1

ECMO Guide for organizing all phases of a mobility project

according to ECVET criteria

Franz Worschech, Tomas Sprlak, Grzegorz Szarowski, supported by the ECMO-Team

Summary

ECVET provides added value to Europass Mobility

At present, section 5 of the Europass Mobility allows transparent documentation of skills and

competence acquired abroad. Compared to this, an ECVET-compatible documentation offers more, as

it allows the transfer of learning outcomes from one qualification system to another. In this way,

mobility projects gain additional value: learning results acquired abroad will not only be documented

but will also be validated and will be able to be recognized and integrated into the qualifications

pathway which a learner is undertaking in his/her home country.

The task

Filling in the Europass Mobility according to ECVET is not an easy job for those who are in charge of

organizing mobility. To achieve an ECVET-compatible section 5 the following steps are required:

Definition and description of units of learning outcomes

Assessment of units of learning outcomes

Validation and documentation

In addition: In order to ensure that these tasks are carried out to the required standard of quality, the

whole mobility process has to be organized from the beginning according to the requirements of

ECVET. ECMO recommends using the ECVET users’ guide1 as an overall guideline for the whole

process. To ensure a common language between partners, ECMO refers to the terminology used in this

users’ guide, which in turn corresponds to the glossary to be found in the annex of the EQF

recommendation.

1 For more information see http://www.ecvet-team.eu/de/node/750 (accessed 01.10.2012)

2

This guide …

… provides support for teachers and trainers in filling in section 5 of the Europass Mobility and

organizing all phases of a mobility project according to ECVET. The type and scope of the support

provided might differ depending on target group and purpose of the mobility, and also on the structure

of the qualifications systems involved:

a) “Either the qualifications system uses units of learning outcomes…” or

b) “The qualifications system does not use units, or the existing units cannot be used. In such

case, it may be possible to create ‘units for mobility’…’units for mobility’ could concern some

of the learning outcomes of the full qualification…”

c) “A third option can be envisaged where the unit(s) achieved abroad is (are) recognized as

additional credit.”

Source: European Commission 2011, page 13

The ECMO guide takes this existing diversity into account. It is structured as follows:

I. “ECMO Guide for organizing all phases of a mobility project according to ECVET criteria”

Part 1: How to provide “units of learning outcomes” for the mobility project

Part 2: How to assess learning outcomes of the mobile learner

Part 3: How to validate and recognize learning outcomes

Part 4: ECVET meets Europass Mobility

II. Service

The service part contains relevant instruments in the appendix, references and useful links.

3

I. “ECMO Guide for organizing all phases of a mobility project

according to ECVET criteria”

ECMO Guide Part 1:

How to provide “units of learning outcomes” for the mobility project

The provision of units of learning outcomes is one of the main elements of ECVET. The European

Credit System for Vocational Education and Training (ECVET) is “a device in which qualifications

are expressed in units of learning outcomes to which credit points are attached, and which is combined

with a procedure for validating learning outcomes. The aim of this system is to promote:

– mobility of people undertaking training;

– accumulation, transfer and validation and recognition of learning outcomes (either formal, non-

formal or informal) acquired in different countries;

– implementation of lifelong learning;

– transparency of qualifications;

– mutual trust and cooperation between vocational training and education providers in Europe.”

CEDEFOP Glossary 2008, page 73).

The provision of units of learning outcomes is based on an awareness about the specifications of the

VET and qualifications systems involved. The procedure of agreeing on the content of a specific

mobility period, in the form of “units of learning outcomes”, takes place between the home and the

hosting organization(s). They “agree what the learner(s) will learn abroad and how these learning

outcomes will be integrated into learners’ qualifications” (European Commission 2011, page 13). The

result of this process will be stipulated in the learning agreement as part of a Memorandum of

Understanding and will form a contractual agreement between both the institutions involved and the

learner.

Definition:

“ ‘Unit of learning outcomes’ (unit) means a component of a qualification, consisting of a coherent set

of knowledge, skills and competence that can be assessed and validated.”

(EUROPEAN COMISSION. ECVET Recommendation, 2009b, p.14)

ecmo

4

Please note: What units are – and what they are not!

Units are …

Parts of qualifications (units = clusters of

competences)

…described in terms of knowledge, skills

and competence

…assessed and validated

Units are NOT specifications of

How training is organized in companies

and/or schools (didactics, methods)

The sequences in which knowledge,

skills and competences have to be

acquired

Part 1.1: How to identify units of learning outcomes

As a condition for transfer and recognition of learning outcomes partners need to identify whether

these outcomes are appropriate within both systems. According to the ECVET users’ guide II, the

nature of these units will “depend on the qualifications system in the home institution.” (European

Commission 2011, p. 13) They must be validated and recognized there; but they have, nevertheless,

also to fit the qualifications system in the host country, because there, the learning process has to be

organized in such a manner that the units of learning outcomes aimed at can in fact be achieved and

assessed.

In a first step, qualifications similar in nature have to be identified. “…This can be done by

looking at their level (using EQF), the occupation these qualifications lead to, and the learning

outcomes of the qualifications” (ECVET users’ guide I, European Commission 2009, page

40).

The next step is to identify key activities that are common in both qualifications systems and

to describe them in terms of learning outcomes. A feasible way to achieve this can be the

working-out of an agreement between the institutions involved: the sending institution can

propose the learning units for the mobility and the receiving organization can show what can

be offered.

This process of comparing qualifications and identifying key activities was indeed carried out in the

ECMO project. See examples given by the Polish and German partners (Appendix 1 & Appendix 2)

The process of identifying units of learning outcomes might differ depending on the qualifications

systems involved:

In the case where “the qualifications system does not use units, or the existing units cannot be

used for mobility purposes” (L.c.) it is recommended that suitable “units for mobility” be

looked for among those units already created in earlier ECVET projects. In the case where

suitable matrices cannot be found, experienced VET experts can take over the task of creating

5

units of learning outcomes2. In ECMO, three matrices from the HoReCa sector were put at

partners’ disposal:

- Competence Matrix “professional caterer” (Appendix 3)

- Competence Matrix “cook“ (see ECVET Tour project)3

- Competence Matrix “Hotel- and restaurant-trade commercial assistant” (see ECVET Tour

project)4

Based on these matrices, partners can select and agree upon units of learning outcomes or at least

on single learning outcomes for the mobility period.

In the case where “the qualifications system(s) involved already use(s) units of learning outcomes and

the credit to be achieved during mobility corresponds to a full unit (or several units) or part of a unit”

(L.c.) this process can be simplified.

Part 1.2: How to define units of learning outcomes

Once the process of identification of common tasks and working processes is completed, the next step

is to define the related units of learning outcomes. There follow some criteria for their definition:

Unit of learning outcomes should be defined in such a way that they can be acquired

independently from other units.

Units of learning outcomes should involve all the learning outcomes required; they should

describe the technical/vocational competences as well as the social and personal competences.

Units of learning outcomes should be structured and dimensioned in such a way that the

learning outcomes aimed at really could be acquired during the lifetime of the mobility

project.

Units of learning outcomes should be assessable. Criteria for their assessment should be

indicated.

(See “Guidelines for describing units of learning outcomes”, 2011, p. 3 ff.)5

2 Please note! The development of competence matrices is a demanding task. It requires a huge amount of work and expert

knowledge. ECMO partners came to the conclusion (see minutes of the Lyon workshop) that the development of matrices

should only be recommended if qualified VET experts can take on this task. If this proves not to be possible, different ways

should be looked for, e.g. use of existing matrices, examples or databases where learning outcomes can be looked up.

3 http://www.ecvet-tour.eu/pdfs/neu_20102010/Matrix_Cook_EN.pdf (accessed: 08.10.2012)

4 http://www.ecvet-tour.eu/pdfs/neu_20102010/Matrix_HGA_EN.pdf (accessed: 08.10.2012)

5 Among other documents, this and the following paragraph refer to the “Guidelines for describing units of learning

outcomes”, created by the German ECVET Coordination point of the National Agency and available under:

http://www.ecvet-info.de/_media/Guidelines_for_describing_units_of_learning_outcomes.pdf (accessed on

01.10.2012). This guide gives a comprehensive description of the process of defining and formulating learning outcomes.

This document is also available in German (http://www.ecvet-info.de/de/249.php). In addition, it is recommended that users

study and continuously refer to the existing guides, where they can find further information on “outcome-oriented

description”, size of units of learning outcomes, the issue of taxonomies etc. Specific mention should be made here above all

6

Part 1.3: How to formulate Learning Outcomes6

It is important to formulate learning outcomes in such a way that they are understandable and

manageable for all persons involved. Agreement upon a “common language” is indispensable: the

terms used in a partnership should be defined with reference to a glossary; a reference system (e.g.

EQF) has also to be agreed upon.

There follow some basic rules that can facilitate mutual comprehension between mobility partners

while formulating learning outcomes:

Learning outcomes should be defined in a simple and unequivocal way. Most importantly, they should

be measurable and possible to assess. When defining learning outcomes, verbs in the active voice

should be used. Verbs like: understand, know, to be aware, appreciate should be avoided. Verbs

like: define, identify, describe, demonstrate, use and analyze are more adequate for formulations of

this sort and will be easier to measure.

For example, in order to define how the students can demonstrate their knowledge, such verbs as:

solve, evaluate, analyze can be used.

When defining learning outcomes it is necessary:

To begin the description of each outcome with a verb in the active voice (Student: enumerates

criteria, analyzes, demonstrates, explains, etc.)

To use only one verb in formulating one learning outcome (e.g. ‘Students apply knowledge of

infection control in medical equipment maintenance”)

To avoid verbs with too general or unclear a meaning, such as: to know, to understand, to

learn, to be aware, to become familiar, etc.

To avoid complicated sentences. If necessary, it is better to use more than one sentence, and to

be more specific in describing the learning outcome.

To make sure that the effects of a training relate to the overall learning outcomes of the study

programme;

To make sure that the learning outcomes are measurable and observable

To make sure that the learning outcomes are possible to assess

To take into account the time during which the results are to be achieved. They should not be

formulated too ambitiously. Check whether the stipulated time, and the means available to

achieve the results within this time, really are feasible;

of: e.g., The “ECVET Users’ Guide I” (chapter on units section A, p. 10 to 16, as well as examples given in section C) and

“Blooms Taxonomy”

6 Based on “Guidelines for describing units of learning outcomes”. For more information see: http://www.ecvet-

info.de/_media/Guidelines_for_describing_units_of_learning_outcomes.pdf (accessed on 01.10.2012).

7

To define how they will be judged, e.g. how it is to be established that the student did indeed

achieve the expected results. If the learning outcomes are defined in a general way, it will be

difficult to evaluate them effectively. If, however, learning outcomes are too specific, the list

may be too long.

To request the opinion of other teachers/lecturers and, if possible, former students. This may,

perhaps, help to determine whether the learning outcomes are defined properly and

reasonably.

Part 1.4: How to set up a learning agreement

A learning agreement is an important tool for the success of a mobility project. The parties involved

should record knowledge, skills and competences that are to be acquired within a mobility. This makes

the implementation phase of the mobility easier and the results can be evaluated using these criteria.

At this point the sending and the hosting institution should come to a learning agreement that is

satisfactory for both sides.

The sending institution should figure out what the trainees should learn during the mobility and keep

in mind, already at this stage, the recognition and validation process of the expected learning results.

The hosting institution should communicate the learning results that can be acquired, taking into

consideration the resources of the institution and the duration of the mobility.

It is also highly desirable that the trainees involved should be able to influence the content of the

learning agreement. In such a case, the expectations for the planned competence development can be

communicated, which can in turn increase the motivation to actively engage in this development.

Information about the educational systems and the curricula of the countries involved can be helpful in

organizing a mobility project.

However, the stakeholders involved do not necessarily have to be familiar with the educational

systems in Europe in order to manage this task. The knowledge, skills and competences that are

expected to be acquired should be formulated as learning outcomes. There are several tools that can

support the sending and the hosting institutions in the process of setting up a learning agreement, and

of documenting and recognizing acquired competences that are described as learning outcomes. For

these tasks, the VQTS matrices, learning outcome-oriented standards, or training curricula for specific

occupational area can be used.

In the case where a VQTS matrix has already been developed for the specific profession that is being

considered, it is suggested that it should be used, as it is an important tool that can support the process

8

of competence description. VQTS Competence Matrices describe learning outcomes for specific

occupational areas.7

As the competences are already formulated as learning outcomes, they can be used for the learning

agreement. This tool is also very suitable for the documentation of the development of competences,

as the learning outcomes described there are classified in terms of competence levels. It is therefore

possible to categorize the competence level of a trainee before the mobility starts, to agree upon a

competence level that it is expected will have been achieved once the mobility has been completed,

and to give this expectation a fixed form in the learning agreement. There also exists the possibility of

developing a VQTS matrix for the specific occupational area concerned. Here, however, it is

recommended that experts from the specific field be involved, who have experience of “learning

outcome”-oriented description of skills and competences.

However, it is not strictly necessary to develop a VQTS matrix, as other tools can be used as well.

As a basis for mutual understanding, standards in the specific profession – that are formulated as

learning outcomes and already exist for some occupations – can also be used. These standards can be

used as effectively as can VQTS matrices for setting up a learning agreement and documenting

learning outcomes.

In the case where these aforementioned tools are not available there also exists the possibility of using

available training curricula and of rewording the competences to be acquired in the mobility as

learning outcomes, in collaboration with the hosting and sending institution.

ECMO Guide, Part 2:

How to assess learning outcomes of the mobile learner

Part 2.1: Discussing assessment procedures/creating awareness

Introduction: Employability as the ultimate goal of evaluation

When evaluating a student, three complementary goals should be kept in mind:

1. Promoting personal recognition (self-knowledge and self-esteem, positive self-image).

2. Promoting social and professional recognition enabling access to training, to a working

position, promotion …This process is generally based on the evaluation and / or evidence

of competence

3. Preparing institutional recognition that leads to obtaining a diploma, a certificate etc.

7 For more information see: http://www.vocationalqualification.net/vqts/ (accessed, 19.07.2012)

ecmo

9

In terms of means and methods used, the personal recognition can be fostered by using a self-

evaluative approach that implies an active involvement of the student. In order to achieve social and

institutional recognition, more standardized methods and more highly structured predefined

frameworks are needed.

Another objective to be taken into account involves the notion of "employability". Professional

mobility and the capacity of a person to find a job do not depend on technical skills alone. Personal

and social skills enhance employability and career security and need to be pointed up in the evaluation

process in order to enhance the ability of the student to express them and to evaluate his/her strengths

and weaknesses. As this area of skills can be prone to subjectivity, it can hardly be precisely

“measured”, and is not always relevant for institutional recognition. Self-evaluative methods seem to

be more appropriate here. However, for just this reason, although self-assessment of social and

personal skills and competence is optional for the trainee, it should be highly encouraged. In order to

make the social and personal skills and competences more “concrete” and easily understandable to

potential employers, it seems more appropriate to focus on the approach of collecting “evidence”,

instead of speaking about “assessment” (see working diary in the toolkit of assessment methods)

Initial, formative and summative evaluation

Assessment should conform to the ECVET regulations, such as formative evaluation (not only

summative); self-assessment by the trainees should be encouraged and there should be an assessment

before the mobility starts (use of learning agreement). In general, the sending and the receiving

institution should come to an agreement about the assessment methods. It is not strictly necessary to

develop new assessment methods or to use the approaches that are proposed here. The trainees can

also be assessed using tools that are currently being used by the institutions. In this way, it is possible

that peer learning will take place when institutions are discussing currently used assessment methods.

The student can be evaluated at three different moments in the course of his mobility:

1. Initial evaluation (before, or at the beginning of, a mobility) allows for the adaptation of the content

of the training, taking into account what the student already knows. When associated with a final

evaluation, it can measure the distance covered between the start and the end of the placement (in

order to measure the progress of the learner and/or the efficacy of the training, see the toolkit)

2. Formative evaluation (during a mobility): This is an evaluative approach integrated into the

learning process. The learner can measure the progress he or she has achieved, and the progress that he

or she has still to make. Formative evaluation enables learners to carry out a critical reflection on their

progress. It is also an opportunity to reassure learners.

3. The final / summative evaluation (at the end of the mobility): This measures the difference between

the acquired and the required level. The outcome of the summative evaluation is a basis for

institutional recognition

10

Assessment in the phase of preparation of the mobility:

From the perspective of the mobility project, in the phase of the preparation of the mobility the

assessment procedures need to be discussed by the sending and hosting institutions and also the

trainee. A VQTS model, which provides a ‘common language’ to describe competences and their

acquisition, can be used as a basis for identifying learning outcomes which could be achieved within

the course of a concrete mobility. The model focuses on competences related to the work processes

and identifies the core work tasks within the context of a particular occupational field. The result

emerging from this procedure is a competence matrix which indicates the competence areas (based on

core work tasks) and the individual steps of competence-development described in learning outcomes.

At the same time, it is important that the hosting institution should have an understanding of the level

of the competences of the interns before the beginning of the mobility. This can be achieved by

elaborating a competence profile based on the respective competence matrix of each student. This

competence profile should be such that it can be read and understood by both parties to the mobility. It

is preferable that this profile should be elaborated either by the sending institution with the

participation of the student or, alternatively, it could be filled out at the beginning of the student’s

internship in a simplified form, in which case it would be based on the self-evaluation of the student

and used for defining the learning path and the activities to be assigned.

A further instrument to be used in setting the goals of the mobility from the student’s point of view is a

letter of motivation that lists his or her expectations concerning learning outcomes to be achieved as

well as personal and social skills.

Choosing the most suitable method for the length of the training period

When it comes to choosing the most suitable method for the length of the training period, depending

on the duration of the internship, the host organization may prefer to adopt one or other of the

following different assessment methods:

Short internship (less than two weeks):

- “working diary” with supervision by the tutor

- Dominance of self-evaluation

Medium internship (three weeks to two months):

- “working diary” with supervision by the tutor

- “formative” evaluation approach which alternates evaluation and self-evaluation

- may be completed with a final evaluation

Long internship (more than two months)

- Initial evaluation in order to adapt the training programme

- Formative evaluation with contractually-based agreement on intermediate objectives

- Final evaluation (if possible with observer and jury)

11

Assessment during the mobility:

An initial assessment by the hosting company can be used in order to understand the skills and

competences of the student and to determine the activities he or she will be assigned. See the toolkit of

assessment methods for further details.

Assessment after the mobility:

In order to facilitate the mutual recognition of vocational learning outcomes between the sending and

the receiving institution, it is preferable to use the respective competence matrix and indicate the

competence profile. This profile is elaborated by the hosting institution.

Further instruments can be used in the course of the discussion, such as the working diary, which is

intended to document the daily activities of the student, as well as the social, organizational and other

skills that do not necessarily form part of the vocational learning outcomes.

Part 2.2: Providing a toolkit of assessment instruments

1. Grid for defining students’ levels of competence

This grid can be used for evaluating students’ skills and competences in the preparation phase of the

mobility. The current level of competence is evaluated by the sending institution, based on the existing

VQTS competence matrix. This helps the hosting institution to understand what competence areas

have already been mastered by the student and can be a basis for defining the learning outcomes that

will be part of the internship (and also the working tasks assigned to student). The desired level of

competence at the end of the placement is defined after a discussion with the hosting institution and

the learning outcomes aimed for are afterwards given a fixed contractual form in the learning

agreement. The competence matrix for the given profession is a point of reference for the assessment

of the steps of competence-development that a student has already achieved and for establishing which

steps of competence-development should be achieved in the course of a mobility. The competence

level for the following table can be found in the VQTS matrix for the category: “professional caterer”

in Appendix 3.

12

COMPETENCE AREA STEPS OF COMPETENCE DEVELOPMENT

Purchasing, costing and

stocking x

Customer service

x

Production of simple dishes

x

Marketing x x

Human Resources Management x x

Regulation and monitoring of

business performance x

x

Enterprise resource planning

x

System organisation

x

*current level of competence as evaluated by the sending institution

* desired level of competence at the end of the placement, as defined by the learning agreement

13

2. Grid for assessing students’ performances and learning outcomes

This grid is to be used for the formative or summative evaluation by the hosting institution. The tutor

in the hosting institution / company evaluates the student in the relevant competence areas, as

specified previously in the learning agreement using grid no. 1 (above). In order to facilitate a better

comprehension of the tasks carried out by the student during the placement, the tutor is invited to

specify these activities (as already specified in the learning agreement). The corresponding

competence matrix should be used as a reference point. The assessment performed in this sheet is

mandatory, because it will be the basis of the recognition and validation process in the sending

institution. Since listing all tasks and activities that have been carried out by the trainees necessarily

means a lot of work, the descriptions of these activities can be taken over from the working diary.

Then, all that would remain to be done would be an assessment of the trainee by the persons that have

been in direct contact with him or her.

Competence areas \ Evaluated level 1

8

2 3 4 N

C

Purchasing, costing and stocking

Specific activities:

……………………………………………………………………………………

……………………………………………………………………………………

Customer service

Specific activities:

………………………………………………………………………………………

………………………………………………………………………………………

Production of simple dishes

Specific activities:

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………

8 Key: 1. Participative observation of the activity

2. Execution under direct and/or continuous supervision

3. Execution under indirect and/or discontinuous supervision, with limited autonomy 4. Independent execution

NC: Not concerned

14

Marketing

Specific activities:

…………………………………………………………………………………………

……………………………………………..…………………………………………

Human Resources Management

Specific activities:

…………………..……………………………………………………………………

………………………………….……………………………………………………

Regulation and monitoring of business performance

Specific activities:

…………………………………………………….…………………………………

……………………………………………………….…………………………………

Enterprise resource planning

Specific activities:

………………………………………………………………………………………

………………………………………………………………………………………

System organisation

Specific activities:

…………………………..…………………………………………………………

……………………………………………...………………………………………

15

3. Working diary9

This helps the students to record their daily activities, successes, and failures, and also the

competences that they have acquired (possibly with daily inspection by a tutor). The diary can

contribute either to a formative or to a final evaluation. Furthermore, it combines evaluation and self-

evaluation. It is particularly suitable for internships lasting less than 1 month.

If possible, and depending on the level of the language skills of the student, it is preferable that it be

filled out using the language of the hosting institution. This gives the tutor of the hosting

institution/company an opportunity to regularly make a point about the tasks and difficulties of the

student. For the student, it is an opportunity to improve his or her language skills.

The use of this comprehensive approach ensures:

- Active pedagogy (involvement of the student)

- Traceability and collecting of evidence (can be used for argumentation in table 4)

- Valorization

- Support of both evaluation and self-evaluation

NAME: _____________________________ WEEK from - to: _____________

Tasks accomplished (verb with a

complement, e.g. Pricing of a daily menu)

and level of autonomy*

Acquired

knowledge

(nouns, e.g.

French VAT level)

Required organizational,

social and personal skills /

attitudes (e.g. rigour,

perfectionism, attention to

detail)

* 1 - observation, 2 – execution under supervision, 3 – execution with final check by a supervisor,

4 – execution without final check

DIFFICULTIES ENCOUNTERED:

9 For German trainees it is not necessary to use this grid because they already have a working diary form which

they have to fill in

16

4. Soft skills assessment.

1- Approaches

Expectations

2-Meets

Expectations

3-Exceeds

Expectations

OR

GA

NIZ

AT

IO

NA

L S

KILLS

Time

Management

Usually completes projects on

time but can procrastinate on

one component of the project.

Uses time effectively in most

situations.

Routinely uses time well to

ensure work is completed on

time.

Project

management

Tends to proceed in his or her

tasks in a rather structured

way, but can sometimes be

overwhelmed

Manages multiple tasks and

resources simultaneously

Plans and optimizes his or

her activity

Organises easily his or her

tasks and those of others.

SO

CIA

L S

KILLS

Capacity for teamwork

Participates in team work to a

degree but tends to stay in

background.

Participates and actively

seeks responsibilities

within the team.

Leads the team, seeks effective

ways to develop cooperation,

including ways to resolve any

conflict, supports other

members.

Communicative

skills

and competences

Speaks relatively clearly in a

way that suits the situation,

and listens to others

attentively. Complex

instructions need to be

explained several times before

understood.

Understands instructions

without problems and

communicates with

clients/co-workers about

work-related topics.

Engages in basic conversations

with clients/co-workers,

actively seeks communication

opportunities.

Intercultural skills

and

competences

Has a basic understanding of

the culture of the hosting

country and sometimes adjusts

his or her behaviour

accordingly.

Is aware of the differences

between cultures and adjusts

his or her behaviour

accordingly. Is able to work

with people who vary in their

age, gender, race, religion,

political views.

Understand and accepts cultural

differences and is able to

explain them to others.

17

EM

PLO

YA

BILIT

Y S

KILLS Accountability

& Responsibility

Focuses on the task most of

the time. Accepts

responsibilities, but can

sometimes be reluctant.

Focuses on the task & what

needs to be done most of

the time. Accepts

responsibilities.

Consistently stays focused on

the task & what needs to be

done.

Very self-directed, seeks

responsibilities.

Respect

Usually shows respect in

speaking to others, but can

sometimes be less interested

in others’ remarks

Shows respect in speaking to

others.

Always shows respect in

speaking to others &

welcomes others into the

conversation.

Positive Attitudes

& Initiative

Accomplishes his or her tasks,

but can sometimes limit his or

her activity and initiative.

Shows interest, initiative and

effort

Responds with keenness to

demands of the tutor

Takes initiatives and actively

seeks after work to be done

Observations:

The soft skills evaluation (table 3 and table 4) is optional, because these skills do not form part of the recognition and evaluation process. This grid is loosely

based on the specification elaborated in the Europass+ project. We ask the mentor in the hosting company to evaluate the student at the end of the placement

period by simply circling the corresponding descriptor on the three-step scale. The descriptors provide the mentor with an indication of the corresponding

behaviours and attitudes.

The use of negative evaluation (“below expectations”) is something that needs to be discussed. The objective is to give the student a constructive feedback and

help him improve soft skills and attitudes. However, only positive evaluation is to be documented in the Europass Mobility document

18

5. Soft skills self-evaluation

INSTRUCTION: Please describe what soft skills you needed to mobilize during your mobility period (at work but also outside the work context) and give a

short description of the context (situation, project, difficulty …) in which this was required of you. .

1- Could be improved 2- Good 3- Very Good 4- Excellent

OR

GA

NIZ

AT

ION

AL

SK

ILL

S

Time

Management

Ability to plan and foresee the

time necessary to finish my

tasks

Project management

Ability to carry on different

tasks simultaneously,

coordinate my work

Write here a two-sentence description of the context in which you demonstrated each of the relevant skills:

…………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………

SO

CIA

L S

KIL

LS

Capacity for teamwork

Ability to integrate and function

effectively in a team

Communicative skills

Ability to understand and to

make oneself understood

19

Intercultural skills

Ability to understand, accept

and function effectively in a

different culture

Write here a two-sentence description of the context in which you demonstrated each of the relevant skills:

…………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………

EM

PL

OY

AB

ILIT

Y S

KIL

LS

Accountability

& Responsibility

Respect

Positive Attitudes

& Initiative

Write here a two-sentence description of the context in which you demonstrated each of the relevant skills:

…………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………

This table can be compared with Table 3 at the end of the internship. The student discusses with the tutor of the hosting institution the progress that was

achieved in the area of soft skills. The outcome of the evaluation is formalized in the Europass Mobility document (5a). Only positive evaluation should be

mentioned in this document!

20

6. Other possible tools for assessing soft skills

Project Compass

www.europe-compass.eu

Project Europass+

www.europassplus.info

ECMO Guide, part 3:

How to validate and recognize learning outcomes

When learners return to their home institutions, these learners’ credit is validated and possibly

recognized according to the rules applying in the home country. The possibilities and ways of

validating and recognizing knowledge, skills and competences acquired abroad will vary depending

on national regulations and requirements, but also on the type and duration of the mobility programme

in question.

Validation

“Validation of learning outcomes means the process of confirming that certain assessed learning

outcomes achieved by a learner correspond to specific outcomes which may be required for a unit or a

qualification.”

Source: EUROPEAN COMISSION (2009b, p.14) ECVET Recommendation.

The learning outcomes documented in the learner’s Personal Transcript, prepared by the hosting

institution, are compared with those agreed upon in the LA. If everything is in order in this respect, the

knowledge, skills and competences acquired abroad will be validated, i.e. it will be confirmed that

the assessed learning outcomes achieved, or the competences developed, by the person in training

during the stay abroad correspond to learning outcomes related to the specific qualification in the

home country.

Recognition

“Recognition of learning outcomes means the process of attesting officially achieved learning

outcomes through the awarding of units or qualifications.”

Source: EUROPEAN COMISSION (2009b, p.14) ECVET Recommendation.

ecmo

21

The validated learning outcomes acquired during the stay abroad will be recognized in the home

country by officially attesting and awarding achieved knowledge, skills and competences.

Possible scenarios include:

1. The learning outcomes achieved abroad are recognized as part of the qualification that is being

acquired in the home country.

2. The learning outcomes achieved abroad are not recognized as part of the qualification that is

being acquired in the home country, but are seen as additionally acquired competences that

might enhance the chances of finding a job after graduation.

3. The learning experience abroad, realized in the form of an internship, is recognized as being

able to replace the compulsory work placement that is part of the training program in the

country.

(See M.O.T.O. Model, page 46 and ECVET Users’ guide II)

Documentation of the results of validation and recognition in section 5 of the Europass mobility:

the results of assessment, validation and, if applicable, recognition should be documented in the final

part of section 5; the competent bodies should be clearly identified.

ECMO guide, part 4:

ECVET meets Europass Mobility

At present, section 5 of the Europass mobility allows the transparent documentation of tasks carried

out during mobility phases and of skills and competence acquired abroad. – An ECVET-compatible

documentation of the results of mobility projects requires more than this: It should inform the person

consulting it about the learning outcomes achieved and their reference to the qualification within the

home country. It is more important to know what a trainee has learned after a mobility than to know

what he or she was supposed to be doing during the mobility. This is why it is crucial to describe

learning outcomes in the Europass Mobility, and not only the tasks that he or she carried out, or the

competences that he or she was supposed to acquire. In these guidelines, proposals for organizing all

phases of a mobility project according to ECVET criteria have been described. The first step is to the

identification, by the host and the home institution, of units of learning outcomes. These partners must

also set assessment methods for each phase of the mobility, and these methods are to remain

appropriate for the duration of the mobility. The process of validation and recognition of the learning

outcomes in the home country should be kept in mind and discussed from the very beginning of a

ecmo

22

mobility project. An example of the section 5.a. from the Europass Mobility filled in in a manner

which satisfies ECVET criteria is to be found in Appendix 4.10

For a proposal regarding how section 5.a of the Europass Mobility, bearing on the description of skills

and competences acquired during mobility, might possibly be modified, the reader should consult the

final publication from the ECMO project.

10

Translation of the German ECMO example retrieved from: http://www.europass-

info.de/fileadmin/pdf/europass-mobilitaet-beispiel-ecmo-17130-1KQJ.pdf (accessed: 10.10.2012)

23

II. Service

Appendices:

Appendix 1. Example of the comparison of the Polish and the German educational systems

Appendix 2. Identification of common learning units

Appendix 3. ECMO Competence Matrix for “professional caterer”

Appendix 4. Europass Mobility section 5.a. Example from the ECMO project

24

References

BLOOM, BENJAMIN (1971): Taxonomy of Educational Objectives. The Classification of

Educational Goals. Handbook I. The cognitive domain. New York: McKay, 16. Ed., 1971

BLOOM, BENJAMIN (1976): Taxonomie von Lernzielen im kognitiven Bereich. Weinheim: Beltz, 5.

Aufl., 1976

CEDEFOP (2008): Terminology of European education and training policy. A selection of 100 key

terms. (www.cedefop.europa.eu/en/Files/4064_EN.PDF, accessed 29.06.2012)

EUROPEAN COMMISION (2011): Using ECVET for Geographical Mobility (Part II of the ECVET

Users’ Guide), May 2011 (www.ecvet-team.eu/sites/default/files/2011-08-

02_ecvet_users_guide_mobility-final.pdf, accessed 03.08.2011)

EUROPEAN COMMISION (2009a): Get to know ECVET better, Questions and answers (Part I of

the ECVET Users’ Guide), November 2009 (www.cedefop.europa.eu/EN/Files/4900-att1-1-

ECVET_QA_Final.pdf, accessed 20.04.2011).

EUROPEAN COMMISSION (2009b): RECOMMENDATION OF THE EUROPEAN

PARLIAMENT AND OF THE COUNCIL of 18 June 2009 on the establishment of a European Credit

System for Vocational Education and Training (ECVET), 2009/C 155/02, Official journal of the European

Union, 8.7.2009

EUROPEAN COMMISION (2008): RECOMMENDATION OF THE EUROPEAN PARLIAMENT

AND OF THE COUNCIL of 23. April 2008 on the establishment of the European Qualifications

Framework for lifelong learning. (ec.europa.eu/education/lifelong-learning-policy/doc44_en.htm,

accessed 19.07.2012)

EUROPEAN COMMISSION (2006): RECOMMENDATION OF THE EUROPEAN PARLIAMENT

AND OF THE COUNCIL of 18 December 2006 on transnational mobility within the Community for

education and training purposes: European Quality Charter for Mobility (2006/961/EC), Official journal

of the European Union

LUOMI-MESSERER, KARIN & MARKOWITSCH, JÖRG. (Eds.) (2006). VQTS model. A

proposal for a structured description of work- related competences and their acquisition.

(www.vocationalqualification.net/mmedia/2008.05.07/1210162936.pdf, accessed 19.07.2012)

NA BEIM BIBB (2010): National Priority ECVET for LEONARDO DA VICI Mobility Projects,

Vocational Education and Training Profile (VET Profile), Bonn 2010

NATIONALE KOORDINIERUNGSSTELLE ECVET, NA beim BIBB (2011): Leitfaden zur

Formulierung von Lernergebniseinheiten, Bonn 1.8.2011. www.ecvet-

info.de/_media/Leitfaden_zur_Formulierung_von_Lernergebniseinheiten.pdf

25

Websites

Competence matrices from the project ECVET-Tour

www.ecvet-tour.eu/pdfs/neu_20102010/Matrix_Cook_EN.pdf (accessed: 08.10.2012)

www.ecvet-tour.eu/pdfs/neu_20102010/Matrix_HGA_EN.pdf (accessed: 08.10.2012)

ECVET user´s Guide

www.ecvet-team.eu/de/node/750 (accessed 01.10.2012)

“Geographical Mobility in Vocational Education and Training: Guidelines for describing units of

learning outcomes”.

(www.ecvet-info.de/_media/Guidelines_for_describing_units_of_learning_outcomes.pdf, accessed

01.10.2012).

German ECMO example retrieved from: www.europass-info.de/fileadmin/pdf/europass-mobilitaet-

beispiel-ecmo-17130-1KQJ.pdf , (accessed 10.10.2012)

Useful Links

European Europass website:

europass.cedefop.europa.eu/

Guidelines for implementing the EQARF:

guidelines.enqavet.eu/about/

Mobility partnership quality commitment placements:

www.na-bibb.de/uploads/leonardo_da_vinci/mobilitaet_qualitaetsverpflichtung_engl.pdf

Terminology of European Education and Training Policy (Glossary):

europass.cedefop.europa.eu/europass/home/hornav/Glossary/GlossaryApp/navigate.action

VQTS I, VQTS II

www.vocationalqualification.net

26

Projects

www.adam-europe.eu

www.ecvet-projects.eu/Default.aspx

ecvet-moto.isfol.it/

www.ecvet-tour.eu/

www.vocationalqualification.net/vqts/

www.europassplus.info

www.zoom-eqf.eu

1 / 2

Comparison of educational system in Poland and in Germany - specialist for food service (system gastronomy)

Poland Germany Various education length (4 years , 3 years, 5 years) education length - 3 years

Education place:

various educational entities:

universities, high schools, vocational schools

Education place:

chambers, c/o restaurants, gastronomy companies, employers organizations, fast

food chains (vocational training c/o Mc Donald, Burger King, Blizzeria -Pizza-

Delivery-Kette),

Education contents:

depending on school level; labour legislation;

components of personal management, labour legislation, marketing and

management, personal management

Education contents:

Preparing a variety of meals (entree, deserts or appetizers),

Labour legislation;

Marketing and management, personal management

Education programme:

depending on school level

Education programme:

1 - 4 Semester:

accountancy;

food and drink items,

service, kitchen, dry stores, storeroom;

1 - 4 Semester:

Specialization: items like System Gastronomy Organization, personal

management, ecological branch

controlling, food chain standards, psychology (multinational aspect of culture and

languages)

Employment perspectives:

all types of restaurants, incl. fast food chains, restaurants, hotels, schools or other

facilities where food is served incl. prestigious restaurants and hotels

Employment perspectives:

catering chains, franchise chains, fast food chains, regional chains, launching of

new regional products incl. non-chains restaurants

Candidate description/ skills:

Many employers (more prestigious restaurants) require their food service

specialist to have at least a high school diploma;

Flexibility, well organization,

ability to work well with other staff members,

Candidate description/ skills:

Flexibility (weekend activities,

well organization,

ability to work well with other staff members,

good communication skills;

2 / 2

good communication skills;

helpful, when bilingual;

depending on school level, manual dexterity can be important

good health (hot kitchens; may also be subjected to prolonged standing which

may result in back and foot pain)

foreign languages competencies, because of encountering customers from many

cultures,;

manual dexterity

good health; stress immunity

Accreditations entities/ certification:

schools

Accreditations entities/ certification:

German Culinary Federation, chambers, branch organizations

Potential:

According various bureaus of Labour Statistics, the desire of many people to eat

out is creating potential in this branch and causing an increase in jobs;

internationalization of gastronomy.

Potential:

According development of food chains and tourism sector, the desire of eating in

restaurants is creating increase in jobs, new perspectives as food travel experts

Development of gastronomy at fuel stations, on motorways, at railway stations

and airports, catering services; coffee bars/bakeries, mobiles/buffets

1 / 3

Comparison of educational system in Poland and in Germany - specialist for food service (system

gastronomy) and settlement of common learning units in the frame of WP1

Fachmann/frau Systemgastronomie Technician / specialist for food service / system

gastronomy specialist

Section/

subject/

Time

dimension

Knowledge, skills/

competences

The student is able to:

Knowledge, skills/ competences

The student is able to:

Section/ subject/

time dimension

kitchen

activities - 140

h

- to prepare, make and serve

simple meals based on

recipes,

- to chose/ to be able to chose

products for meals

- to use various methods for

preparing meals and keeping

nutritiousness and energy

value

- to comply environmental

protection regulations, safety

and hygiene of working

conditions, fire -fighting

regulations, using

terminology in foreign

languages

- to do preparatory activities linked

to meals production,

- to prepare meals based on various

kind of products,

- to make desserts and

confectionery articles

technology of

gastronomy - 360

h

- to organize gastronomy activity,

- to comply hygiene regulations

towards to meals production,

- to know the best use of food

products and their contains,

- to plan meals

basic knowledge

of gastronomy

and nourishment –

216 h

- to value the quality of products and dishes

- to prepare basic line of dishes and drinks

- to put into practice the best practices of nourishment

Consumer

service -120 h

to use various methods:

- by consumer service,

- by serving meals.

- by preparing and serving

drinks,

- by offering meals and drinks

within consumer service, also

in foreign language,

- to draw up a bill and be able

to deal with various kinds of

payment

to use various methods:

- by consumer service,

- by serving meals,

- by preparing and serving drinks,

- to be in contact/ to communicate

with co-workers and consumers,

- to draw up a bill and be able to

deal with various kinds of payment,

- to comply safety and hygiene of

working conditions regulations and

fire-lighting orders,

- to arrange interior decoration and

chose equipment

services for

consumer - 288 h

- to serve consumers

- to arrange and equip consumer rooms

Storage

activities -60h

- to recipe, store and give out

the goods,

- to differentiate various sale

contracts,

- to organize the work places in

gastronomy service company,

- to set up the requirements

towards to store rooms, ,

Organization of

gastronomy

activity

2 / 3

- to prove the inventory in

accordance with quality,

quantity and mass

- to describe the principles of

refrigerating system towards to

food production and food

distribution

- to comply the quality rules towards to food protection

Consultancy

and sale in

restaurant -

100 h

- selling process:

conversation/ communication

with customer based on

menu and drinks carte,

- to implement psychology of

selling,

- to make booking,

- to implement complaints

procedures,

- to use foreign language skills

by selling procedures

-to describe the customer needs,

- to solve conflict situations, ,

- to implement the rules of business

ethics,

- hospitality systems

Organization of

gastronomy

activity;

interpersonal

relations - 78 h

- to co-operate and negotiate with contractors and co-workers

Marketing -

80 h

- to describe marketing

methods,

- to carry out marketing

analysis,

- to work out company

strategy,

- to implement foreign

language skills by promotion

activities

- to set up the goal of marketing

researches,

- to describe marketing outlines,

- to carry out marketing analysis,

- to settle the company strategy

Organization of

gastronomy

activity

- to set up the offer of gastronomy services and keep marketing

activities

floor service –

40 h

- to plan/ organize and value

the working process like

cleaning up and arranging the

quests rooms,

- to manage with cleaners and

ecological tools,

- to implement observance of

law towards to consumers

consumables

management -

60 h

- to prepare the purchase/ sell

contract in accordance with

business rules,

- to estimate the demand of

goods,

-to undertake inventory

control,

- to work out the payment

procedures,

- to observe labour law,

- to prepare contract with

consumer and entrepreneur,

- to implement the law rules

towards to consumer protection

Organization of

gastronomy

activity;

law

implementation

towards to

services - 85h

- to plan and organize the event gastronomy services

3 / 3

- to calculate and settle of gastronomy services

- to organize

system

organization -

120 h

- to differentiate the various

concepts of food service

gastronomy,

- to explain the meaning of

system standardization,

- to co-operate by planning

and organizing the work

process,

- to observe law regulations,

- to analyze outcomes of

marketing research

- to describe the organization form

of company,

- to prepare documents which are

necessary to set up a company

- to analyze the equality of food

services,

- to prepare publicity materials for

company promoting,

- to identify the local food service

companies

Gastronomy

services:

to set up and keep

business activity

linked to

gastronomy

services - 35h

- to organize and implement catering services in the frame of

gastronomy activities

Personal

Management

– 60 h

- to plan and settle up

competencies for various

posts in food service

company,

- to calculate the salaries of

staff,

- to co-operate by staff

recruitment/employment

- to implement labour law

regulations towards to employee

and employer law,

- to differentiate various kinds of

job contracts

law

implementation

towards to

offered services -

85h

management

and quality

control of

services-

100

- to introduce controlling

goals and tasks dedicated

company needs,

- to justify the meaning of

company documentation,

- to make a proposal, how to

increase the company

incomes

- to use instruments for valuing the

service quality,

-t o value the service quality in

accordance with existing criteria,

- to implement quantity and quality

standards

quality validation

towards to

offered services -

80 h

- to observe the safety and hygiene of working conditions, fire -

fighting regulations, and environmental protection

- to be able for first-aid at the work place

*green coloured means:

SKILLS AND COMPETENCES PROFILE of diploma owner confirming job qualifications in

profession: system gastronomy technician / specialist, which are placed in the Addition to

Diploma (Europass)

Competence Matrix ‘Professional Caterer’

FIELDS OF

COMPETENCE

STEPS IN COMPETENCE DEVELOPMENT

Purchasing, costing

and stocking

S/he knows the foods that s/he

works with, their characteristics,

qualities and their range of use.

S/he knows the rules of

purchasing. S/he is able to

check incoming products in

matters of quality, and knows

how to store them. S/he is able

to implement the hygienic

standards regarding the

purchase, the storage (of fresh

and conserved food) and the

processing of foods.

S/he is able to calculate simple

commercial kitchen costs. S/he

is able to evaluate single dishes

according to the recipe

instructions, and to estimate the

supplies needed of the various

necessary foodstuffs. S/he is

able to compose simple written

orders and to complete the

respective purchase.

S/he has an overview over the

respective seasonal offers of

food, knows the regional and

international foods. S/he

describes the different

production conditions of

vegetable and animal foods.

S/he is able to choose the

required food according to cost-

effective and quality criteria.

S/he is able to compare and

choose bids from suppliers and

monitor the movements of

stocks.

S/he distinguishes the regional

food suppliers and is able to

bargain independently for

product quality and prices. S/he

is able to order the purchases of

a particular establishment’s

short- and long-term foodstuff

needs for a certain period with

the help of a computer and

special programmes. S/he is

able stay within budgetary

limits.

Customer service S/he understands the

importance of customer service

and its benefits to the customer,

the organisation and the

employee. S/he is able to

communicate effectively with

different kinds of customers

(internal, external, suppliers,

S/he is able to advise guests

and to explain the essential

European and international

dishes available within the

enterprise. S/he is able to

compose menus and

recommend dishes and to

choose the beverages suitable

S/he is able to plan hospitality

events (buffets, events,

catering…). According to the

seasonal offer and the situation

on the market, s/he is able to

compose a bill of fare and

menus for such occasions,

which are specified for the

S/he is able to review the

success of an event (with a

view to objectives, to budgets,

and to deviations from plans).

S/he is able to deal with

unexpected occurrences.

S/he monitors and ensures the

agents). S/he is able to

communicate also in a foreign

language.

S/he knows the rules of

composing a menu as well as

the most important recipes of

the local kitchen. S/he is able to

compose a simple menu.

S/he is able to serve food and

drink and to choose the

appropriate equipment for this.

S/he is able to relate to guests

and to adjust to their needs,

being clear, helpful and

professional at all times. S/he is

confident in serving and

attentive towards guests. S/he

is able to respond to different

customer behaviour. S/he

relays messages and orders

accurately and promptly and

makes proper use of the code

of practice.

to them. S/he takes nutritional

information and knowledge into

consideration (nutritive value of

food, energy demand), and also

the different forms of diets such

as raw vegetarian food, light

forms of diet, whole foods and

dietary foods. S/he arranges

interior decoration and is able to

draw up a bill.

S/he is able to read guests’

body language, to identify

guests’ wishes (even before

they know themselves), to deal

with complaints and is able to

explain in a way that is clear

and does not cause offence

when s/he cannot help a

customer.

respective target groups. S/he

is able to create new offers (in

cooperation with chefs) and

therefore reach new target

groups. S/he is able to design

menus and forms of

presentation according to

special occasions and to plan

efficient work processes.

quality of service and products,

following the requirements of

target groups, and manages the

team.

S/he implements complaints

procedures and the rules of

business ethics.

S/he plans and leads

consultations and sales talks in

accordance with the marketing

concept, undertakes and

evaluates post consultations

and follow-ups to sales talks.

Production of simple

dishes

S/he is able to execute all kinds of preparation work independently

by using the right cutting techniques, to prepare the raw food for

roasting and cooking, to cook and decorate small menus as well as

simple side dishes, to assist in putting the finishing touches to the

products, and to communicate with colleagues and superiors

using the relevant gastronomic technical terms. S/he values the

quality of products and dishes.

S/he is able to use the specific technical professional machines

and devices, to maintain them, and to keep the workplace and the

devices clean. S/he observes the standards of personal hygiene

and safety regulations.

S/he is able to cook simple dishes according to instructions, as

well as side dishes, sauces, soups and starters. S/he can choose -

under supervision- amongst the respective products, quantities,

utensils and devices and implement the appropriate cooking

process. S/he is able to efficiently carry out the preparation and

production of menus in coordination with other participating

colleagues. S/he works in a manner which respects environmental-

protection measures and obeys the rules of waste management.

Marketing S/he recognises marketing as a general

concept of sensible business-minded

thinking and action, taking the market

situation as a starting point. S/he can

distinguish gastronomic concepts according

to type of business and company

philosophy. S/he knows supporting

industries and knows the trade competitors

on the market and the location factors. S/he

is familiar with various marketing

instruments and can make use of basic

procedures.

S/he is able to deduce the objectives and

tasks of a market-oriented business policy.

S/he distinguishes marketing instruments

and is able to estimate the position of the

establishment within the total economic

context. S/he is able to gear marketing

instruments towards company and guest

needs. S/he is able to create and assess

advertising material according to the

advertising message and the target group.

S/he cooperates in sales promotion

measures.

S/he is able to use the marketing mix in

order to develop specific marketing

measures and to evaluate the results. S/he

is able to analyse the data acquired and to

deduct the consequences. S/he is able to

apply statistical methods and to present the

results in reports. S/he settles the

marketing strategy. S/he organises events

and knows the tools necessary to obtain

information about the satisfaction of guests

and staff and to evaluate this information.

Human Resource

Management

S/he knows the objectives and the essential

tasks of human resource management and

is aware that humanization of the

professional world and cost-effectiveness

complement each other. S/he knows the

internal working processes and the

contexts linking and associating the

individual internal departments of the

enterprise.

S/he is able to make staffing plans

respecting employment law and social

legislation as well as collective agreements

and operational regulations in a task-

oriented manner. His/her distribution of

tasks is planned according to activity

forecasts, staff availability (qualification,

competences and number) and necessary

and fixed times of execution and

equipment.

S/he is able to present and evaluate

measures for leading, assisting and

teaching employees. S/he is able to

independently carry out necessary tasks in

employee administration (job descriptions,

work contracts) and assignment. S/he is

able to perform calculations related to staff

wages, payroll accounting, and

employment procedures and participates in

the recruitment process. S/he updates

documentation on social, legal and tax

matters.

Regulation and

monitoring of

business

performance

S/he is able to cooperate in

cash management, in payment

transactions and in drawing up

the cost accounts. S/he uses

the internal data-processing

systems.

S/he is familiar with the cost

structure of businesses and

cost-control processes. S/he is

able to suggest measures for

increasing revenue. S/he is able

to process and review records,

to review costs and suggest

appropriate action

S/he is able to identify

categories of investment and to

calculate an allocation of

depreciation of equipment. S/he

assesses the criteria used in

choosing means of funding and

is able to prepare a credit

application. S/he maintains the

asset master records.

S/he monitors compliance of

stored products, equipment and

furniture (internal commands,

state of bookings, product

sheets). S/he evaluates

communication and promotion

campaigns (quantitative:

revenues, costs, activities,

taking also qualitative factors

into account). S/he evaluates

results of customer satisfaction

surveys and makes workflow

analyses. S/he is able to

prepare and present managerial

accounting records.

Enterprise resource

planning

S/he calculates the business resources

requirements and handles purchasing

processes and payment processes (e.g.

price comparison, discounts and currency-

calculations).

S/he is able to perform stocktaking and to

create an inventory under instruction.

S/he can identify the need for materials,

goods, tools and services. S/he can order

products, prepare contracts, survey the

delivery dates, and implement the

necessary action in case of a delay in

delivery. S/he recognises potential

problems in the purchasing agreement and

their consequences. S/he is able to perform

her/his tasks within the framework of the

common internal quality management

system.

S/he is able to put enterprise planning and

resource-planning systems in place, to

analyse key business data and to suggest

appropriate action. S/he is able to use data

for quality assurance and the optimization

of the process

System organization S/he is able to compare

different gastronomic systems

and to differentiate between the

various concepts of these

gastronomic systems. S/he

understands the importance of

system-specific standards for

creating a brand.

S/he understands methods for

checking adherence to

guidelines. S/he is able to

ensure that standards are

maintained and to take

corrective measures in the case

of deviations.

S/he collaborates in planning

and organizing working

procedures and is capable of

systematizing, presenting and

evaluating them. S/he is able to

use informational and

communicative methods within

the framework of the

organizational procedure.

S/he is able to prepare the

documents necessary to set up

a company. S/he analyses the

outcomes of market research

and takes appropriate action.

S/he implements quantity and

quality standards.

Competence Matrix: ECMO project team

Sources: Training regulations, curricula, qualification profiles

5.a DESCRIPTION OF SKILLS AND COMPETENCIESACQUIRED DURING THE EUROPASS MOBILITY EXPERIENCE (NO)

NB: This table is not valid without the signatures of the reference person/mentor and of the holder of the europass Mobility.Headings marked with an asterisk (*) are mandatory.

Activities or tasks performed(29a) Assignment in the service of the hotel-restaurant “The Belmont Hotel”.

Carrying out tasks as waiter´s assistant:- Mise en place- serving guests in à la carte, serving food and drinks, setting the buffet- preparing simple dishes- serving dishes and drinks- preparing cold and hot beverages.

Professional skills and competencies acquired(30a) She knows:

- the regional English cuisine- the appropriate type of preparation and serving according to the dish, beverage and dessert.- the company´s working processes- the tasks, authorities and responsibilities in the procedural organization in the company

She is able to:- prepare dishes and beverages in front of the client- welcome guests and look after them- inform clients about the products and services offered- advise clients according to their wishes- advise clients regarding the ingredients of dishes and matching beverages- apply new methods and techniques to prepare dishes and desserts

Language skills and competencies acquired(31a) She is able to:

- to arrange working tasks with colleagues from different European countries in English, to nameproblems and propose solutions.

Organisational skills and competencies acquired(33a) She is able to:

- become integrated in an existing team- to arrange the working tasks with colleagues- to arrange the tasks, authorities and responsibilities in the procedural organization in the companywith colleagues

Social skills and competencies acquired(34a) She is able to:

- work together with colleagues from different cultural backgrounds- carry out given tasks independently and responsibly- exchange cultural and professional experiences with colleagues- orient oneself in a foreign societal environment and play an active part in social activities

Other skills and competencies acquired(35a) She knows:

- basic aspects of the vocational training in Great Britain- basic requirements on the English labor market in her vocational field- English habits, lifestyle and language

europass Mobility-© European Communities 2004

europass No.  DE-03-2012-DE/10/LLP-LdV/IVT/282 565-36-1 europass security code  9QV6YFMDYNLY287FYN1U Page 3