Kenniscentrum Handel

Kenniscentrum Handel

NQF-SQF Case studies

content• Aim of WP 5• The draft employability grid• The elements of the case studies• Deadlines and status• Results and the draft employability grid• And yet?

Objective WP 5• The objective of this work package is to test the value of the

methodology developed within WP 2 by applying the employability grid for the investigation of qualifications/profiles which are considered to be situated “in the neighbourhood” in terms of learning outcomes, but not in terms of their belonging to a national or sectoral framework.

• (It could, for example, be investigated what is the difference between a job profile developed within a sectoral framework and a similar one belonging to a national framework; it could also be checked if qualifications set up in different national qualifications frameworks labelled with the same or a similar name lead to identical learning outcomes.)

Wp 5: application of the methodology

• Case studies: testing the value of the developed methodology

• Construction, ICT, logistics, retail• Analyses and comparison of selected qualifications;• Testing the methodology, • Identifying deficiencies of methodology, in order to

enhance and to refine it.• Result: report (July 2011)

Deliverables

• 17 Case study Construction• 18 Case study ICT• 19 Case study Logistics• 20 Case study Retail• 21 Final case study report

This case study describes the application (as described above) of the draft employability grid in the construction sector and will be usable as reference for future use and investigation regarding the employability grid.

21 Final report

• This report documents experiences and findings from the case study development, draws conclusions from these findings and provides further recommendations for the use of the employability grid and for further investigation and discussion regarding this instrument.

• This deliverable will be the basis for the final employability grid that will beside the findings of this workpackage also consider the findings from WP 3 and 4.

Employability grid

Work

Employability grid

• The work objective steers work process

Basic issues for describing work process1. Specific character of the work subject2. The scope of the work subject3. The needs of the users of products /services4. The needs of the organisation5. Needs arising from the environment6. The way how work is organised

Work Description in Terms of the Organisation and of the Individual• The work of an individual is defined as a contribution to

achieve the work objective according to the individual’s position in the organisational structure

8 levels of competence

Definition of actions1. Work supervised in a work process determined context2. Work supervised in a work result determined context3. Work not supervised and not supervising in a work result

determined context4. Supervise work in a still predictable or predictably changing context5. Supervise and manage work in an unpredictably changing context 6. Manage work in an unpredictable context7. Manage work and change context 8. Change and redefine context

8 levels of competenc

e

Context Action individual

Action context

?

1 Not changingstructured

Steered by action others

Determined by context-

A/R/or

2 Not changingNot structured

Steered by action others

Determined by context

3 Not changingchanging

circumstances

neutral Determined by context

4 Changing/not changing

Steering action of others


5 changing Steering action of others






transforming



Transforming and replacing

Draft Employability grid case studies

Work objective : 8 Levels of competence (C, Ai, Ac, ?)

The scope of the work subject

The needs of the users of products /services

The needs of the organisation

Needs arising from the Environment

Specific character of the work subject* Competence (context)* Competence (role)* Knowledge * Know how and skills* Competence

(Learning to learn)(insight)

The way how work within an organisation is organised

General information

Followed approach • per sector: 3 common functions classifiable at EQF level 1-

6/7 • Functions are recognizable in the European countries• Research within small – medium sized and large

enterprises. In order to see the differences in context• < 10; 10 – 50; >100• Method: interviewing staff/hrd/entrepreneur using the

description of the function used by the company (own function description/ sectoral description) and using a given list of questions/ subjects for gathering the information.

• Subjects: interview list

Deadlines & status

Deadline• Updated proposal end of April• Results by each partner August• First draft WP 5 end of September• Final report WP 5 end of OctoberStatus• First results in August • Planned: 18 results per sector (72)• Received: 8 + 4 + 6 + 8 (26)• Raw data in deliverables 17 – 20

ResultsCompany size

sectorSmall Medium sized large

Construction TechnicianTeam leader/techn.DirectorPlannerGeneral manager

LocksmithGroup leaderSite director

ICT Programmer Junior developerSenior consultantBusiness development director

Logistics Warehouse operatorAdministrative clerk

Forklift driverOrderpickerTeamleaderHead of logistics

Retail Owner Sales assistantManagerManagement assistance

objectives

construction Best serviceQualityCustomer satisfactionturnover

IT High qualityServiceSpecialized IT technology and consulting

Logistics Logistic servicesNational and transnational haulage of goods

Retail Selling goods /merchandiseSatisfy customers with service and repairEarn money

Needs users

construction Professionalism and responsiveness

IT modernisingapplicationsOutsourcingsecurity

Logistics Transport and Logistical services (storage, VAS, consultationFind and satisfy clients

Retail Selling goods responsive to consumers needsSmall , tight relations with customers, diversity of assortment

Enterprise as a public institution

construction Economical: turnover, providing employment

IT Economical, legally defined, else: complex environment, so several fields in the company take part

Logistics Economical, legal requirements including environmental , security and safety precautions

Retail Economical and providing employmentTo earn money and maintain jobsSatisfied employees = satisfied customersCrisis: increase of repair

Environmental needs

construction Ecological regulation , security regulations, safety

IT no/yes

Logistics Health and safety regulations, ecological regulations

Retail Health and safety regulations, ecological regulations

Overall goal and work objectives

construction yesYes and I determine the overall goal

IT

Logistics yes, functions contribute to the overall achievement of work objectives

Retail yes

Main contribution employee to the work objectives

construction to do my work as well as I canQuality work

IT Appropriate methods for quality assurance are used by this function:- Creation of test protocols- Creation of unit tests as part of development

Logistics the specific (logistical) activities : - handling goods/ ensuring necessary resources/ employees/ surrounding conditions

Retail Satisfied customers- Budget, plans, employees, prioritiesProblem solving

ResultsCompany size

sectorSmall Medium sized large

Construction TechnicianTeam leader/techn.DirectorPlannerGeneral manager

LocksmithGroup leaderSite director

ICT Programmer Junior developerSenior consultantBusiness development director

Logistics Warehouse operatorAdministrative clerk

Forklift driverOrderpickerTeamleaderHead of logistics

Retail Owner Sales assistantManager Management assistance

ContextContext 1 2 3 4 5 6 7Construction C LS C T c TL

C TM/TC PL

C Sd C DC GM

ICT IT Jsd IT Bbd

Logistics L OP L WOL FDL AC

L TL L HL

Retail R S R AdM R Os MspCSMMa

Bl /CsmMSPCSM 1/2

RoleRole 1 2 3 4 5 6 7Construction C T C LS

C TM/ TC PL C TL C Sd C D

C GM

ICT IT Pr IT sc IT Bbd

Logistics L OPL WOL FD

L AC L TL L HL

Retail R S Bl /Csm R OsMa

MSPCSMR AdM

KnowledgeRole 1 2 3 4 5 6 7Construction C T C LS C PL

C TM/ T C TL C Sd C D

C Gd

ICT It jsd IT Pr IT sc IT Bbd

Logistics L OPL WOL FD

L AC L TL L HL

Retail R S (starting)

Bl /Csm R AdM R OsMa

A BLA MspA CsmA Ma

R OsA MspA Csm

Know how & skillsRole 1 2 3 4 5 6 7Construction C T

C LSC TM/ T C TL

C Sd C GD C D

ICT It jsd IT Pr IT sc IT Bbd

Logistics L FD L OP L ACL WO

L TL L HL

Retail R S (starting)

Bl /Csm R AdMR Os

A Ma A BL/ csmA MspA Csm

A Csm

InsightRole 1 2 3 4 5 6 7Construction C T C LS C TM/ T C TL C Sd C D

ICT It Jsd IT Pr IT sc IT BbdLogistics L FD L OP L AC

L WOL TL L HL

Retail R S R AdM A Ma R OsA BL/ csmA MspA CsmA Ma

A Csm

Conclusions?• Functions around level 1-2• Functions around level 4-5• Functions around level 6-7

• Would the ranking have been different when no descriptions had been given or only some words?

• Is it accurate?

Conclusions?• Words trigger• Descriptions have to be clear • Single aspects in one description• Have to contain the same aspects (equal

yardstick)

Context

1 2 3Limited range of predictable and structured contexts

Limited range of contexts Familiar and unfamiliar contexts

4 5 6

a range of varied and specific contexts

a range of varied and specific contexts

Wide variety of contexts

7

a wide and often unpredictable variety of professional levels and ill defined contexts

Role1 2 3a range of roles under direction

under direction with limited autonomy; function within familiar, homogeneous groups

with considerable amount of responsibility and autonomy

4 5 6

some initiative and independence in carrying out defined activities; join and function within multiple, complex and heterogeneous groups

substantial personal autonomy and often take responsiblity for the work of others

take significant or supervisory responsibility for the work of others in defined areas of work

7

significant responsibility for the work of individuals and groups;lead and initiate activity

Knowledge1 2 3

narrow in range Concrete in reference basic in comprehension

moderately in range Mainly concrete in reference some comprehension of relationships

Broad range Mainly concrete in reference with some elements of abstraction or theory

4 5 6

Broad rangeSome theoretical concepts and abstract thinking, with significant depth in some areas

Specialised knowledge Broad areaSome theoretical concepts and abstract thinkingsignificant underpinning theory

Specialised or detailed knowledge understanding of the theory

7

A systematic understanding of knowledge, at, or informed by, the forefront of a field of learning

Know how & skills1 2 3a sequence of routine tasks given clear direction limited range of basic practical skills, including the use of relevant tools

a limited range of varied procedures a limited range of practical and cognitive skills and tools

a range of procedurea moderate range of practical and cognitive skills and tools

4 5 6Evaluate and use information to plan and develop investigative strategies and to determine solutions to varied unfamiliar problemsa broad range of specialised skills and tools

Formulate responses to well-defined abstract problems

comprehensive range of specialised skills and tools

Exercise appropriate judgement in (a number of complex) planning, design, technical and/or supervisory (or management) functions related to products, services, operations or processes (including resourcing

Know how & skills4 5 6Evaluate and use information to plan and develop investigative strategies and to determine solutions to varied unfamiliar problemsa broad range of specialised skills and tools

Formulate responses to well-defined abstract problems

comprehensive range of specialised skills and tools

Exercise appropriate judgement in (a number of complex) planning, design, technical and/or supervisory (or management) functions related to products, services, operations or processes (including resourcing

7 7 7

Select from complex and advanced skills across a field of learning;

develop new skills to a high level, including novel and emerging techniques

a range of standard and specialised research or equivalent tools and techniques of enquiry

Insight1 2 3

Demonstrate awareness of independent role for self

Assume limited responsibility for consistency of self- understanding and behaviour

Assume partial responsibility for consistency of self- understanding and behaviour

4 5 6

Assume full responsibility for consistency of self- understanding and behaviour

Express an internalised, personal world view, reflecting engagement with others

Express an internalised, personal world view, manifesting solidarity with others

7

Scrutinise and reflect on social norms and relationships and act to change them

Learn to learn1 2 3 Learn to learn in a disciplined mannerin a well-structured and supervised environment

Learn to learn within a managed environment

Learn to take responsibility for own learning within a supervised environment

4 5 6Learn to take responsibility for own learning within a managed environment

Learn to evaluate own learning and identify needs within a structured learning environment; assist others in identifying learning needs

Learn to act in variable and unfamiliar learning contexts; learn to manage learning tasks independently, professionally and ethically

7

Learn to self-evaluate and take responsibility for continuing academic/professional development

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