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Reshaped Partnerships for Competitiveness and Innovation Potential in Mechanical Engineering (RePCI)

Public Reporton

WP3 - Competency Coaching Concept

Experiences

The European Commission support for the production of this publication does not constitute endorsement of the contents which reflects the views only of the


authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.


WP3 - Competency Coaching ConceptDeliverable number: D3.6.2

Title: Experiences from Competency Coaching Concept

Type of outputs/products/results: Report

Dissemination level: Public

Introduction

The Work Package 3 (WP3) of the RePCI project was entitled Competency Coaching Concept. The main goals realized in this WP were:

- Converting the development of know-how and skills in companies to a systematic, continuous and natural part of operation in companies, based on the Competence Coaching Concept;

- Training of selected persons of companies as Competency Coaches based on newly developed, special teaching material and methodology, in order to be able to identify the learning needs of company´s staff;

- Creating and implementing - in cooperation with staff of HEIs - flexible in-company education solutions that fit to the business idea and improve the competitiveness;

- Getting experience from the different possibilities and ways of learning at work for both staff of companies and HEIs;

- Strengthening the mutual understanding between companies and HEIs and deepening and broadening the relationships and cooperation in different levels of action.

The Competence Coaching Concept was introduced into practice in one Romanian company P6-Prototip and in two Hungarian companies, P8-Konecranes and P9-FUX. All three companies are SMEs and all three have the main object of their activities related to general mechanical engineering.

Prototip offers a large variety of mechanical processing like shaping/ turning, different milling, rectifications, accuracy processing, combined processing, executions in parts of ensembles and execution of metallic structures. Konecranes is a Hungarian representative of a multinational company dealing primarily with putting into operation, maintaining and servicing of different types of cranes and lifting equipment, while FUX is producer of a wide range of ropes, cables and conductors.

The aim of this report is to present the experiences and the results of the WP3 - Competency Coaching Concept implementation, following the RePCI project main goal – to raise the collaboration between higher education institutes and companies, especially companies in mechanical engineering, cooperation that can lead to increasing the competitiveness of the companies in this field.

The present report consists in two parts:

- Part 1 – Experiences from the Competency Coaching training programs;


- Part 2 – Experiences from the Competency Coaching pilot programs for companies.

Part 1 – Experiences from the Competency Coaching training programs

The training programs were implemented by:

- P2: Technical University of Cluj-Napoca, Romania, during October – November 2014, for training of the two persons who were chosen to be Competency Coaches (participants) from P6:Prototip.

- P3: University of Miskolc, Hungary, during October – November 2014, for training of two persons who were chosen to be Competency Coaches (participants) from P9:FUX, and during May – June 2015, for training of one person as Competency Coach from P8:Konecranes.

The training materials for training of Competency Coaches consisted from some training materials (in Romanian and in Hungarian) of trainers, and from The Handbook for Competency Coaching (in English), which was specially developed during the first part of the RePCI project jointly by specialists of all project HEI partners and consulting with project company partners.

The training programs consisted in classroom learning – contact days with lectures, games, exercises and group work (6 days in RO, 5 +5 days in HU) and distance/ individual learning, with email support from the trainers (6 days in RO, 8 +6 days in HU). These methods were chosen in accordance with the company human, time and financial resources. At the end of each training program, internal evaluations were made.

In order to evaluate the results of the Competency Coaching Concept implementation, a set of on-line feedback questionnaire were developed. The questionnaire regarding the Competency Coaching training programs had two target groups: the trained coaches and the members of support group from companies.

The on-line feedback questionnaires regarding the training for Competency Coaches consisted in questions for the participants (trained coaches) and for the company support team. All involved persons answered and the main conclusions are:

- The training fitted the company needs (Agree – 100%) and was “very useful” for the company and for the persons involved.

- The trained coaches answered that they are able to apply their knowledge (Strongly agree – 100%).

- The objectives of the training were sound (Strongly agree – 100%) and were met (Strongly agree – 50%, Agree – 50%). The planning of training was in line with the company needs (Strongly agree – 50% Agree – 25%, Neutral – 25%).

- The aspect that can be improved in planning of future trainings is: conducting the training of coaches at the company and not at the university.


- The content of the material was well organized and was easy to follow (Strongly agree – 75%, Agree – 25%) and the distributed materials were helpful (Agree – 100%).

- The aspects to be improved regarding the training materials distributed to the company, mentioned by the company support team are: including even more practical examples in the training materials and translating the Handbook in Romanian/Hungarian language. The selected coaches had no problems in understanding the materials in English.

- During the training: interaction and participation were encouraged (Strongly agree – 100%), it was enough time for questions and discussion (Strongly agree – 100%) and it was offered support for individual study (Strongly agree – 25%, Agree – 75%).

- The factors that helped learning mentioned by the participants: the materials and the practical examples were very helpful.

- The factors that negatively influenced learning mentioned by the trained coaches: too short time for accumulating extensive knowledge and limited time for individual study.

- Other information (suggestions) transmitted by the participants: expanding the training materials and deepening the development of employees’ competencies (participants) until reaching the desired level that is a needed for further development of the company.

As general conclusion it can be mentioned that the training programs for Competency Coaches was were very useful for the companies, but some improvements can be made for the future trainings. These are:

- the training should be conducted at the company and not at the university,- the training should include even more practical examples in the training materials- there is a need for translating the Handbook for Competency Coaching in Romanian/

Hungarian language, and - there is a need for allocating more time for training and for individual study, as the

concept was considered totally new and challenging.

Part 2 – Experiences from Competency Coaching pilot programs for companies

The Competency Coaching pilot programs for companies were implemented accordingly to the Competence management model presented in The Handbook for Competency Coaching. The involved companies were P6:Prototip and P9:FUX. It has to be mentioned here, that due to the later begin of training of Competency Coaches at the partner company P8:Konecranes, the pilot program of competence development will be implemented only after the end of the RePCI project, during October-November 2015, so there are no conclusions yet in this respect.

The process of the two pilot programs followed the recommended stages, as follows:

- I. Identifying the needs for competence change at companies, and- II. Competence development of staff (the Competency Coaching pilot program).


In order to evaluate the results of the Competency Coaching programs for companies special feedback questionnaires were developed, which consisted of questions for the trained coaches, for the trained staff of the company and for the company support team.

I. Identifying the needs for competence change

The process of finding out the needs concerning competence changes was carried out (during May – June 2014 at P6: Prototip, during October - November 2014 at P9:FUX and during May - June 2015 at P8: Konecranes) and the main result for each company was the creation of the Competence Development Map.

The identification of the company needs for competence change was made in each case by the trained coaches, the company support teams and the TUCLUJ/ME support teams. It started from discussions on the company’s strategic business objectives and on the competences need to realize these objectives. During the competency coaching process the company core competencies were identified and the Competence Matrix (CM) for the „current reality” was built – the “key persons” for the companies were identified and there were defined about 20 technical and management competencies. After that, the CM for the „desired situation” according to the strategic objectives was built. At the end, based the two CMs (for current and desired situations), the Competence Development Map (CDM) was created.

All involved persons (trained coaches and company support teams) answered the feedback questionnaires and the main conclusions are:

- The company support teams mentioned as main challenges the assessing of the current employee competencies and the defining of the core competencies for the company.

- The trained coaches mentioned as challenges the communication with and cooperation between employees, and the low level of learning interest for some of the employees.

- The trained coaches have seen the benefits of creating the competencies matrix in identifying the level of employees’ competencies and in setting with accuracy the future competencies and implicitly the needs for qualifications of the company employees.

- The company support teams appreciated the results coming up from the competence management model. They hope that company’s activity can be improved with the development of employees’ competencies.

II. Competence development (Competency Coaching pilot program)

The Competency Coaching (CC) pilot programs, coordinated by the trained coaches, were implemented as follows:

- For P6:Prototip: the competence development pilot program was implemented during February – April 2015. The process of the competence development consisted in two pilot programs based on two trainings supported financially by Prototip, and guided, monitored and evaluated by the trained Competency Coaches and the support teams from P2:TUCLUJ and P6:Prototip.


- For P9: FUX: the competence development pilot program was implemented during February – May 2015. The process of the competence development consisted in three pilot programs based on three trainings supported financially by FUX, and guided, monitored and evaluated by the trained Competency Coaches and the support teams from P3:ME and P9:FUX. Evaluation, including elaboration of a certificate at one of the trainings was performed by an external body (local vocational authority).

Guiding, monitoring and supervising of the Competency Coaching programmes implementation were made during entire implementation time. In this respect working protocols were traced. The trained coaches and the university support teams were involved in guiding and monitoring the implementation, while the company support teams and university support teams were involved in supervising the implementation of the CC programs.

The objectives and the actions/themes of the competence development pilot programs were defined in accordance with the strategic development priorities of the companies.

According to the different types of competences to be developed, the adapted methodology was also different. The methods were chosen in accordance with company human, financial and technological resources. Some examples:

- Classroom training and knowledge sharing through practicing. After each training course or practice period internal evaluations were made with participants point of view, organization point of view and process evaluation.

- Classroom training, individual learning and group learning with case studies. After each session internal evaluations were made with participants point of view, organization point of view and process evaluation.

- Classroom training, individual learning and individual practicing. Theoretical and practical examination at the end of the course.

Regarding the feedback of trained coaches, of trained staff and of company support teams on the CC pilot programs, the followings can be mentioned about:

1. CC pilot program – planning and implementation

- As a general conclusion it can be traced that the CC pilot program implementation presented reduced costs for the companies as they used mainly their own company specialists for trainings, their own facilities, etc.

- The trained coaches were helped in implementing the CC pilot programs by the knowledge they got during the Competency Coaching training program, as well as by having support from the university support teams and by the appropriate planning of the CC pilot program.

However, there were some challenges as well, as follows: a. Challenges faced by the company support teams:

- motivating the trained staff,- limited available time.


b. Challenges faced by the trained coaches in planning the CC pilot programs:- finding solutions to link the competence development program with employees’

daily activities,- the involved employees (trained staff) presented different level of knowledge.

c. Challenges faced by the trained coaches in implementing the CC pilot programs:- managing the communication with the trained staff and the trainers,- managing cooperation between the trained staff.

2. CC pilot program – conducting and supervising

- The objectives and the steps were explained before starting the CC pilot program (Strongly agree – 67%, Agree – 33%);

- The program fitted to the company needs (Strongly agree – 70%, Agree – 30%) and helped the trained staff to improve the professional competencies (Strongly agree – 17%, Agree – 83%). In the same way, the pilot program objectives were met (Agree – 100%).

- The guidance, communication and collaboration between the company support team and the university support team was useful (Strongly agree – 50%, Agree – 50%).

- The cooperation between the involved persons was encouraged (Strongly agree – 25%, Agree – 75%); the learning methods were varied (Agree – 83%, Neutral – 17%); the content was well organized and easy to understand (Strongly agree – 17%, Agree – 66%, Neutral – 17%); practical exercises were useful (Strongly agree – 50%, Agree – 50%) and the program was well planned (Strongly agree – 17%, Agree – 66%, Neutral – 17%); the trained staff are able to apply the learning experience (Strongly agree – 33%, Agree – 67%).

- There were some questions specially addressed to the trained staff, as follows:

a. The pleasant aspects of the CC pilot program:- practical exercises,- getting out of the daily routine,- accumulation of new knowledge,- better knowledge of the colleagues activities,- being able to put in practice the learned things,- professional development,- deepening of knowledge.

b. The less appreciated aspects of the CC pilot program:- long training session (after the working hours),- too many thinks to learn at once,- need for even more practical aspects and less theory.

- The company support team faced also some challenges in supervising the CC pilot program. These are:

a. the novelty of the specific activities, andb. the correct understanding of tasks.


3. CC pilot program – advantages and results

- The company support team mentioned the following advantages of the CC pilot program:a. better trained employees,b. better understanding of competence development need, andc. more responsible employees.

- The trained coaches appreciated the following advantages of the CC pilot program:a. the involved competencies were improved,b. the initial level of competencies was increased, andc. the involved employees became more open minded.

- The experience gained can be used by the company (Strongly agree – 50%, Agree – 50%).

- The company support team also mentioned that:a. is going to develop and implement similar programs for development of other

staff competencies whenever it will be necessary,b. competence development process was useful and challenging, andc. improvements in employees’ competencies are already observable.

Among the chalenges/problems occurred during the Competency Coaching program implementation, the followings can be mentioned:

- participants delays (in few cases), - participants afraid of increasing their job amount;- some lack of experience in teaching for internal trainers;- communication problems.

To overcome these problems, the trained Competency Coaches were guided and supported to use feedback, to identify and find solutions to manage negative emotions and conflicts, to motivate the trainers and the participants.

It is worth to note that there were factors which influenced positively the success of the Competency Coaching Concept pilot implementation program. Based on the internal evaluations, the following levels of success factors can be mentioned:

I. At organizational level: employees – the company has specialists / employees that are willing to share their knowledge in specific competences as well as to acquire more knowledge; technological resources – the company continuously develops its equipment, and continuously upgrades its production facilities for sustainability; activities and timetable – the pilot competence development programs were planned by taking into account the needs in everyday activities of the trained staff, re-organization of shifts, etc.

II. At co-operation level: co-operation and collaboration between the company and the university was directed towards the better understanding between the support team members, between the support team members and the trained coaches, as well as between the coaches and the trained staff. Co-operation became more direct and open.


III. At individual level: probably the most important outcome of this piloting is reflected in the increased motivational factors both at coaches and at the majority of the trained staff of the company. Gaining of new knowledge is reflected at each individual, giving them a feeling of satisfaction and self-esteem.

The developed programs, based on competency coaching approach, have proven to be a real success and contribute in achieving the project goal (increasing competitiveness of the partner company by increasing the employees’ competences). The trained coaches were able to successfully apply the Competency Coaching approach and to gain new experience during the Competency Coaching pilot program implementation. The process of developing relevant competencies of the employees, through the pilot program implementation, led to an increase of the company capacity to respond to current challenges and priorities.

As a result of the experience acquired by implementing of the Competency Coaching Concept, the partner companies aim at developing new, improved Competence Development Maps and at implementing similar programs for development of other competencies if these are necessary in correlation with the company strategy. In this sense, the partner companies have already the advantage of owing experienced trained competency coaches. On the other hand, they got also the collaboration partnerships with HEIs to continue their process for competitiveness and to develop new plans for their next development programs.

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