IPSERA job ads paper w136

Challenges for Educators in PSM-CurriculaStek, Koch, Zunk and Schiele, 10-12 April 2017

Challenges for Educators in PSM curriculaQuest for closing the gap with employers’ requirements

Klaas Stek, Volker Koch, Bernd Markus Zunk and Holger Schiele

This report is intended exclusively for employees of the client. Its distribution, quoting of its contents and reproduction – complete or in part – for the purpose of conveying it to a third party requires the prior written consent of Universiteit Twente.

The text and graphics summarised here have been used in the course of a presentation; they do not represent a full documentation of the event.

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Context : P/SM Competencies

PERFECT project : towards a P/SM curriculum

Methodology: 300 European job ads & literature review

Results: Similarities and cultural / structural differences

Conclusions & recommendations

Agenda

Agenda



Explicit knowledge Tacit Knowledge

• explicit, codified, ‘hard’ book knowledge • “know-what”• ‘public goods’• e.g. knowledge of subjects like ‘cost management’, ‘lean principles’ or ‘law and regulations’

• unspoken, tacit knowledge - ‘experience’• “know-how”• 90% of knowledge in organisations is tacit• hard to copy or steal• e.g. negotiation experience• 50% of decision-making is tacit

Context - P/SM Competencies

Skills and knowledge

Hard skills Soft Skills

• professional and technical skills • e.g. handling a computer,

being able to work with MS Excel

• non-technical skills aim • e.g. social skills, decision-making,

time management and problem solving

Sources: Fawcett and Rutner (2014), Birou et al. (2016), Shou and Wang (2015), Giunipero and Pearcy (2000), Mulder et al. (2005), Tassabehji and Moorhouse (2008), Nonaka, (1994). Smith (2001), Shub and Stonebraker (2009), Giunipero et al. (1999), Polanyi (1958), Polanyi (1966), Jasimuddin et al. (2005), Nonaka and Takeuchi (1995)



Internalizationfrom explicit to tacit

(access to codified knowledge, goal based training)

Externalizationfrom tacit to explicit

(writing it down, creating metaphors, modelling)


Knowledge Spiral: transformations from and to tacit and explicit knowledge

Source: Nonaka (1991), Nonaka and Takeuchi (1995)

Combinationfrom explicit to explicit (sorting, adding, categorizing,

codified information)

Socializationfrom tacit to tacit

(observing, teamwork, sharing experiences, imitating)

TO: TACIT KNOWLEDGE TO: EXPLICIT KNOWLEDGE

FROM: TACIT KNOWLEDGE

FROM: EXPLICIT

KNOWLEDGE



• No harmonised PSM curriculum Explicit knowledge - (business & P/SM know-what, e.g. knowledge theories)

Explicit knowledge - (business & P/SM know-what, e.g. knowledge theories) Tacit knowledge - (business & P/SM know-how, e.g. decision-making) Soft skills - (e.g. interpersonal skills, teamwork, creativity)

Needs of firms:

• Translate P/SM needs of firms into curricula Developing skills of student (future P/SM staff) Standardizing of harmonizing P/SM curricula

Closing the gap:


Literature on ‘PSM Business Schools vs. PSM practice’

Source: Birou et al., 2016; Dubey and Singh, 2009; Jim Wu et al., 2013)

Learning objectives of schools:

GAP

Online Job advertisements

important source of highly up-to-date practical available data gives good understanding what employers do require from employees.








Agenda

Agenda



Project PERFECT – Purchasing Education and Research for European Competence Transfer

Project LeadUniv. Prof. Dr. habil. Michael Henke, TU Dortmund

Project Term01-09-2015 to 31-08-2018

Project Objectives/MilestonesPSM Skill ConceptCompany CasesSurveyHarmonized European purchasing curriculumSkills self-assessment toolMassive Open Online Course (MOOC)

PERFECT: towards a P/SM curriculum

PERFECT project - details




Aim:PSM skills conceptBasis for the later Intellectual Outputs of the project

Structure:

PERFECT project – Intellectual Outputs




PERFECT project – output links








Agenda

Agenda



Different cultures On basis of Hofstede’s Cultural Dimensions Two methods of measurement

Cluster analysis (Kale, 1995)

Methodology

Three distinct different cultures

Source: Hofstede (1983b), Kale (1995), Kogut and Singh (1988)

Austria, Belgium and the Netherlands

Cultural Distance Index (Kogut & Singh, 1995)

Cluster 1: Austria, Germany, Switzerland, UK, Ireland and Italy Cluster 2: Belgium, France, Greece, Portugal, Spain and Turkey Cluster 3: Netherlands, Denmark, Finland, Norway and Sweden

Equation: All countries have large Cultural Distance Indices



important source of highly up-to-date practical available data gives good understanding what employers do require from employees.

Online Platforms:

Methodology

Online job ads.

Source: Birou et al., 2016; Dubey and Singh, 2009; Jim Wu et al., 2013, Beasley and Schumacker, 1995; García-Pérez and Núñez-Antón, 2003 )

Online Job advertisements

Cell-wise Residual Contingency Analysis in SPSS 22

squaring the individual Adjusted Residual per cell of the Cross Tabulation P-values were calculated subsequently H0 is: the distribution of averages per skill is equal in the three countries. HA is: the opposite. Alpha is set on 0.05



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mapping in KODE®X skills model

comparing datasets

Source: own graph

Methodologysteps in the proces of comparing skills in online P/SM job ads in Austria, Belgium and the Netherlands and in literature

300 P/SM job skills A, B & NL Differences (culture

and structural) & similarities

Conclusions recom-mendations

Online platforms on search term ‘buyer’ in different languages

Cluster analyses

29 scientific articles P/SM on skills and competencies (1987 – 2014)



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Source: © 2009 Prof. Dr. V. Heyse, Prof. Dr. J. Erpenbeck (adam-europe.eu).








Agenda

Agenda



PageName of presentation00_PR_Topic

Limit of illustration

Frame

Source: 9 Points








Agenda

Agenda



Message title

Topic title

Source: 9 Points

• In the next meeting we will distribute the topics for your paper (to be prepared till November, 5 th) - details will be presented next week

• Till Sunday night please send me your top three topics (via e-mail, numbered from first choice to third best)

• Please also form groups which are going to prepare the papers (and a PowerPoint presentation). 2-3 persons would form a team

Holger Schiele:

General rule: slides should be understandable for person not present during the presentation. Thus, use enough text, but do not exceed (rule of thumb: no more than 12 lines per page). You can use the bold mode to highlight keywords



Example text

Title

Source: 9 Points

• Key message- Argument 1- Argument 2

• Key message- Argument 1- Argument 2

Figure

Text Text



Porter-arrow Porter-arrowhighlighted

Source: 9 Points

1) footnote 1 2) footnote 2

Time

Standard graphical elements

Bubble

Holger Schiele:

Avoid colours (print-out mostly black / white, so only use either black/white/gray or the selection of blue colours!)



Innovative clusters are characterised by local industry agglomerations with intensive regional co-operationOptical industry in Wetzlar

One quarter of the industrial workforce in the Wetzlar region is employed in the 60 firms of the optical industry

More than half of the firms are engaged in regional co-operations, which have been rated as very satisfactory

Source: Moßig / Klein (2003)

Holger Schiele:

Summarise the key message in the heading (message title; like the heading in a term paper)

Holger Schiele:

Brief description of the topic (topic title)

Holger Schiele:

Do not forget the sources. Rule: no slide without a source

Holger Schiele:

Text size 14 pt (always), headings 22 pt (italics), footnotes 9 pt, i.e. only 3 different sizes



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PERFECT: Purchasing Education and Research for European Competence Transfer

Germany: TU Dortmund, Hochschule Mainz, Great Britain: Staffordshire UniversityFinland: Lappeenranta University of TechnologyNetherlands: University of Twente

European project

Designing a European P/SM curriculum A MOOC will be set online with the launch of the curriculum

Project objective

What are the needs of future P/SM professionals?How can we train them best for the future?

Main issues


Introduction to the PERFECT project

Source: PERFECT White Paper



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Source: PERFECT White Paper


Structure of the PERFECT project outputs

Academic literature

P/SM job ads: A, B & NL

Practitioner models

Future skills Education Landscape

Competency model

Maturity skills model

Education Gap analysis

output 1 output 2 output 3

cultural differences


IPSERA job ads paper w136

Education

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