Kenniscentrum Handel NQF-SQF Case studies. content Aim of WP 5 The draft employability grid The...
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Transcript of Kenniscentrum Handel NQF-SQF Case studies. content Aim of WP 5 The draft employability grid The...
Kenniscentrum Handel
NQF-SQF Case studies
content
• Aim of WP 5
• The draft employability grid
• The elements of the case studies
• Deadlines and status
• Results and the draft employability grid
• And yet?
Objective WP 5
• The objective of this work package is to test the value of the methodology developed within WP 2 by applying the employability grid for the investigation of qualifications/profiles which are considered to be situated “in the neighbourhood” in terms of learning outcomes, but not in terms of their belonging to a national or sectoral framework.
• (It could, for example, be investigated what is the difference between a job profile developed within a sectoral framework and a similar one belonging to a national framework; it could also be checked if qualifications set up in different national qualifications frameworks labelled with the same or a similar name lead to identical learning outcomes.)
Wp 5: application of the methodology
• Case studies: testing the value of the developed methodology
• Construction, ICT, logistics, retail• Analyses and comparison of selected qualifications;• Testing the methodology, • Identifying deficiencies of methodology, in order to
enhance and to refine it.• Result: report (July 2011)
Deliverables
• 17 Case study Construction• 18 Case study ICT• 19 Case study Logistics• 20 Case study Retail• 21 Final case study report
This case study describes the application (as described above) of the draft employability grid in the construction sector and will be usable as reference for future use and investigation regarding the employability grid.
21 Final report
• This report documents experiences and findings from the case study development, draws conclusions from these findings and provides further recommendations for the use of the employability grid and for further investigation and discussion regarding this instrument.
• This deliverable will be the basis for the final employability grid that will beside the findings of this workpackage also consider the findings from WP 3 and 4.
Employability grid
Work
Employability grid
• The work objective steers work process
Basic issues for describing work process
1. Specific character of the work subject
2. The scope of the work subject
3. The needs of the users of products /services
4. The needs of the organisation
5. Needs arising from the environment
6. The way how work is organised
Work Description in Terms of the Organisation and of the Individual• The work of an individual is defined as a contribution to
achieve the work objective according to the individual’s position in the organisational structure
8 levels of competence
Definition of actions1. Work supervised in a work process determined context
2. Work supervised in a work result determined context
3. Work not supervised and not supervising in a work result determined context
4. Supervise work in a still predictable or predictably changing context
5. Supervise and manage work in an unpredictably changing context
6. Manage work in an unpredictable context
7. Manage work and change context
8. Change and redefine context
8 levels of competenc
e
Context Action individual
Action context
?
1 Not changingstructured
Steered by action others
Determined by context-
A/R/or
2 Not changingNot structured
Steered by action others
Determined by context
3 Not changingchanging
circumstances
neutral Determined by context
4 Changing/not changing
Steering action of others
Determined by context
5 changing Steering action of others
Determined by context
6 changing Steering action of others
Determined by context
7 changing Steering action of others
Determined by context
transforming
8 changing Steering action of others
Determined by context
Transforming and replacing
Draft Employability grid case studies
Work objective : 8 Levels of competence (C, Ai, Ac, ?)
The scope of the work subject
The needs of the users of products /services
The needs of the organisation
Needs arising from the Environment
Specific character of the work subject* Competence (context)* Competence (role)* Knowledge * Know how and skills* Competence
(Learning to learn)(insight)
The way how work within an organisation is organised
General information
Followed approach
• per sector: 3 common functions classifiable at EQF level 1-6/7
• Functions are recognizable in the European countries• Research within small – medium sized and large
enterprises. In order to see the differences in context• < 10; 10 – 50; >100• Method: interviewing staff/hrd/entrepreneur using the
description of the function used by the company (own function description/ sectoral description) and using a given list of questions/ subjects for gathering the information.
• Subjects: interview list
Deadlines & status
Deadline• Updated proposal end of April• Results by each partner August• First draft WP 5 end of September• Final report WP 5 end of October
Status• First results in August • Planned: 18 results per sector (72)• Received: 8 + 4 + 6 + 8 (26)• Raw data in deliverables 17 – 20
ResultsCompany size
sectorSmall Medium sized large
Construction TechnicianTeam leader/techn.DirectorPlannerGeneral manager
LocksmithGroup leaderSite director
ICT Programmer Junior developerSenior consultantBusiness development director
Logistics Warehouse operatorAdministrative clerk
Forklift driverOrderpickerTeamleaderHead of logistics
Retail Owner Sales assistantManagerManagement assistance
objectives
construction Best serviceQualityCustomer satisfactionturnover
IT High qualityServiceSpecialized IT technology and consulting
Logistics Logistic servicesNational and transnational haulage of goods
Retail Selling goods /merchandiseSatisfy customers with service and repairEarn money
Needs users
construction Professionalism and responsiveness
IT modernisingapplicationsOutsourcingsecurity
Logistics Transport and Logistical services (storage, VAS, consultationFind and satisfy clients
Retail Selling goods responsive to consumers needsSmall , tight relations with customers, diversity of assortment
Enterprise as a public institution
construction Economical: turnover, providing employment
IT Economical, legally defined, else: complex environment, so several fields in the company take part
Logistics Economical, legal requirements including environmental , security and safety precautions
Retail Economical and providing employmentTo earn money and maintain jobsSatisfied employees = satisfied customersCrisis: increase of repair
Environmental needs
construction Ecological regulation , security regulations, safety
IT no/yes
Logistics Health and safety regulations, ecological regulations
Retail Health and safety regulations, ecological regulations
Overall goal and work objectives
construction yesYes and I determine the overall goal
IT
Logistics yes, functions contribute to the overall achievement of work objectives
Retail yes
Main contribution employee to the work objectives
construction to do my work as well as I canQuality work
IT Appropriate methods for quality assurance are used by this function:- Creation of test protocols- Creation of unit tests as part of development
Logistics the specific (logistical) activities : - handling goods/ ensuring necessary resources/ employees/ surrounding conditions
Retail Satisfied customers- Budget, plans, employees, prioritiesProblem solving
ResultsCompany size
sectorSmall Medium sized large
Construction TechnicianTeam leader/techn.DirectorPlannerGeneral manager
LocksmithGroup leaderSite director
ICT Programmer Junior developerSenior consultantBusiness development director
Logistics Warehouse operatorAdministrative clerk
Forklift driverOrderpickerTeamleaderHead of logistics
Retail Owner Sales assistantManager Management assistance
ContextContext 1 2 3 4 5 6 7Construction C LS C T c TL
C TM/TC PL
C Sd C DC GM
ICT IT Jsd IT Bbd
Logistics L OP L WOL FDL AC
L TL L HL
Retail R S R AdM R Os MspCSMMa
Bl /CsmMSPCSM 1/2
RoleRole 1 2 3 4 5 6 7Construction C T C LS
C TM/ TC PL C TL C Sd C D
C GM
ICT IT Pr IT sc IT Bbd
Logistics L OPL WOL FD
L AC L TL L HL
Retail R S Bl /Csm R OsMa
MSPCSMR AdM
KnowledgeRole 1 2 3 4 5 6 7Construction C T C LS C PL
C TM/ T C TL C Sd C D
C Gd
ICT It jsd IT Pr IT sc IT Bbd
Logistics L OPL WOL FD
L AC L TL L HL
Retail R S (starting)
Bl /Csm R AdM R OsMa
A BLA MspA CsmA Ma
R OsA MspA Csm
Know how & skillsRole 1 2 3 4 5 6 7Construction C T
C LSC TM/ T C TL
C Sd C GD C D
ICT It jsd IT Pr IT sc IT Bbd
Logistics L FD L OP L ACL WO
L TL L HL
Retail R S (starting)
Bl /Csm R AdMR Os
A Ma A BL/ csmA MspA Csm
A Csm
InsightRole 1 2 3 4 5 6 7Construction C T C LS C TM/ T C TL C Sd C D
ICT It Jsd IT Pr IT sc IT BbdLogistics L FD L OP L AC
L WOL TL L HL
Retail R S R AdM A Ma R OsA BL/ csmA MspA CsmA Ma
A Csm
Conclusions?
• Functions around level 1-2
• Functions around level 4-5
• Functions around level 6-7
• Would the ranking have been different when no descriptions had been given or only some words?
• Is it accurate?
Conclusions?
• Words trigger
• Descriptions have to be clear
• Single aspects in one description
• Have to contain the same aspects (equal yardstick)
Context
1 2 3
Limited range of predictable and structured contexts
Limited range of contexts Familiar and unfamiliar contexts
4 5 6
a range of varied and specific contexts
a range of varied and specific contexts
Wide variety of contexts
7
a wide and often unpredictable variety of professional levels and ill defined contexts
Role1 2 3
a range of roles under direction
under direction with limited autonomy; function within familiar, homogeneous groups
with considerable amount of responsibility and autonomy
4 5 6
some initiative and independence in carrying out defined activities; join and function within multiple, complex and heterogeneous groups
substantial personal autonomy and often take responsiblity for the work of others
take significant or supervisory responsibility for the work of others in defined areas of work
7
significant responsibility for the work of individuals and groups;lead and initiate activity
Knowledge1 2 3
narrow in range Concrete in reference basic in comprehension
moderately in range Mainly concrete in reference some comprehension of relationships
Broad range Mainly concrete in reference with some elements of abstraction or theory
4 5 6
Broad rangeSome theoretical concepts and abstract thinking, with significant depth in some areas
Specialised knowledge Broad areaSome theoretical concepts and abstract thinkingsignificant underpinning theory
Specialised or detailed knowledge understanding of the theory
7
A systematic understanding of knowledge, at, or informed by, the forefront of a field of learning
Know how & skills1 2 3
a sequence of routine tasks given clear direction limited range of basic practical skills, including the use of relevant tools
a limited range of varied procedures a limited range of practical and cognitive skills and tools
a range of procedurea moderate range of practical and cognitive skills and tools
4 5 6
Evaluate and use information to plan and develop investigative strategies and to determine solutions to varied unfamiliar problemsa broad range of specialised skills and tools
Formulate responses to well-defined abstract problems
comprehensive range of specialised skills and tools
Exercise appropriate judgement in (a number of complex) planning, design, technical and/or supervisory (or management) functions related to products, services, operations or processes (including resourcing
Know how & skills4 5 6
Evaluate and use information to plan and develop investigative strategies and to determine solutions to varied unfamiliar problemsa broad range of specialised skills and tools
Formulate responses to well-defined abstract problems
comprehensive range of specialised skills and tools
Exercise appropriate judgement in (a number of complex) planning, design, technical and/or supervisory (or management) functions related to products, services, operations or processes (including resourcing
7 7 7
Select from complex and advanced skills across a field of learning;
develop new skills to a high level, including novel and emerging techniques
a range of standard and specialised research or equivalent tools and techniques of enquiry
Insight1 2 3
Demonstrate awareness of independent role for self
Assume limited responsibility for consistency of self- understanding and behaviour
Assume partial responsibility for consistency of self- understanding and behaviour
4 5 6
Assume full responsibility for consistency of self- understanding and behaviour
Express an internalised, personal world view, reflecting engagement with others
Express an internalised, personal world view, manifesting solidarity with others
7
Scrutinise and reflect on social norms and relationships and act to change them
Learn to learn1 2 3
Learn to learn in a disciplined mannerin a well-structured and supervised environment
Learn to learn within a managed environment
Learn to take responsibility for own learning within a supervised environment
4 5 6
Learn to take responsibility for own learning within a managed environment
Learn to evaluate own learning and identify needs within a structured learning environment; assist others in identifying learning needs
Learn to act in variable and unfamiliar learning contexts; learn to manage learning tasks independently, professionally and ethically
7
Learn to self-evaluate and take responsibility for continuing academic/professional development