Netwerkbijeenkomst HAN/Fashion Supply Chain

Management

Resultaten Mode Onderzoek

24 April 2012

Doelstellingen

Resultaten Mode onderzoek delen en valideren met supply chain managers uit de mode branche

Achtergrond mode-onderzoek

ELP onderzoek (fase I en fase II), door Stef Weijers, Reinder Pieters en Hans-Heinrich Glöckner

Mode onderzoek, door Stef Weijers, Henny Jordaan, Hans-Heinrich Glöckner, Rita van der Veen

Hoofdvragen mode onderzoek

Welke competencies hebben supply chain professionals nodig, niet alleen in termen van kennis en vaardigheden, maar ook en vooral in termen van beroepshouding?

Hoe worden deze competencies in de praktijk ontwikkeld?

Op welke manier kunnen we dergelijke competencies in de opleiding Logistiek en Economie (aan de HAN) nog beter ontwikkelen?

Onderzoeksopzet Interviews met 20 supply chain managers in de

mode industrie met vragen over: Opleiding, inhoud en niveau van de functie Competencies, die nodig zijn om in de functie

succesvol te zijn kennis en vaardigheden gedragscompetencies

Het verwerven/ontwikkelen van de competenties: kennis/vaardigheden gedragscompetenties

Focus – waarom in de mode?In de mode industrie zijn algemene supply

chain trends al werkelijkheid:sterk gedreven door consumentenvraag –

onvoorspelbaardoorgaans korte productlevenscycliglobale ketensICT van groot belanghoge eisen aan reactiesnelheid, flexibiliteit,

leverbetrouwbaarheid en servicegraad.

► Sterke Supply Chain Managers nodig!

Resultaten

Opleiding; inhoud & niveau van de functieBenodigde kennis & vaardigheden en

gedragscompetentiesHoe zijn kennis & vaardigheden en

gedragscompetenties verworven

Opleidingsniveau van de geinterviewde SCM-ers

7

11

12

Universiteit (Master)HBO (Bachelor)MBOVoortgezet onderwijs

8

Positie van de functie

3

8

9

1

Directeur / EigenaarLid managementteamAfdelingsmanagerAnders

9

Verantwoordelijkheidsgebieden

Resultaten

Opleiding; inhoud & niveau van de functieBenodigde kennis & vaardigheden en

gedragscompetentiesHoe zijn kennis & vaardigheden en

gedragscompetenties verworven

Benodigde kennis & vaardigheden

Field of knowledge Nr. of times mentioned

Essential Business economics 17 Information and communication technology

(ICT)16

Warehouse Management 13Very important International trade/customs procedures 11 Commercial knowledge 9 Knowledge of processes and process control 8Important Transport 5 Purchasing 5 Performance indicators 4 Recent technological developments 4 Overview of the chain 4

Belangrijkste gedragscompetenties

Analytisch denken (AT)

Flexibiliteit (FLX)

Resultaten en Actie

Zelf controle (SCT)

Conceptueel denken (CT)

Communicatie op verschillende niveaus

Initiatief nemen (INT)

Zelfvertrouwen (SCF)

Informatie zoeken (INF)

Inzicht in interpersoonlijk interactie(IU)

0 2 4 6 8 10 12 14

9

9

10

10

11

11

12

12

13

14

Resultaten

Opleiding; inhoud & niveau van de functieBenodigde kennis & vaardigheden en

gedragscompetentiesHoe zijn kennis & vaardigheden en

gedragscompetenties verworven

Gevolgde vakinhoudelijke cursussen

Technical courses Number

Important

ICT 4

Financial indicators (EBIT, quick ration etc.) 3

Other (in alphabetic order) ABC Analysis 1 Activity Based Costing 1 APICS 1 Employment Law / “How To Deal With The Worker’s

Council “ 1 Import/Export Documentation 1 Project Management 1

Gevolgde cursussen op het gebied van persoonlijke ontwikkeling

Personal development courses Number

Important leadership/management skills 7 change management 4 performance reviews 3 negotiation skills 2

Other (in alphabetic order) conflict management 1 consulting skills 1 difficult conversations 1 effective communication and presentation skills 1 personal effectiveness, time management 1 report writing 1 sales training 1

Hoe leerden de supply chain managers hun vak?

Studie werd gezien als ‘entry ticket’ om tot een bepaalde start functie te worden toegelaten

‘Gaten’ in kennis of vaardigheden werden ad-hoc door cursussen opgevuld

Leren wat supply chain management inhield, gebeurde in de praktijk, o.a. door feedback van mentoren, collega’s en medewerkers

Voorzichtige conclusie: Leren van management is vooral een sociale,

contextgebonden activiteit

Vraag 1

Als een diploma in de praktijk niet meer was dan een toegangsbewijs tot een bepaalde functie en het leren van managementgedrag met name in de praktijk gebeurt, wat betekent dat voor onze opleiding LE? Kunnen/moeten we meer praktijk opnemen in de

opleiding? Kunnen/moeten we meer ‘uit de bestaande

praktijkervaringen halen’ Kunnen/moeten we meer studenten het duale traject

laten volgen (analoog Duitse ‘Berufsakademie’)? ……..

Literatuur Bass, B. M. (2008), The Bass Handbook of Leadership. New York: The Free Press, Bourdieu, P. (1990). The Logic of Practice. Cambridge: Polity Press De Vries, G. (1995). De ontwikkeling van wetenschap. Groningen: Wolters-Noordhoff Dreyfus, H.L., Dreyfus, S.E. (1986). Mind over machine. New York: the Free Press Flyvbjerg, B. (2001). Making Social Science matter. Cambridge: Cambridge University Press Haslam, S. A., Reicher, S.D., Platow, M.J. (2011). The New Psychology of Leadership. Hove: Psychology

Press Hill, L. (1992). Becoming a manager: mastery of a new identity. Cambridge: Harvard Business School Press Illeris, K. (2009). Contemporary Theories of Learning. Abingdon: Routledged Khurana, S. (2007). From Higher aims to hired hands. Princeton: Princeton University Press Mead, G. H.,(1934) Mind, Self and Society. Chicago: University of Chicago Press. Mintzberg, H. (2011). Managing. Harlow: Pearson Education Limited Mintzberg, H. (2004). Managers not MBAs. Harlow: Pearson Education Limited Stacey, R., (2007) Strategic Management and Organizational Dynamics (5 th edition). London: Financial

Times/Prentice Hall Raven, J., Stephenson, J. (2001). Competence in the learning society. New York: Peter Lang Publishing Seegers, J. (2008). Leren van leiderschapscompetenties. dare.ubvu.vu.nl/bitstream/.../seegers%20bw

%20pdf%20uitgever.pdf Wenger, E. (1998). Communities of Practice. Cambridge: Cambridge University Press

Wat is een competentie – Spencer & Spencer - 1

Gedrag is zichtbaar, en wordt beinvloed door skill, knowledge, self-concept, trait en motive

Skill

Knowledge

Self - concept

Trait

Motive

Skill

Knowledge

Visible Trait, motive

Self- concept

Attitudes, Values

Surface; Most easily

developed

Core Personality; Most difficult

to develop

Hidden

Overzicht naar competentie clusters (Spencer & Spencer)

39

3123

20

18 14

Resultaat en ActiePersoonlijke effectiviteitKennis en begripManagementHelpen en serviceImpact & Inlvoed

Spencer & Spencer – dictionary for generic competencies1. Achievement Orientation (ACH)

Core: Does the person think about meeting and surpassing goals and taking calculated risks for measured gains?

Other terms : Results orientation, efficiency orientation, concern for standards, focus on improvement, entrepreneurship, optimizing use of resources

2. Analytical Thinking (AT)

Core: Does the person understand cause-and-effect chains and relationships?

Other terms : thinking for youself, practical intellicgence, analyzing problems, reasoning, planning skill

3. Conceptual Thinking (CT)

Core: Does the person match patterns? Assemble many pieces into a coherent whole? Create new ways to look at things?

Other terms: use of concepts, pattern of recognition, insight, critical thinking, problem definition, ability to generate theories

4. Concern for order: (CO)

Core: Does the person have an underlying drive to reduce uncertainty in the surrounding environment.

Other terms : Monitoring, Concern with clarity, desire to reduce uncertainty, keeping track

5. Customer Service Orientation (CSO)

Core: Does the person act on behalf of the person being served?

Other terms: Helping and service orientation, focus on the client’s needs, end-user focus, attention to patient satisfaction

6. Developing Others (DEV)

Core: Does the person work to develop the long-term characteristics (not just skills) of others?

Other terms: teaching and training, assuring subordinates’ growth and development, coaching others, realistic positive regard, providing support

7. Directiveness (DIR)

Core: Does the person set firm standards for behavior and hold people accountable to them?

Other terms: decisiveness, use of power, use of aggressive influence, taking charge, firmness in enforcing quality standards, classroom control and discipline

8. Flexibility (FLX)

Core: Can the person change gears or drop the expected task when circumstances demand it?

Other terms: adaptability, ability to change, perceptual objectivity, staying objective, resilitence

9. Impact and Influence (IMP)

Core: Does the person use deliberate influence strategies or tactics?

Other terms: strategic influence, impression management, showmanship, targeted persuasion, collaborative influence

10. Information Seeking (INF)

Core: Does the person go beyond the obvious and seek out information?

Other terms: problem definition, diagnostic focus, customer/Market sensitivity, looking deeper

11. Initiative (INT)

Core: Does the person think ahead of the present to act on future needs and opportunities?

Other terms: Bias for Action, Decisiveness, Strategic Future Orientation, Seizing opportunities, Being Proactive

12. Interpersonal Understanding (IU)

Core: Is the person aware of what others are feeling and thinking, but not saying?

Other terms: listening, sensitivity to others, awareness of others’ feelings, diagnostic understanding

13. Organizational Awareness (OA)

Core: Is the person sensitive to the realities of organizational politics and structure?

Other terms: Playing the organisation, bringing others along, awareness of client organizations, using chain of command, political astuteness

14. Organizational Commitment (OC)

Core: Does the person choose to act in accordance with authority, organizational standards, needs, and goals?

Other terms: business mindedness, mission orientation, vision, commitment to the command’s mission

15. Relationship Building (RH)

Core: Does the person take effort to build a personal relationship?

Other terms: networking, use of resources, develops contacts, personal contacts, concern form customer relationships, ability to establish rapport

16. Self-Confidence (SCF)

Core: Does the person take on risky tasks or conflicts with those in power over that person?

Other terms: decisiveness, ego strength, independence, strong self-concept, willingness to take responsibility

17. Self Control

Core. The ability to keep emotions under control and to restrain negative actions when tempted, when faced with opposition or hostility from others, or when working under conditions of stress

Other terms: stamina, resistance to stress, staying calm, being not easily provoked

18. Team Leadership (TL)

Core: Does the person lead groups of people to work effectively together?

Other terms: taking command, being in charge, vision, group management and motivation, building a sense of group purpose, genuine concern for suboridnates

19. Teamwork and Cooperation (TW)

Core: Does the person act to facilitate the operation of a team of which he or she is a part?

Other terms: group management, group facilitation, conflict resolution, managing branch climate, motivating others

20. Technical/professional/managerial expertise

Core: includes both the mastery of a body of job-related knowledge and also the motivation to expand, use and distribute work-related knowledge to others

Other terms: legal awareness, product knowledge, expert-helper image, diagnostic skill, commitment to learning

21. Integrity (ING)

Core: Does the person act in line with beliefs and values even when it is difficult to do so?

Spencer & Spencer clusters of generic competencies, competencies and scales

Generic competencies Achievement and Action

Achievement & Action (ACH Concern for order, quality and accuracy (CO) Initiative (INT) Information seeking (Info)

Helping and human service Interpersonal understanding (IU) Customer service orientation (CSO)

Impact & Influence Impact & Influence (IMP) Organizational awareness (OA) Relationship building (RB)

Managerial Developing others (DEV) Directiveness: Assertiveness and use of positional power (DIR) Teamwork and cooperation (TW) Team Leadership (TL)

Cognitive Analytical thinking (AT) Conceptual thinking (CT) Technical/Professional/Managerial expertise (EXP)

Personal Effectiveness Self control (SCT) Self confidence (SCF) Flexibility (FLX) Organizational commitment (OC)