Transnational Seminar (training for trainers) The implementation of the Empower model 2010 in comparison with ISO 9001:2008

Transnational SeminarTransnational Seminar(training for trainers)(training for trainers)

The implementation of the Empower model 2010 in The implementation of the Empower model 2010 in comparison with ISO 9001:2008comparison with ISO 9001:2008

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Empower model based on processesEmpower model based on processes

Results Results

Training process

Organization system

Organization system

Requirements, objectives

policies

Requirements, objectives

policies

Review and assessment (peer review)

Review and assessment (peer review)

Management of the

resources

Management of the

resources

TestTest

CONTINOUS IMPROVEMENT OF THE MANAGEMENT SYSTEMCONTINOUS IMPROVEMENT OF THE MANAGEMENT SYSTEM

ACT, PLAN

PLAN DO

CHECK

ACT

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AK

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eeds

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EMPOWERMENTEMPOWERMENT

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Model of a process-based QMSModel of a process-based QMS

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5 System dimensions5 System dimensions A Organisation system Management system

Responsibility Review

B Requirements and objectives Stakeholder requirements Policies and overall objectives Learning objectives

C Resources Human resources Infrastructures

D Training process Design and development Provision of teaching; learning process Contextual services

E Results, analysis and improvement Results Analysis and improvement

Special measures Reception of students at a disadvantage conditions (immigrants, drop outs and disables, other) and integration support E-learning and ICT services Continuous updating of schools Logistic services (transport etc.)

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ISO 9001:2008 – The Standard – 8 clausesISO 9001:2008 – The Standard – 8 clauses

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ISO 9001:2008 – The StandardISO 9001:2008 – The Standard

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8


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Model structureModel structure

5 Assessmentdimensions

5 Assessmentdimensions

Explanatory note

Explanatory note

Explanatory note

Explanatory note

Explanatory note

Explanatory note

Assessment elements

Assessment elements

Assessment elements

Assessment elements

Assessment elements

Assessment elements

QuestionsQuestions

QuestionsQuestions

QuestionsQuestions

QuestionsQuestions

Guiding factors to answer the questionGuiding factors to

answer the question

Guiding factors to answer the questionGuiding factors to

answer the question

Guiding factors to answer the question

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Audit ChecklistsAudit ChecklistsQuestions can helpQuestions can help

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Assessment score scaleAssessment score scale

Results

Pro

cess

es/S

yste

m

11Not evaluableNot evaluable

22AcceptableAcceptable

33GoodGood

44ExcellentExcellent

Absent or occasional

Acceptable but not caused by

processes

Good but not caused

by processes

Very good and caused by processes

Not sufficiently designed and managed

Well designed and managed

Well designed, managed and integrated

Absents or “unknowns”

“upper scale” more

defined

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Score scaleScore scale

1 Not evaluable The element is not evaluable because it has not been treated or, if it has been treated, the results are absent or occasional.

2 Acceptable The element is approached in a reactive manner: measures achieve acceptable results, but the processes are not yet sufficiently designed and managed to assure a systematic approach.

3 Good The element is approached in a systematic manner: measures achieve good results and the processes are well designed and managed. Improvements must still be made in some areas.

4 Excellent The element is approached in an excellent manner: measures achieve very good results and are caused by processes that are well designed, managed and integrated.The evaluated element can function as a model of reference for other training institutes and it is difficult to think of areas of improvement.

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The The self-assessment reportself-assessment report as a real as a real improvement incentiveimprovement incentive

The school working group sums up the

STRENGTH AND WEAKNESS POINTS OF THE INSTITUTION STRENGTH AND WEAKNESS POINTS OF THE INSTITUTION on the basis of the analysis and assessments recorded in the

report

STRENGTH AND WEAKNESS POINTS EMPHASISED IN THE REPORT

DIMENSION STRENGTH POINTS WEAKNESS POINTS

ORGANISATION SYSTEM … …

REQUIREMENTS AND OBJECTIVES … …

RESOURCE MANAGEMENT … …

TRAINING PROCESS … …

RESULTS, ANALYSIS AND CONTINUOUS IMPROVEMENT

… …

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Audit processAudit process

Assessment dimension “A” Assessment dimension “A”

ORGANISATION SYSTEMORGANISATION SYSTEM

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Management systemManagement systemA1. MANAGEMENT SYSTEM

The institute has to develop and continuously update and improve a self-management system of the processes underlying the assessment dimensions (organisation system, requirements and objectives, resource management, training processes, results, analysis and improvement). This system must clearly identify and describe the processes to be managed.Moreover, the institute has to define suitable documentation and communication channels.

A1.Have all processes been properly identified, in particular those directly related to disadvantaged students? Have they been documented (templates, grid or process map, flow charts)?

a) Defined management processes for the institute, in particular those directly related to disadvantaged students?

(a1)b) Sequence of and

interactions between the defined processes (a2)

c) Specific norms or models adopted by the institute as guidelines for the development of its own management system (a3)

A1.2 Have all documents relating to school management been defined? Have all documents relating to the management of students (included disadvantaged pupils) been defined?

Have all documents relating to document management been defined (creation, archiving, retrieval)?

a) Documents used to manage the institute (a4)

b) Document management (a5)

A1.3 Is the communication with stakeholders handled effectively? (stakeholders more involved with the topic of immigration or social inclusion, other)

a) Different kinds of communication (a6)

b) Control mechanisms ensuring effective communication (a7)

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ResponsibilityResponsibilityA2. RESPONSIBILITY

The institute must define its own organisational structure, assigning the authority and responsibility to manage all the identified processes (with particular focus on disadvantaged students), and appointing a person in charge who monitors their correct implementation.

A2.1Have the

responsibilities connected with the different processes (with particular focus on disadvantaged students), been defined and assigned?

Assumption and assignment of responsibilities and definition of subordinate links and relations among the individual functions. (a8)

b) Staff has been appointed in charge of quality procedures and assistance services for immigrants (obligatory requirement - Empowerment 2010 )

(a8) For every defined process or sub-process necessary to the management of the course (see A1), point out the identified responsibilities and the subordinated relationships among the school staff (i.e. organisation chart).

Note: the assigned responsibilities must correspond with the grade of professional authority of the individual person.

Also point out if and how the institute monitors the fulfilment of the assigned responsibilities.

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ReviewReviewA3. REVIEW

The institute has to plan a periodical review (with particular emphasis on disadvantaged groups) of the management system in order to assure its continuous suitability, adequacy and effectiveness.

A3.1 Does the course periodically review its management system (with focus on disadvantages) in order to assure its continuous suitability, adequacy and effectiveness?

a) Review performance modalities and periodicity (a9)

b) Define data and information to form the basis of the review (a10)

c) Review results (a11)d) Implement measures on the

basis of the review results and evaluate their effectiveness (a12)

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ProcessesProcesses

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Organizational structureOrganizational structure

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Quality ManagementQuality Management

REQUIREMENTS AND REQUIREMENTS AND OBJECTIVESOBJECTIVES

RESOURCESRESOURCES

TRAINING PROCESSTRAINING PROCESS

PROCESSESPROCESSES

RESULTS, ANALYSIS AND RESULTS, ANALYSIS AND IMPROVEMENTIMPROVEMENT