output

• Definitive training establishment • Course/training intervention rogramme/es

• Modules

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 processDesign of management and training intervention delivery tools

Training system pre-arranged to cover competence gaps

THE TRAINING SYSTEM’S RESPONSE2

THE ACTING PARTIES THE OBJECTS AND ACTIONS OF THE TRAINING AGENCIES

Key:

ProcessesOrganization/company general info and relative users/employees Vocational profiles

The organizations and companies

The Education and Vocational training

system

The vocational guidance system and

job placement

Matching Open/transparentMatching Conditioned by property/exclusiveness of KH

UNITS – Units of competence

MODULE –Training Modules outlined related to the Units

Macro-design of training structure (pedagogical/andragogical)Micro-design of learning processesLogistic Solutions The course delivery system (didactic management)The monitoring, assessment and evaluation of the final training outcomes systemThe administrative and financial management systemThe Know-how capitalization system

Management of CLMS

Management of Document and bibliographic archives


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



1. TAKING CHARGE OF THE TRAINING PROJECT

2 FINAL AIMS AND LEARNINGOBJECTIVES

3 MACRO DESIGN (DIDACTIC STRATEGY)

4 ASSESSMENT AND EVALUATIONESTABLISHMENT

5 MICRO DESIGN

6 DIDACTIC MATERIAL

7 LOGISTIC SOLUTIONSFOR DELIVERY

8 PLANNING AND RESOURCE ASSIGNING

9 INSTRUMENTS FOR

DIDACTIC ANDADMINISTRATIVEMANAGEMENT

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 coursesLogistic Solutions The courses delivery system (management of the didactics)The monitoring, assessment and evaluation of the training outcomes systemThe administration and financial management systemThe know how capitalization system


Example of reference structure of tool 2


8How are the three macro processes of the model articulated? “The training delivery”

Macro process: DELIVERY OF THE TRAINING INTERVENTION

Didactic activities Start up Management and control of didactical activities

Acquired competences transferred to work place


• 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

Overall Output Overall Output Overall Output

• Didactic activities started • Didactic objectives fulfilled

Competence gap overcome

TRAINING DELIVERY: LEARNING TRANSFER TO THE WORK PLACE3

ORGANIZATION/COMPANY INSTITUTION/TRAINING AGENCY

Design and delivery of the training intervention

Work performance evaluation

INSTRUMENTS PANEL

Link to HR competence development

systems

Competence Gaps

LEARNING TRANSFER TO WORK PLACE PLAN

Design

Direct support for the users/traineesSupport to the organization/companyCommunicative and motivational support………..

Final assessment / follow-up


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.

TRAINING DELIVERY3


1. TAKING CHARGE OFTRAINING PROJECTAND ALLOCATION OF ASSIGNMENTS

2 ACTIVATING COMMUNICATION PLAN

3 ACTIVATING THE LOGISTICSOLUTIONS

4 FIXING THE DIDACTIC MATERIAL

5 START UP AND ARRANGING DIDACTIC ACTIVITIES

6 MONITORING, ASSESSMENT AND EVALUATION OF THELEARNING PROCESS

7 ECONOMIC AND FINANCIALMANAGEMENT

8 CERTIFICATIONS OF THE LEARNING PROCESSES

9 CAPITALIZATION OF EXPERIENCE

Example of reference structure of the FIRST part of tool 3

TRAINING DELIVERY 3

DELIVERY OF TRAINING IN CLASSROOM/LABORATORY

TRAINING IN CLASSROOM/LABORATORY


TRAINING DELIVERY3 THE TRANSFER OF LEARNING TO THE WORK PLACE

A. VALIDATION OF THEINDIVIDUAL AND GROUPPERFORMANCES

B DEVELOPMENT AND CAREER PLAN

DEFINITION OF TRANSFER PLAN

Critical Agreed

Surname and name Place and date of birth Current Organizational PositionWork Experience in the organization

Vocational Profile

Organization Goods Sector

Reference Process

General data and reference data of the person recipient of the plan


B

Trasnfer plan• ……….• ………….• ………………..• …………………….• ……………………….• …………………………….

Checking and assessment Method

C

Trainee/user signature Trainer/tutor signature Signature of organization supervisor

Assigned Responsabilities

Place and date of up-dating

1. TRANSFER PLAN DEFINITION

• Plan drawing up• Graphic description

2 VALIDATION OF THE PLANAND ALLOCATION OF THEASSIGNMENTS

3 ARRANGING CONVEYING ACTIVITIES

4 EVALUATION AND CERTIFICATION OF THE RESULTS

How is the mutual implementatin of the model guaranteed?The creation of a computerized “job aid”

1 2 3 4 5 6 7 8 9 10

1. DEFINITION OF THE CONVEYING PLAN


1. PLAN VALIDATIONAND ALLOCATION OF ASSIGNMENTS

1. TRANSFERRING ACTIVITIESARRANGEMENT

1. EVALUATIONAND CERTIFICATION OF RESULTS

TRAINING DELIVERY 3 THE TRANSFER OF LEARNING TO THE WORK PLACE

A. INDIVIDUAL AND GROUPPERFORMANCES EVALUATION

A. DEVELOPMENT AND CAREERPLAN


Graphic Description of the competence levels expected and presumed following training in classroom/laboratory

Indicators

Indicators Indicato

r

A

121

34567

Indicator

BIndicato

r

C Indicator

D Indicator

N

Expected values

Surveyd Values

Histogram of the gaps (competence gaps on the single indicator)

12

34

56

7

Indic.C

12

34

56

7

Indic. D

1234567

Indic. A

1234567Ind

ic. N

1 2 3 4 5 6 7

Ind

ic.

B

Expected competences Area

Practised competences area

Polar diagram (gaps on the competence area)


1. TRANSFER PLAN DEFINITION


2 VALIDATION OF THE PLANAND ALLOCATION OF THEASSIGNMENTS

3 ARRANGING CONVEYING ACTIVITIES



A. EVALUATION OF INDIVIDUAL AND GROUP

PERFORMANCES

B DEVELOPMENT AND CAREERPLAN

VALIDATION OF THE TRANSFER PLAN

Critical agreeable

Surname and Christian name Place and date of birth Organizational Position Current organizational PositionWork experience in organisation

Vocational Profile

Organization Goods sector

Reference Process

General information and reference data of person recipient of the plan


B

Transfer plan • ……….• ………….• ………………..• …………………….• ……………………….• …………………………….

Checking /assessment steps

C

Trainee signature Trainer/tutor signature Org. supervisor signature

Responsibilities Assigned

Place and date of up-dating

1. DEFINITION OFTRANSFER PLAN

1. PLAN VALIDATION ANDALLOCATION OF ASSIGNMENTS

1. ARRANGING TRANSFER ACTIVITIES

1. RESULTS EVALUATIONAND CERTIFICATION

How is mututal implementation of the model guaranteed? The creation of a computerized “job aid”

1 2 3 4 5 6 7 8 9 10


1. PLAN VALIDATIONAND ALLOCATION OF ASSIGNMENTS

1. TRANSFERRING ACTIVITIESARRANGEMENT

1. EVALUATIONAND CERTIFICATION OF RESULTS


2 PLAN VALIDATIONAND ALLOCATION OF ASSIGNMENTS

3 TRANSFERRING ACTIVITIESARRANGEMENT

4 EVALUATIONAND CERTIFICATION OF RESULTS

1 DEFINITION OF THE TRANSFER PLAN

2 PLAN VALIDATIONAND ALLOCATION OF ASSIGNMENTS

3 ARRANGING FOR TRANSFER ACTIVITIES



A. EVALUATION OF THE INDIVIDUAL AND GROUP

PERFORMANCES

B. DEVELOPMENT AND CAREERPLAN


Graphic presentation of the expected and presumed competence levels of training in classroom/laboratory

Expected competences area

Area of the presumed competences following classroom/laboratory training

Polar Diagram (Gaps on the competence area)

12

34

56

7

Indic.C

12

34

56

7

Indic. D

123456

7

Indic. A

1234567Ind

ic. N

1 2 3 4 5 6 7

Ind

ic. B

Values in progress in transfer

Expected values

Presumed values following training in classroom/laboratory

Histogram of the gaps (competence gaps on the single indicators)

Values in progress during training transfer

marker

Indicators Indicato

r

A

121

34567

Indicator

BIndicato

r

C Indicator

D Indicator

N


Documents

A COMPETENCE DEVELOPMENT MODEL AS A SUPPORT TO KNOWLEDGE SOCIETY