Human Resource Management & Qualification Competence development between motivational structures and...

Human Resource Management &

Qualification

Competence development between motivational

structures and working relationships

Dr. Martin KröllInstitute for Applied Work Science,

Ruhr University Bochum-----

4th International Network on innovative Apprenticeship Conference

May 26th to 28th 2011, in Beijing China


Qualification

Challenges Framework Method Results Relevance Conclusion

Outline

1. Challenges

2. Theoretical Framework

3. Method

4. Results

5. Impacts on conceiving further education

6. Conclusion

Ruhr-University BochumInstitute for Applied Work Science (IAW)

Study fields and specialization

Master of Organizational Management (MOM)Modern Administration Management (MoVe)

and Single Modules (certificate)

Guiding priciples of MOM

The MOM is committed to the following principles: Holistic, interdisciplinary management education

(Including knowledge from economics, sociology, applied computer science as well as administrative sciences and law)

Application orientation(problem-oriented didactics, close cooperation with companies, practical weeks and advanced projects)

Support of the development of students‘ individual profiles(in connection to their practice and focal points of interest while ensuring uniform academic standards)

Interactive, mutual learning(learning in small groups of different professional origin, inclusion of know-how)

Service orientation concerning the coordination of studies, working life and family(Block and weekend seminars, prepared readers, addressability)

Ensurance of employability

(thematically inspired by the challenges of the working environment)

Level of the Qualification

and ContentsLEVEL OF THE QUALIFICATION Access Requirements

- first degree (with a minimum result of “good”)

- two years of relevant professional experience Level

Master’s degree, second degree, further education, practice-based official Length of the Programme

4 semesters, 120 ECTS-Credit Points

CONTENTS AND RESULTS GAINED Mode of Study

postgraduate program of study Qualification Profile of the Graduate

After their graduation, students shall:

- be able to evaluate change management problems and to develop coping strategies

- develop an interdisciplinary understanding of work processes and to integrate results form different disciplines

- take responsibility in leadership and management issue

Modules and Courses

Human Resources and Work Process Management

Strategic Corporate Management

Performance Management

Change Management (engl.)

Human Resources Management

Work Organization and Work Structuring

Diversity Management

Process consultancy – Basics & Tools

Leadership and personnel development (engl.)

Communication, Participation, Trust

Information and Technology Management

Promotion of Creativity in Organizations

Innovation through Process Management

Corporate Communications Management

Knowledge Management

Human Resource Management and Qualification

Organization of quality-oriented Human Resource Management

Human Resource Development between Further Education and Competence

Development

Offers across all chairsProject Management

Scientific further education at the Institute of Applied Work Science:

“Design of changes, management of organization, technology

and human resources" Work Organizationand Work Structuring

Human Resources and Work Process

Management(member of vice-president

from the ruhr-university)

Information and Technology

ManagementDean

Human Resource Management and Qualification

Prof. Minssen Prof. Wilkens

Prof. Herrmann

Dr. Kröll

Academic Team


Qualification


Challenges: Development of further education

• During the last years: an increase of further education proposals (Wolter 2007)

• Universities should perceive themselves as an „education service provider“ (further education as the third column of universities)

• Claim: competence development´s provider should consider motives and aims as well as professional and private life situation

Central question:

How could such a market orientation look like?Challenges


Qualification


Development of further education

• demand: potential member of the organizaition or organizations (e.g. company specific master program)

• Quality of further education depends on the trainee´s specific situation

• Research questions:

- Are there differences between motives and behaviour

concerning further education attempts?

- Which points are important (e.g. employment biography,

life and business situation etc.)?

Challenges


Qualification


Reasons: Why…

Why is it important to consider motives and the situation of the professional?•competence need to outdated faster and faster demography problematic lifelong learning demand for continuing education rises•34 % of all employees: resistant to futher •self-organisation is a crucial point regarding competence development (which itself depends on motives and aims)•competence transfer: key factor of further education

(depends on professional situation)

•there is a research gap: (so far: entrance requirements, arrangement in regard to content, quality management and marketing (Seufert, 2008; Hanft/Knust 2007)

Challenges


Qualification


Theoretical Framework

Theoretical approaches concerning…

• process-oriented further education (Baegthe-Kinsky u.a. 2004)

• lifelong learning (Heyse 2003; Erpenbeck 2005)

• transfer-oriented further education (Winkler/Mandl 2009,

Festner/ Gruber 2008)

• employability (Blancke 2000, Rump 2006)

• biographical competence development (Wittwer 2003)

• graduate research (Willich/Minks 2004)

• evaluation research (Stockmann/Meyer 2010)

Framework


Qualification


Comparison of two studies

(1) graduate survey of Higher Education Information System (HIS) GmbH (HIS, 2005; N = 8117) (after 5 years/ 2nd wave) (HIS-Study I) (representative survey in Germany)

(2) first-year students (qualified employees and executives) of a non consecutive master program (Master of Organizational Management) at the Institute for Applied Work Science (IAW-Study) of Ruhr-Universität Bochum (2005 – 2010; N=158) (Pre-Test, IAW)

Method


Qualification


Method

• survey first-year students: 37 cohesive questions (IAW-Study)

• on the basis of HIS (66 cohesive questions)

opportunities: classification and reflection of

IAW-results based on HIS-surveysimulation of control groups: external further

education and no further education

Method


Qualification


Method

• Statistics:

– General linear model (T-Tests [paired and un-paired samples], ANOVA),

– Chi-Quadrat-Tests (χ²-Tests)– Factor analyses (principal component analysis with

varimax-rotation)– correlation (sensu Pearson / Spearmans Rho, depending

on scale)– Effect sizes (GLM: Cohens d, Eta-square [η²], χ²-Tests:

Cramers V)

Method


Qualification


Hypotheses

Method

1. Hypothesis: The central motive for investing in further education is the expectation of an increase in income.

Causal chain

2. Hypothesis: A reason for the interest in academic further education program is that the graduate feels overchallenged with the current job situation.

3. Hypothesis: The different work situations in which the participants find themselves have a direct impact on their behavior concerning further education.

4. Hypothesis: Those engaged in further education are not satisfied with their current work situation.

5. Hypothesis: The participants of further education studies stick to the contentual orientation of their first degree when choosing further education contents.


Qualification


IAW-Study: (economics, humanities, natur sciences or engineering), • N=158 • averaged 33,27 years old (SD=7,595 years)• 55 % female and 45 % male

2nd wave of HIS-Study I (economics, humanities, natur sciences or engineering + e.g. medicine, philosophie, politic, law, music …):

• N=8117• averaged 31,51 years old (SD=3,51)• 59 % female and 41 % male

Data chosen from HIS-Study II (economics, humanities, natur sciences or engineerin):

• N=1061• averaged 31,82 years old (SD=3,77)• 64 % female and 36 % male

Sociodemographic data


Qualification


• Factor analysis: search for relevant motives and aims with regard to further education

– Quality criteria are fullfilled (suitability of sample: Kaiser-Meyer-Olkin = ,640; Bartlett-Test Sphärizität χ²45=185,202, p<,000) (IAW-Study)

Bundles of Motives and Aims

Results


Qualification


Nr.

Welche Motive bzw. Ziele (motives and goals) waren bei Ihrem Entschluss, ein postgraduiertes Studium aufzunehmen,

wichtig

Sehr wichtig(absolutely)

un-wichtig(not at

all)

1….

17

fachlichen/beruflichen Neigungen (leaning) eher nachkommen zu können …..…..Erhöhung des Einkommens (income)

1…

1

2…2

3…

3

4…

4

5…

5

Example

Method


Qualification


Bundles of Motives and Aims (IAW-Study)

Tab. 1: factor analysis to determine motive bundles for participation in scientific further education (IAW study, rotated component matrix for principal components analysis and

varimax rotation), disturbing loads (< .30) were deleted

Results

Motives / objectives for taking up the post

graduate training course

Components (bundles)

1 2 3 4

Being able to fulfill professional inclinations 0,77

Qualification for special duties 0,73

Specialization of work-related skills 0,68

Security of employment 0,70

Improvement of job opportunities 0,84

Improvement of the professional status 0,81

New beginning 0,84

Not satisfied with occupation of the first degree 0,77


Qualification


Based on 17 various motives and aims, we summarized…

4 motive dimensions: • (I) Reorientation,• (II) job security,• (III) improved business opportunities• (IV) orientation to consolidation

• income does not play an important role• Similar to HIS-Study´s results

Bundles of Motives and Aims

Results


Qualification


Motives of further education (HIS-Study II)

Tab. 2

Motive: FE within university Motive: FE beyond university

1.Improvement of professional competences

(M=1,66; SD=0,975)Improvement of professional competences

(M=1,34; SD=0,730)

2.Improvement of career opportunities

(M=1,91; SD=1,316)Personality development

(M=2,43; SD=1,303)

3.More interesting/challenging job

(M=2,24; SD=1,216)Acquirement of social competences

(M=2,52; SD=1,319)

4.Personality developmnt (M=2,51; SD=1,228)

More interesting/challenging job (M=2,52; SD=1,285)

5.Reach a higher position (M=2,64; SD=1,283)

Improvement of career opportunities(M=2,58; SD=1,457)

… ……

9.Reach a higher income (M=3,11; SD=1,32). …

10. …Reach a higher income(M=3,40; SD=1,32)

(1= „absolutely“ to 5= “not at all“)

Results


Qualification


• Results of IAW-Study:

– excessive demands at work:

98,8 % „no“, 1,2 % „yes“

– underchallenged at work:

54,3 % „no“, 45,7 % „yes“

– no sex differences

• HIS- Study II: counterbalancing of deficits is not important: further

education at universities (M=3,33; SD=1,41), further education beyond

universities (M=2,95; SD=1,45)

Reasons for being interested in further education…

Results


Qualification


Nr. 5.6

Wie würden Sie Ihren derzeitigen (bzw. letzten) Arbeitsplatz, Ihre Arbeitsbedingungen und Ihre

Arbeitsumgebung beschreiben?

(charaterization of the work situation)

trifft sehr stark zu

yes, absolutly

trifft gar nicht zu

no, absolutly

not

1….

29

Es wird Wert auf Eigeninitiative (value of initiative of one`s own) gelegt .…..

Meine Arbeit ist weitgehend vordefiniert(predefinded work) …..

1….

1

2….

2

3….

3

4….

4

5….

5

Example

Method

Characteristics of job situation


Qualification


Characteristics of job situation(HIS-Study II)

Tab. 3: Factor analysis for the determination of key characteristics of the work situation (HIS study I, rotated component matrix for principal components analysis and varimax rotation), disturbing loads (< .30) were deleted

Results

Characterization of the work

situation

Components

1 2

Innovative environment ,691 -,727

serious consideration of proposals for improvement ,793

Family friendly organization ,713

Emphasis on training/further education ,863

Cooperative atmosphere ,796

Too much bureaucracy ,889

Predefined work ,832


Qualification


Job situation and further education (HIS-Study II)

Results of one-way ANOVA:

- Source: 31 Items- persons of first group (innovative job situation)

engage more often in further education than persons of the second group

- F(2, 1245)=4,244; p<,033; η²=,097 - Explanation: Transfer of competences is easier in

the first group

Results


Qualification


Satisfaction and further education

• High internal consistency (Source: 15 Items) …

– entire HIS-Study I (Cronbachs Alpha = ,831)

– HIS-Study II(selected participants) (Cronbachs Alpha = ,814)

– IAW-Study (Cronbachs Alpha = ,761)

reflection of these satisfaction-values for different groups (further education: yes;

further education: no but planned; further education: no) (HIS-Study II)

• the more satisfied the more further education

– One-way ANOVA: high significant effects (F(2, 4686)=14,440; p<,001)

– post-hoc-t-test (Bonferroni-Correction): Differences are especially based on

a comparison between persons who engage in further education and

persons who don´t (T (4567)=5,056, p<,000 )

Results


Qualification


Does the natural scientific graduate group choose

courses in engineering terms and

the graduate group from economic science choose

courses in economic science?

Influence of employment market: choice and configuration of undergraduate degree

Results


Qualification


Focussing in undergraduate degree and choice of contents regarding further education (IAW-Study)

Results

Undergraduate degree:

Humanities


Engineering and

natural science


economic science

Courses in humanities28,5 %

(+/- 23,69 %)

15,5 %

(+/- 20,51 %)

15,8 %

(+/- 19,34 %)

Courses in engineering

and natural science

21,6 %

(+/- 22,48 %)

15,6 %

(+/- 17,68 %)

25,0 %

(+/- 32,28 %)

Courses in economic

science

25,7 %

(+/- 21,0 %)

15,7 %

(+/- 17,55 %)

21,3 %

(+/- 20,7 %)

Humanist remain in their area of expertise: F(2, 113)=3,244; p<,043; η²=,0581)

Table 2: Number of attended courses (in percent) in the branch of study, classified in special field of undergraduate degree (mean+/- standard deviation in %)


Qualification


Preference of subject in different academic groups (HIS-Study)

Results

“Are there any particular subject areas which univer-sities should offer in the context of scientific further education und qualification?“(Up to five points could be selected out of a list of 23 topics.)

1. Preference of: Natural scientists:

…pedagogical/psychological subjects (65%) Ingineer:

… pedagogical/psychological subjects (28%) Economists:

… national legislation (28%) and management (16%) Humanists:

… data-processing (20%), management (18%) and socio-scientific subjects (11%)


Qualification


• 1. Hypothesis: The central motive for investing in further education is the expectation of an increase in income.

The results indicate the following: The causal chain, which is based on the thesis motivational structure, is limited.

Causal

chain

• 2. Hypothesis: A reason for the interest in academic further education program is that the graduate feels overchallenged with the current job situation.

Almost no participant is overchallenged, instead most of the participants are feeling underchallenged; potentials should be the initial point and not deficits change of perspectives

Problem: Heterogeneity – How to analyse the potentials?

Verification of hypotheses

Relevance


Qualification


• 3. Hypothesis: The different work situations in which the participants find themselves have a direct impact on their behavior concerning further education.

Confirmed: cooperative and innovative vs. bureaucratic working situation

Further research needed: consequences for competence transfer and further education programs

• 4. Hypothesis: Those engaged in further education are not satisfied with their current work situation.

not confirmed, dissatisfaction is not a central driver for further education; further research needed

• 5. Hypothesis: The participants of further education studies stick to the contentual orientation of their first degree when choosing further education contents.

only partly confirmed, further research needed challenge for universities: „home faculties“ not sufficient for further scientific education

Relevance

Verification of hypotheses


Qualification


• demand orientation is more complex• methodical and didactical organization

of further education, content of further

education consideration of different

motives (specialization, reorientation, job security, improvement of job-related opportunities)

• results are very important professionalization of further education at universities should be the focus of didactical efforts

Conclusion

Conclusion


Qualification


Thanks for your kind attention!

Contact:

[email protected]

Institute for Applied Work Science

Ruhr University Bochum, NB 1/174

44780 Bochum, Germany

Phone: +49 (0)234 – 32 23 293


Qualification


• Whereas men focus on specialisation and consolidation(t137 = -.30, p <.004)

• Women do more place emphasis on addiction and affinity(t138 = 2,529, p < .013)

• Selection of undergraduate degree: job market situation influences men more than women(t145 = -2.67, p < .01)

• Structure of undergraduate degree: no differences in regard to role of job market(t137 = -.30, p > .05)

A job market-oriented view concerning undergraduate degree does also influence postgraduate degree!

Role of job market and sexes

Results

Human Resource Management & Qualification Competence development between motivational structures and...

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