v-combat2011_avsec

“Combat” competency modeling : 

“Combat” competency modeling Stanislav AVSEC, Branko KAUČIČ

Overview : 

Overview V-COMBAT 26-30.9.2011 2 International Virtual Conference on Competence-based training for VET professionals in clean environment Introduction Competency Stepwise “Combat” Competencies Modeling Conclusions

Introduction : 

Introduction 3 International Virtual Conference on Competence-based training for VET professionals in clean environment The COMBAT project proposes a competency-based e-learning system, structured as learning outcomes on the basis of ECVET and EQF principles, envisaged for ex-post accreditation and quality enhancement of VET education system at National/European level. Combat competency modeling is based on a) competency mapping, b) competencies profiles development for Solid Waste management, c) EQF framework as a measure for non-formal VET, d) a learner centered approach at ECVET – modified model A and, e) knowledge, skills and wider competences assessment method, based on a new and contemporary methodology. V-COMBAT 26-30.9.2011

Competence / Competency : 

Competence / Competency Ljubljana, 26.9.2011 4 International Virtual Conference on Competence-based training for VET professionals in clean environment The Interface beetwen Competence and Competency; Competences refers to the range of skills which are satisfactorily performed, while competencies refers to the behaviour adopted in competent performance. Competence is not performance but is a state of being, a qualification to perform. It is, in relation to performance, a necessary but not sufficient condition. Competency measurement should not be confused with performance measurement.

Slide 5: 

Ljubljana, 26.9.2011 5 International Virtual Conference on Competence-based training for VET professionals in clean environment Competencies must lead to effective performance. This means that the performance of a person with competency must be significantly better than that of a person without it. Competency thus refers to behaviour, differentiating success from merely doing the job. Competency also embodies the capacity to transfer skills and abilities from one area to another.

Slide 6: 

Central and Surface Competencies Surface knowledge and skill competencies are relatively easy to develop; training is the most effective way to secure these employee abilities. Core motive and trait competencies at the base of the personality iceberg are more difficult to assess and develop; it is most cost effective to select these characteristics. Ljubljana, 26.9.2011 6 International Virtual Conference on Competence-based training for VET professionals in clean environment

Slide 7: 

What are Competencies? The Iceberg Model Competencies can be defined as skills, areas of knowledge, attitudes and abilities that distinguish high performers. These are characteristics that may not be easily observable but rather exist ‘under the surface’—behavioural questions can help draw out examples of these competencies. Competencies are components of a job which are reflected in behaviour that are observable in a workplace. Ljubljana, 26.9.2011 7 International Virtual Conference on Competence-based training for VET professionals in clean environment

Slide 8: 

Ljubljana, 26.9.2011 8 International Virtual Conference on Competence-based training for VET professionals in clean environment The criteria of competency are superior performance and effective performance. Only some competencies can predict performance. Thus competencies can be divided into two categories. Threshold competencies—These are the essential characteristics that everyone in the job needs to be minimally effective, but this does not distinguish superior from average performers. Differentiating competencies—These factors distinguish superior from average performers.

Slide 9: 

Competency Management System Workers cannot perform to standards without competencies. But competencies cannot guarantee that workers will perform adequately. Competence has to be there but it cannot guarantee results, nor can its absence always predict failure. Competency measurement should not be confused with performance measurement. Competencies are all about being qualified to do the work in a particular position. Performance, on the other hand, is the result of the actual work. It is critical to keep a competency management system separate from a performance management system. Ljubljana, 26.9.2011 9 International Virtual Conference on Competence-based training for VET professionals in clean environment

Slide 10: 

Can Do/Will Do Evaluation Chart Competence is not a motivational attitude—Motivational attitudes are integral to the personality of a worker, such as aggression, self-confidence, decisiveness, ambition, commitment. Do not make the mistake of including motivational elements while defining competence. A popular performance analysis tool that allows this approach is the Can Do/Will Do chart. ‘Can do’ refers to the employees’ qualification to do the job. ‘Will do’ refers to the employees’ motivation to perform. Ljubljana, 26.9.2011 10 International Virtual Conference on Competence-based training for VET professionals in clean environment

Slide 11: 

Competency Pyramid Model A competency model includes both innate and acquired aspects. It is essentially a pyramid built on the foundation of inherent talents, incorporating the types of skills and knowledge that can be acquired through learning effort and experience. At the top of the pyramid is a specific set of behaviours that are the manifestation of all innate and acquired abilities. Ljubljana, 26.9.2011 11 International Virtual Conference on Competence-based training for VET professionals in clean environment

Stepwise “Combat” Competencies Modeling : 

Stepwise “Combat” Competencies Modeling Ljubljana, 26.9.2011 12 International Virtual Conference on Competence-based training for VET professionals in clean environment Competency mapping: Performance criteria - Defining the criteria for superior performance in the role. Experts panel: experts from industry, education and training organizations, Needs analysis: explicative-non-experimental method was applied to find those behaviors features which lead to success;to supremacy of a job role.

Slide 13: 

Ljubljana, 26.9.2011 13 International Virtual Conference on Competence-based training for VET professionals in clean environment Criterion sample - Choosing a sample of people performing the role for data collection. Sample of people must be followed by: Solid Waste Management field, Education and Training of Environmental subjects for successful behavior. ISCO and ISCED classifications of/for professional occupation/s.

Slide 14: 

Ljubljana, 26.9.2011 14 International Virtual Conference on Competence-based training for VET professionals in clean environment Data collection - Collecting sample data about behaviors that lead to success. 20 Competencies profiles/job profiles were developed, for competencies based on knowledge, skills and wider competences which have arose from learning/training objectives, ISCO basic requirements/description and EQF on level 5,6, and 7 were used, Combat e-curricula based on Waste Train e-learning + needs/behaviors based 3 new modules + 1 spin-off.

Slide 15: 

M1: Waste – general considerations M2: Responsibilities and legislation M3: Waste generation M4: Waste collection systems M5: Basic elements of waste treatment M6: Waste management: planning M7: Waste management concepts M8: Waste Management: Implementation M9: PR work of communities Module 10: Waste recycling & reuse technologies Module 11: Economics of recycling & reuse Module 12: Recycling & reuse business risk considerations Wastetrain eCourse WASTE-TRAIN project Waste recycling & reuse COMBAT project Innovation & Upgrade Transfer of WASTE-TRAIN project products into COMBAT training/learning curricula Spin-off =>Module 13:Mathematical Modelling of Economics of Solid Wastes

Slide 16: 

ECVET modified Model A , a learner centered approach; Design of 9 TU, minimum duration is 2 weeks per TU, weighted with 2 ECVETs; Design of Learning Pathways was followed by: Quality logic (Learning objectives, content, expected LOut/results, workload), TU’s can be collected horizontally (within one level) or vertically (improve the professional expertise at all stages up to the level of higher education), Modules based on duration, resources, organization, acters, conducting; Stanislav Avsec, Univerza v Ljubljani,Pedagoška fakulteta Ljubljana 16 Design principles for Com-ba-t

Slide 17: 

Qualitative approaches The units are considered according to the qualitative aspect, because they transmit information about the learning objectives, content and results of individual learning activities. Quantitative approach with regard to the duration can be performed by defining integrated resources and learning path to obtain skills and knowledge by the unit contains. This information can be obtained by consulting on the characteristics of the modules that they belong to the unit. Credits establish a link between the units belonging to different programs of vocational and technical education, as well as a link between the units and modules. 25.09.2011 17 Stanislav Avsec, Univerza v Ljubljani,Pedagoška fakulteta Ljubljana

Slide 18: 

Ljubljana, 26.9.2011 18 International Virtual Conference on Competence-based training for VET professionals in clean environment Competencies Assessment Occupational competency assessment, which means to get real feedback how the learner is learned, taught, skilled and be capable in critical thinking and decision making also to make trade-offs. It is a measure of matching planed competences/competencies with real. For total competencies assessment, an Avsec&Jamšek method is used, which is proofed, validated, high reliable and high sensitive for assessment of all dimensions of competency. Competency assessment also illustrates an interaction/impact of related domains to each other and in total.

Slide 19: 

Data analysis - Developing hypotheses about the competencies of outstanding performers and how these competencies work together to produce desired results/learning outcomes. Validation - Validating the results of data collection and analysis. Application - Applying the competency model in learning/training and human resource activities, as needed. Stanislav Avsec, Univerza v Ljubljani,Pedagoška fakulteta Ljubljana 19

Conclusions : 

Conclusions A COMBAT curriculum design is one of the cases of good practice which is very rare especially in field of ECVET system for non-formal education and training on Waste Management. The curriculum must have a strong foundation built on personal effectiveness, workplace, and academic competencies, especially emphasizing target discipline. The model will help individuals to prepare for job opportunities as CP’s, help academic institutions to prepare/update curricula, and provide a common language for dialogue between educators and industry as they collaborate to build the workforce pipeline. 25.09.2011 Stanislav Avsec, Univerza v Ljubljani,Pedagoška fakulteta Ljubljana 20

Slide 21: 

A method for the competency assessment is very useful for building up of competencies/competency networks, to define key positions inside the company, industry and even for regional and national industrial organizations such are industrial clusters, technological networks, centers of excellence etc. Competency assessment is a very complex term/process; normally we use assessment radials: a) Knowledge and knowledge based competencies, b) Skills/capabilities, and c) Wider competencies of Critical thinking and Decision making (CTDM). 25.09.2011 21

Thank you very muchfor your attention! : 

Thank you very muchfor your attention! Your questions are welcome and to be addressed on email bellow. Contacts: Stanislav Avsec (University of Ljubljana, Faculty of Education) Stanislav.Avsec@pef.uni-lj.si 25.09.2011 Stanislav Avsec, Univerza v Ljubljani,Pedagoška fakulteta Ljubljana 22