Divya Jindal-Snape & Michael Naulty , University of Dundee, UK
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Transcript of Divya Jindal-Snape & Michael Naulty , University of Dundee, UK
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Effectiveness of Competences and Competencies during Transition from Higher Education to Employment: A Case
Study of Community Learning and Development (CLD) qualifying training in Scotland
DECOWE Conference 2009, Slovenia
Divya Jindal-Snape & Michael Naulty, University of Dundee, UK
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Dundee and University of Dundee
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Transition from Higher Education to Employment
• on-going process that focuses on interactions between an individual and significant others in that individual’s environment
• satisfying and fulfilling
• challenging and stressful
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The Competence versus Competency Debate
“The competence of professionals derives from their possessing a set of relevant attributes such as knowledge, skills and attitudes. These attributes jointly underlie competence and are often referred to as competencies.”
Gonzi et al., 1993, 5-6
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Stages of Competence/ies
(1) Novice(2) Advanced Beginner(3) Competence(4) Proficiency(5) Expertise(6) Mastery(7) Practical Wisdom
Dreyfus, 2001
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What is Community Learning and Development?
• learning and social development work – with individuals and groups – in their communities – using a range of formal and informal methods
• defining feature is that programmes and activities are developed in dialogue with communities and participants
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Professional Training in CLD
In Scotland-awarded by four Higher Education Institutes (HEI) at both undergraduate and postgraduate levels
– academic approval through HEI quality assurance processes
– professional endorsement
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CLD professional training
Attempts to construct a curriculum that provides
• competence as a combination of personal abilities (competency)
• their effective application in professional role (competence)
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Purpose of research
• To explore whether current CLD training in Scotland is meeting these demands and preparing students for transition to work in an ever evolving field
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METHODOLOGY
• Multiple phase design across Scotland– 63 CLD employers (36 voluntary & 27
statutory sector) responded to a questionnaire– based on results, focus groups were
conducted to collect in-depth qualitative data from a wider group of stakeholders (CLD students, n=4; newly qualified practitioners [NQP], n=10; employers/agencies, n=15; minority groups, n=2 and training providers, n=8)
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RESULTS AND DISCUSSION
• Role of the CLD practitioner • Desirable abilities and attributes of a CLD
practitioner• Views on the current set of competences used to
assess initial qualifying performance in CLD • Views about Training Provision• Readiness of newly qualified CLD practitioners for
the transition to employment• Strengths of newly qualified CLD practitioners• Gaps in preparedness for transition to employment • New skills required of a CLD practitioner for smooth
transition in a constantly changing field
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Role of the CLD practitioner
• To work with people to meet their identified needs• To operate in a locality/community at a group and 1:1
level• To work towards meeting these needs in partnership
with local people and related professionals and agencies• Development of purposeful community engagement. • To engage in socially situated learning and development
aimed towards social justice and inclusion
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Desirable abilities and attributes of a CLD practitioner
• Honesty/integrity • Communication Skills• Working with the
Public• Working in a Team• Confidentiality• Sensitivity• Empathy Skills
• Flexibility• Dependability• Coping Skills• Willingness to learn• Time Keeping• Time Management• Record Keeping• Creativity
Newly Qualified Practitioner
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Views on the current set of competences
• Most essential– to engage with the community– using a range of formal and informal educational methods and
techniques – developing confidence, knowledge, skills and understanding of
participants;– organising and delivering quality activities and projects – applying the principles underlying community education in
practice– demonstrating skills in report writing and presentation for a
variety of audiences • Competency approach was relevant but the current array
of competences should be refreshed• Competences should be aligned with appropriate
frameworks in Scotland and the rest of Europe
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Views about Training Provision
• current training provision – 85% good to excellent– 12% adequate – 3% inadequate to poor
• qualifying training should be generic in nature and specialist training should be post qualifying CPD
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Readiness of newly qualified practitioners for transition to
employment• preparedness for employment of the
newly qualified staff – 83% good to excellent – 7% adequate
• capacity to undertake their work– 88% good to excellent– 12% adequate
Employer’s view
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Strengths of newly qualified CLD practitioners
• Enthusiastic, keen to learn, motivated, commitment, eagerness, fresh approach, flexibility, new ideas, challenging existing staff to reflect on their own practice, sometimes naive but thoughtful questions, sceptical, creative and open
• Integration of theory and practice• Up-to-date understanding of theoretical
perspectivesEmployer’s view
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Gaps in preparedness for transition to employment
• Coping Skills• Sensitivity• Communication Skills• Flexibility• Empathy Skills• Record Keeping• Creativity• Working in a Team
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New skills required of a CLD practitioner for smooth transition in a constantly
changing field
• Partnership Working
• Conflict Management
• Facilitation and Meeting Skills
• Child Protection
• Inter-professional working
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CONCLUSION
• Key attributes and abilities were divided into hard and soft skills and knowledge base areas
• NQP were well prepared for employment• Current modes of qualifying training delivery beneficial
but parity across modes needs to be assured • Competency approach was appropriate for professional
development and as a preparation for transition to work • Important to focus on soft skills (competencies) which
indicate the process rather than the outcome driven hard skills (competences) alone
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CONCLUSION contd.
• The challenge for the training providers – to refresh the competences within their programmes– to make soft skills/competencies more explicit in the
curriculum – to pilot ways of developing these attributes and
competencies
• Raises questions about – Can these soft skills/competencies be developed and
assessed?– Should they be?