Präsentation_bergisch_gl

7/30/2019 Prsentation_bergisch_gl

1/26

Transnational methods and modelsfor self-evaluation of non-formal

personal competencies

Wiebke Petersen and Gerald Heidegger

(biat/ Universitt Flensburg, Germany)

Leonardo da Vinci Project, Reference Material


2/26

Aims of the

Self-Evaluation Project Investigate and improve support for people in

evaluating their own possible competences through

new methods of self-evaluation of personalcompetences of adult learners on a transnationalbasis

Improving opportunities to re-enter the labour

market possibly in a different field:- more suitable to personal interests and wishes

- higher success, better options to stay in the job


3/26

Target group learners with interrupted occupational or

learning careers who embark on various

courses in colleges of further education withthe purpose of returning to work or learning

self-evaluation and self-recognition of theirpersonal skills and competences are crucial tobroaden their career plans


4/26

Partners and processes

of the project Partners: United Kingdom, Portugal, Greece, Romania, Czech

Republic, Denmark, Germany (co-ordinator)

Processes: Investigation of societal/economic/political conditionsfor

- labour market re-entry

- self-evaluation methods

- pros and cons of accreditation of non-formal and

informal learning- developing model projects (culturally adapted, Europeandimension)

- implementing and evaluating model projects

Valorisation of results


5/26

The German Model-Project for anAdult Course Module for

Self-Evaluation

Wiebke Petersen(biat/ Universitt Flensburg, Germany)


6/26

Experiences, Self-Evaluation and Self-Development

Three stages of the process of personaldevelopment in the context of broadening thecareer plans of the participants:

experiences through formal, non-formal and informal learningbefore the self-evaluation phase

module as an incentive for self-evaluation

further self-development of the personality with respect to

occupational competences

social competences

personal competences (self-competences)


7/26

Self-Evaluation ofexperiences, interests andwishesthe German module

through experiencing activities with different characteristics/demands

based on Holland s theory of typesof personality

common reflection in groups (possibly with support)

using an independently usable IT-toolwith greatly extended possibilities ofinteractivity

creative thinking out new possible fields of occupation (andeven recreation for the longterm unemployed)


8/26

Six types of personality according toHOLLANDs theory (including combinations)


9/26

Holland s theory of types of personality

Created in the 1960s

Based on behaviourist personality theory

Six types defined through factor analysis Since then extensive further development

Application to job finding processes, biographicalplanning of occupational career

For that development of a typology of job profilesaccording to the same six dimensions


10/26

Matching of types ofpersonality and dimensionsof job profiles ( R=realistic, I=investigative, A=artistic,

S=social, E= enterprising, C=conventional)Characteristics of personality:

three main dimensions (first, second, third):e.g. IAS for university professor

RCE for car mechanic

SCI for teachers

Issues for criticism:Conventional understanding of the types e.g.

enterprising close to salesmanshipsocial close to education (even mainly of children)realistic close to male handicraftinvestigative close to academic endeavours (Implicit influence of

bourgeois prejudices)


11/26

Matching of types of personality and dimensions

of job profiles

Dimensions of job profiles

In the US the ca. 20 000 job profiles each get a 3

letter type description (drawing on official jobdescriptions, job advertisements, expertsjudgements)

Nowadays adapted worldwide (commerciallyavailable)

E.g. for Germany EXPLORIX for the ca. 350 middlelevel Berufe and also the academic professions


12/26


of job profiles

Dimensions of job profiles Critical issues:

Very different types of activities within one occupation are

neglected, e.g. for car mechanic: focus onrepetitive repair work

investigative diagnosis of faults

counselling of customers

leading work group

salesmanship

We try to change this fundamentally!


13/26


of job profiles

Basic idea of matching: Individuals with acertain Holland code supposed to beoptimally suitable for occupations with the

same code The idea of self-realisation during leisure

activities is neglected The individuals are subject to seemingly

objective procedures (although oftenadditional counselling is recommended)We try to change that!


14/26

Defining and matching types of

personality according to EXPLORIX Individuals fill in short questionnaires (Ten questions

for each dimension) Two methods of self-investigation

What am I able to do?What would I like to do?

Results evaluated online by the EXPLORIX-Company(10)

Outcome: Suggestions for job search according tothe matching processInstead we offer an approach based onindependent self-judging!


15/26

The Flensburg-method for searching your

self and thinking out a new future Based on Holland s six dimensions (R, I, A, S, E, C)

Experiencing your main features through carryingthrough real activities oriented to the types

Reflecting on and thinking out new possibleoccupations but also suitable leisure activities(importance of work-life-balance)

We also give the hint to think about

What am I able to do?What would I like to do?

People are advised to thinking but also to listening to theiremotions.


16/26


self and thinking out a new future Examples for the activities:2-3 alternatives for each main type of personality

Additionally one can be created by the participants

themselvesRealistic: model railway

sewing

model ships or steam engines

Investigative: comparing and choosing an office chairfor people with a bad back

investigating a fault in a car

researching into the cheapest ingredients

for a meal


17/26


self and thinking out a new futureartistic: building an object for a model railway landscape

preparing and decorating a plate with bread roles(Canaps)???

social: role playing intervention in a conflict???

enterprising: organising a political manifestationorganising the preparation of a large meal in a teamwith a limited budget

???Conventional: Book keeping about expenditures for a householdfilling in transfers for ones own bank account???


18/26


self and thinking out a new future Combinations of Holland codes are obviously built in into the

activities

Additional ideas still to be analysed according to the Hollandcode

Further possible self-evaluation activities, at the same time

options for suitable recreational activities for times ofunemployment

sports (table tennis, football, etc.)

gardening

making music (playing in a band)

dancing

.


19/26

Conventional activity: Calculating expenditure for foodChristina (shop assistant): no hope to experience somethingnew

Tim (plasterer Meister): is familiar with calculations


20/26

Realistic activity: building a model railwayMilan (roma, showman on a fairground, low literacy and numeracyskills): no special interests, but high motivation


21/26

Artistic activity: Landscape for the model railway

Barbara (without qualification): likes being creative


22/26

Common reflection in groups (possibly with support)Barbara (without qualification): difficulties in oral expression

Vladimir (electrician, from Russia): speaks nearly no German


23/26

The interactive tool for the Flensburg methodIn cases where participants have some IT-skills: To be filled in on a computer Participants answer questions which relate to

the six Holland dimensionsaccording to three levels

Additional interactivity:Not only individual answers but

The questions themselves can be adapted toones experiences, interests, wishes anddesires.

This can also be done with a pencil.


24/26

Second step: The IT-tool The matrix definig the

dimensions of the Self-Evaluation IT-tool:


25/26

Hollands dimensions of interests, wishes and abilities R I A S E C

Learning contexts: formal: e.g. school non-formal: e.g. apprenticeship, work placement informal: e.g. family, sports club

Competences:

Occupational interests wishes Social interests wishes Personal interests wishes

Possible future activities

individual activities networking activities in groups activities for furthering civil society(citizenship)


26/26


self and thinking out a new future experiencing activities with different

characteristics/demands

common reflection in groups (possibly with support)

using an independently usable IT-tool, the interactivetool for the Flensburg method

creative thinking out new possible fields ofoccupation (and even recreation for the long termunemployed)

Präsentation_bergisch_gl

Documents

Transcript of Präsentation_bergisch_gl