GIB Gesellschaft für Innovationsforschung und Beratung mbH1 Toolbox Competence Assessment...

GIB Gesellschaft für Innovationsforschung und Beratung mbH 1

Toolbox Competence Assessment

Discovering Competencies – Tools for Your FutureProject Workshop with Multipliers, March 19, 2012

Athens

Dr. Daniela Kroos & Annika Einhorn

GIB Gesellschaft für Innovationsforschung und Beratung mbH

Contents of the toolbox

1. Defining and differentiating competencies

1. Objectives of competence assessment for young adults

1. Quality standards for the use of methods of competence assessment

1. Modular system of competence assessment

5. Methods of competence assessment.

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1. Defining and differentiating competences

“Competence is the willingness and ability to work creatively and

in an organised manner, and to deal with uncertainty and shifting

challenges”

(Erpenbeck, Heyse and Meyer)

Competence for autonomous action =

+

+

+

specialised competencies

methodical competencies

social competencies

personal competencies

1)

2)

3)

4)

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2. Objectives of competence assessment

Vocational orientation;

Clarification and re-evaluation of personal background, experience, and potentials;

Matching person’s interests and abilities with his/her educational and employment opportunities;

Preparation for the necessary steps to reach one’s professional goals;

Develop confidence in own abilities and clear objectives.

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2. Objectives of competence assessment:Requisites for achievement of those goals

Staff:

Expertise and intercultural competence;

Consideration of the issues and particularities of the

target group;

Method:

Assess interests, motivation, and technical skills, as

well as methodical, social, and personal competencies.

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2. Objectives of competence assessment:Need for different methods

Subject-oriented methods:

Person’s interests;

Individual development: experiences, goals achieved

and missed opportunities;

Greater awareness of useful skills;

Demand-oriented methods:

Knowledge, education, skills and potentials necessary

in working life.

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3. Quality standards for competence assessment

Subject- and demand-oriented methods: careful selection

of appropriate methods;

Experience in working with the target group and target

group awareness;

Skilled personnel;

Knowledge of requirements of the vocational training and

education system and of labour market demands;

Confidence building and transparency of the procedure;

Applicability / target-orientation of assessment results;

Validity and reliability of assessment.

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4. Modular system of competence assessment

Biographical / subject-oriented

methods

Assessment exercises / demand-oriented methods

Standardised tests

Documentation and certification

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Relation of prior experiences to present activities; Occupational interests and education / work

experiences; Personality traits influencing goal achievement; Life factors influencing career path planing; Interrupted career plans; Reasons for unemployment.

All areas of life are to be considered!

4. Modular system of competence assessment:Biographical or subject-oriented methods

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Simulated or action-based exercises;

Systematic observation by the trained observers according to prescribed criteria;

Cross-disciplinary key competences, such as teamwork ability, as well as occupational requirements, e.g. motor skills, are assessed.

Separation of observation and evaluation!

4. Modular system of competence assessment:Assessment exercises / demand-oriented methods

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Different areas and proficiency levels, general and specific knowledge / competences;

Acquired from publishers / professional vendors or self-developed in accordance with national standards / education qualifications / recognised proficiency levels.

Both assessment criteria and procedure are standardised!

4. Modular system of competence assessment:Standardised tests

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Documentation in process, e.g. observation protocols,

notes taken in the course of the exercise;

Documentation at the conclusion of assessment procedure:

Certification (recognised reference system);

Less standardised report with recomendations.

Applicability of results has to be considered!

4. Modular system of competence assessment:Documentation and certification

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5. Methods of competence assessment: Overview

1. Biographical partner interview – subject-

oriented / biographical method

2. Expert-assisted self-evaluation – subject-oriented

and demand-oriented method

3. Observed group exercise „Building a town“ –

demand-oriented assessment method

4. Test for basic computer and media literacy –

demand-oriented test

5. Certifications and reports

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Content of the toolbox

Overview

Questionnaire example

Instructions for moderators

5. Methods of competence assessment: Biographical partner interview (i)

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5. Methods of competence assessment: Biographical partner interview (ii)

Objectives Warming up the participants; no clear objectives, yet, as far as possible: review and re-evaluation of formal and non-formal competences, skills, and experiences.

Target group Max. 16 youths/young adults in preparation for vocational training, qualification or other measures.

Process Aim, process, and time frame are explained for each participant; Interview partners are chosen; Key questions are introduced and explained; Interviews are conducted (20 minutes for each participant); Results are presented by participants to the rest of the group (7 minutes for each presentation).

Content of the questionnaire

Formal education and work experiences; Activities done in the family; Use of certain devices (e.g. computer); Skills in language (formally and informally acquired); Informal learning and volunteer work; Hobbies.

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5. Methods of competence assessment: Biographical partner interview (iii)

Role of the moderator

Explain the task and the questionnaire; Make sure that the task and the objective were understood by everyone; Be on hand for follow-up questions while staying in the background during the interviews; During the presentations, explain terms which may not be understood by everyone; Make sure that non-vocation-related experiences are kept at minimum while vocation-related experiences are highlighted; Ask if the interviewed person feels adequately presented.

Evaluation Open evaluation in two small groups; Presentation by the participants; Participants add to their partner’s presentation and rectify it, if necessary.

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Overview

Example 1: Documenting vocational education and training

Example 2: Documenting work experience Example 3: Documenting informally acquired skills


5. Methods of competence assessment: Expert-assisted self-evaluation (i)

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5. Methods of competence assessment: Expert-assisted self-evaluation (ii)

Objectives

Gain awareness of quantifiable professional skills Carry out vocation-related, demand-oriented research regarding a career goal Document existing VET, work experiences and informally acquired skills in a structured way (portfolio) Match existing skills and potentials to job market needs; Learn the methodology to later develop one’s portfolio independently

Target groupyouths/young adults with a preliminary career objective and working knowledge of computers and internet

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Content and process

TIME FRAME 30 minutes: explain aim, process, and time frame, answer questions 3 to 4 4-hours blocks to conduct the exercise enough time in between to obtain necessary documents

STEPS1. Participants conduct a research identify the requirements of the chosen career goal2. Participants document skills on prepared forms (s. examples)3. Reports are supplemented by certificates and reference letters if possible;4. Job market requirements are matched to a person’s skill set and capabilities during individual consultations;5. Confirmation of the chosen career goal and/or formulation of supplementary or alternative goals

5. Methods of competence assessment: Expert-assisted self-evaluation (iii)

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Explain objective and separate steps Show how to conduct effective research Assist and advice participants in their individual research Help participants to identify job market requirements from the research material Show how to document their skills and help to identify the most important issues Take notes on the participants they are supervising Help to match existing skills with market requirements and to formulate the career goal.

Evaluation Participants are consulted regularly during the process A summarising counselling interview in the end

5. Methods of competence assessment: Expert-assisted self-evaluation (iv)

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5. Methods of competence assessment: Expert-assisted self-evaluation (v)

Example 2: Documenting work experience

Employment in an industrial processing company

My tasks were:- cutting unplaned lumber on a stationary circular saw for further processing on a

planing machine (raw cut)- cutting unplaned lumber on a stationary circular saw for a production line (mass

production of solid wooden legs) - cutting wood-based material (chipboard) for the mass production of cabinets

My responsibilities included: selection and assembling of tools, tool change, set-up and maintenance of machines and machine tools, as well as storage and transport of cut materials

at: Büromöbel GmbH city/country: Germany

Time period from: 09 / 2006 to 04 / 2008

This entry confirmed by a certificate of employment and letter of reference by the employer was attested on: 17.02.2011

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5. Methods of competence assessment: Observed group exercise „Building a town“ (i)


Overview

Instructions for participants Instructions for moderators

Observation and evaluation form on social competencies Overall evaluation (mean values of the observations of all

observers) Evaluation talk with the participant

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Assignment for the group:

“Imagine you are a team of urban planners and architects. Next year a small town is to be built near your town. You have been asked to plan the town and construct a model of it. Keep in mind that a few thousand people will live and work in this town, that they will need various public facilities and want a variety of leisure time activity venues.”

Material (cardboard, construction paper, cartons,

cloth scraps, glue, markers etc) is provided.

5. Methods of competence assessment: Observed group exercise „Building a town“ (ii)

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5. Methods of competence assessment: Observed group exercise „Building a town“ (iii)

Objectives Identify personal and social competencies as well as motor and methodological skills; Improve self esteem.

Target group Group of 8-12 youths/young adults.

Content of the observation

Personal competences: planning, ability to learn, concentration, independence, motivation, stress resistance etc; Social skills: team work ability, communication skills, conflict resolution; Methodological competences: e.g. multilingualism; Psychomotor skills: motor skills, reaction rate etc.

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5. Methods of competence assessment: Observed group exercise „Building a town“ (iv)

Process Discuss content and objective of the task; Form groups of 3–4 participants; Working in small groups; observation of the participants by at least 2 assessors / filling in observation sheets (2 hours); Present group results; Group evaluation: Quality assurance; Observers’ conference to gather observation results; Individual feedback talks with participants; Summary of results as part of a general certificate.


Explain the aim and the sense of the exercise with regard to the points being observed; Set up work groups, assign the observers, and working space to the groups; Make sure the observer stays in the background and remains neutral.

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5. Methods of competence assessment: Observed group exercise „Building a town“ (v)

Evaluation Self- and peer evaluation as well as feedback of the group on the whole process; Evaluation using a list of criteria in the observers’ meeting; Feedback talk with each participant strength and weaknesses profile

Content of the feedback talk

General satisfaction with the task and perception of the observation situation; Evaluation of the group work; Work process: planning, decision making, use of material; Personal contribution to the overall result; Discrepancies between self and second-party observation; Possible significance of the talk for career decision making.

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Overview

Task / work sheet


Evaluation form

5. Methods of competence assessment: Test of basic computer and media skills (i)

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Going on holiday? And you have no idea what to do with your cat?

What about:

Sommerfeld Cattery

We’ll make sure your cat gets lots of tender loving care!

Visit us at: Linden Avenue 4 or phone us at: 987 654

Contact: (< your name >)

5. Methods of competence assessment: Test of basic computer and media skills (ii)

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The task:

„Create a leaflet in a Word document. Design and format the text as shown in the picture.“


5. Methods of competence assessment: Test of basic computer and media skills (iii)

Objectives Assess skills in using word processing software and internet.

Target group For youths/young adults in preparation for a training programme or employment with basic knowledge in computers and internet.

Process Aim, process, time frame and assessment criteria are explained; The test is implemented (45 minutes); Evaluation by the moderator or other individuals.


Explain the sense, process, and assessment of the test; Make sure participants work individually; Answer only questions regarding the understanding of the task; Provide help on technical problems.

Evaluation Assessment according to set criteria. Individual talk to review test and assessment.

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5. Methods of competence assessment: Test of basic computer and media skills (iv)

Test for basic computer and media literacy – Evaluation Points

Text- completeness (max. 1 point)- spelling (max. 1 point)

2

Format(according to template)

- font size / font (max. 1 point)- emphasis / highlighting (max. 1 point)- borders (max. 1 point)

3

Readability - readability of text (contrast) 2

Graphics / Image

- right size (max. 1 point)- correct positioning in the background

(max. 1 point)- attractiveness of graphics / image

(max. 1 point)

3

Maximum total 10

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Assessment scale: 9 to 10 – excellent; 7 to 8 – good; 5 to 6 – satisfactory; below 5 points – help needed.



Example 1: Certificate – summary of assessment results

Example 2: Recommendations

5. Methods of competence assessment: Certification and reports (i)

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5. Methods of competence assessment: Certification and reports (ii)

Less standardised in Germany Results of the assessment process are discussed and determined in

a meeting of all involved counsellors or moderators

Certificate includes (example 1): - Information on basic methodological competences, skills in language and IT

as well as social, personal, and other methodological competences hard and soft skills

Recommendation includes (example 2):- Information on education and work experience

- Formulated career objective

- Evaluations and recommendations regarding participant’s career objective, employment perspectives, and further development

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GIB Gesellschaft für Innovationsforschung und Beratung mbH1 Toolbox Competence Assessment...

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