SKRAT_Country Report Overview

8/3/2019 SKRAT_Country Report Overview

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OVERVIEW OF SKRAT APPROACH, TOOLS AND EXPERIENCES

TRANSNATIONAL REPORT



Institute of Education Sciences – WP 3 OutputGrid Report

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Acronyms

CEDEFOP European Centre for Vocational Training Development

CV Curriculum VitaeCVT Continuing Vocational TrainingCVTS Continuing Vocational Training SurveyEES European Employment StrategyECVET European Credit System for Vocational Education and TrainingEPS Employment Public ServiceESF European Social FundETF European Training FoundationEU European UnionEVT Education and Vocational TrainingHR Human ResourcesHRD Human Resources Development

HRM Human Resources ManagementIB Institutional BuildingICVT Initial and Continuing Vocational TrainingILC Individual Labour ContractLLL Lifelong LearningLWL Lifewide LearningNGO Non-Governmental OrganisationRSSE Recruitment, staff selection and employmentSCLCNL Single Collective Labour Contract National LevelVT Vocational Training




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CONTENT

IntroductionProblems addressed within SKRAT projectExecutive summary

Part I: Synthesis of national stock-tacking reports. Convergent trends and nationalcontexts

Part II: SKRAT- an integrated strategic approach proposed to SMEs

2.1. Place of SKRAT in the overall HRD company policies2.2. Main steps addressed within SKRAT

Part III: Specific tools for implementation of SKRAT approach

3.1. Analysis of existing and forecasted key work processes3.2. Estimating the skills and/or qualifications demand in relation with key

processes3.3. Assessment of skills and/or qualifications supply: turning explicit/formalising the

knowledge and skills of employees involved in key processes 3.4. Identification of skills shortages/surplus and design of integrated interventions

to close the skills gap by enhancing opportunities of learning within company3.5. Overcoming learning barriers

Part IV. Further developments

GlossaryRelevant web resourcesReferences




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Introduction

The current report aims at offering a comprehensive overview of the "Strategic Practicefor know-how retention and transmission within organization" (SKRAT)1 projectapproach. At the same time the report is offering a synthesis of the national reportsaimed at identifying diverse tools and experiences at national and European level, to beused as a basis for developing a practical guide for SMEs in this area.

SKRAT main area of interest is the innovation in company-based policies for knowledgeretention and know-how transfer with a special focus on improving the environment forlife long learning within companies and the management of demographic change. Thereport was elaborated by the following national teams:

- Spain - Fundacion Metal .- Germany – IG Metal - United Kingdom – Entente - Italy - Training2000 - Portugal - CENFIM - Romania – Institute of Education Sciences .

At the same time, the report was receiving the constant support of ISOB, organisationwith the responsibility of coordinating the internal quality assurance activities andprovision of feed-back on the project outcomes. A previous version of this report wasreleased at beginning of September and the feed-back of the co-ordinating institution(Fundacion Metal) and the ISOB offered a valuable input in revising and focusing thereport on the main areas of interest of SKRAT. As pointed out in the feed-back, the firstversion of the report offered an overview of a comprehensive HRD strategy but theintervention of SKRAT had to be contextualised more within such a strategy and take

more into account specific points of of know-how transfer, knowledge retention and thediscussion of the usability of ECVET and similar concepts.

By introducing a set of tools aimed at facilitating the transfer of know-how in the metalindustry, SKRAT's outcomes are expected to contribute to the promotion of innovativeand effective measures at grassroots level for improving learning and informationexchange within companies.

The utility of this report is therefore twofold:

i) on one hand it provides the partnership with a common understanding of theparticular needs of the SMEs in the metal sector from the perspective of

management of their know how resources.ii) on the other hand, the report is offering the back-bones of a strategic

approach for successfully responding to these challenges and a practicalguide for SMEs interested in addressing the challenges of know-howretention and transmission.

1Funded within the Lifelong Learning Programme 2007-2013, PROJECT NUMBER: 142570-LLP-1-2008-1-

ES-LEONARDO-LMP, AGREEMENT No «2008-1939/001-001»




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As the general project, the report is addressing to various target groups, including,among others: employers and employees, mainly working in SMEs in the metal sector;human resource managers involved in turnover processes; experts interested in the

development of learning systems in companies, focused on retention and transfer ofknow-how within the company and companies willing to adopt new methods forenhancing the learning opportunities for their staff.

SKRAT promotes the idea that HRD always turns around the axis motivation – satisfaction – rewards/incentives, staff maintenance and continuing staff improvement with the purpose of increasing company performance and the individual ones. Based onan in-depth analysis of recent experiences and initiatives of companies, the presentreport intends to offer an improved vision about human resources and to contributedirectly and indirectly to:

- national and European initiatives to support HRD (i.e. the creation of a legal-

institutional frame with regard to the labour market policies and CVT a lot morepermissive than the previously existing one – but further perfectible; the ‘comingof age’ of the social partners; the creation of some social dialogue structures atsectoral and local level; increasing the capacity and professionalism of CVTsuppliers, etc.);

- assuring a right balance between the surplus of qualifications and competenciessupply, and the competencies and qualifications deficit, in a series of areas oroccupations, either recently emerged, or characterised by an accelerateddynamics of technological change in the sphere of various industries, includingthe enterprise, collective, social and personal services industry;

- the existing initiatives addressing the important number of individuals graduatingwithout adequate qualification by connecting working skills with enterprise needs.

- predictability gaps regarding medium and long term business development and,consequently, for identifying future needs and hence their dissemination to suchqualification providers, so that the workforce is prepared in due time inaccordance with the moment when it is supposed to act.

Problems addressed within SKRAT

The existing research and the findings of the national stock-taking reports are indicatingthat SMEs are particularly vulnerable in facing the challenges related to:

• the loss of company knowledge and know-how base due to high turnover rates,early retirement and generational changes all meaning knowledge andproductivity loss.;

• high competitiveness and difficulties in adapting to constant changes in theglobalized markets;

• the difficulties entailed by the crisis affecting all economic processes (production,export, consumption etc.)

Under the circumstances of a prolonged economic crisis, marked by several institutional,structural and functional incoherencies and distortions and also by financial resourcesscarcity, all enterprises have been subject to various highly intensive challenges. SMEs




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were in the front-line of the negative developments in the economy, facingunprecedented challenges in all key-areas important for a successful survival on themarket.

Successful human resources planning is closely linked with the strategic planning of anorganization. For a good period of time, HRD at company level, especially SMEs, wasonly a residual concern. Most often it was focused on the impact of restructuring onemployment and social protection of laid-off staff. Very often it was not anticipated andaccompanied by other measures which aimed rendering efficient the company activity.In the absence of such systematically sustained actions, erroneously restructuring wasequated, more or less, to layoffs and unemployment.

At company level, with some exceptions, obviously, no prospective, anticipative thinkingemerge ad hoc , either with respect to business development, or HRD. SMEs arecrucially depending on strengthening their capacity to plan their resources development

and human resources departments of SMEs, where exists, are still weakly staffed withspecialised personnel, with competencies in their efficient management. Managementoften has only limited knowledge of the abilities and competences of older employeesthat extend far beyond the immediate requirements of their work places (as defined bythe occupation standard, job description etc). Knowledge by experience (“Know-How”)spans also areas not directly linked to the job definition of the work place itself.

Companies seem to be more and more interested in getting an accurate picture of thecompetences asset at their disposal, in understanding and controlling better thedynamics of its staff, in assuring the preservation of the relevant know-how in turnoverprocesses, in linking the technological change with upgrading the relevant skills, inforecasting skills shortages and innovative ways of meeting this challenges. However,

the lack of appropriate resources and capabilities are making this interest not to betransformed in concrete interventions.

Therefore, even in the case of companies determined to tackle the turnover process andoffer a special role to aged workers play a special role there are important challengesrelated to initiation, implementation and evaluation of such interventions. Within SME’sespecially it is possible to promote a certain flexibility to phase retirement gradually, andalso to exploit opportunities to call in retired employees on a consultancy basis to dealwith specific skills gaps in an evolving workforce. But this alone could only partly solvethe problem: it is a way of temporarily retaining the know-how but, limited to it, an un-sustainable way of transmitting the know how to the other workers, especially theyounger ones.

Executive summary

National reports are indicating that in the near future, due to important changes (i.e. inthe demography) it will become more and more difficult for companies to cover theirqualification needs externally on the labour market so increasing importance lies with in-house knowledge management systems. The companies, including SMEs should assureon the one hand that knowledge remains inside the companies when employees leavefor retirement, and that on the other hand knowledge necessary in the future will begenerated inside the companies.




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Many companies of the metal suffer a progressive aging of their personnel; youngstersseem to be less attracted by the openings available in the sector and there is a general

sustainability issue in the industrial/metal sector indicated by most of the nationalreports (ES, UK, RO). Despite that fact that national reports indicated initiatives atdifferent level for assisting the companies in coping with the demographic change, theseexamples also demonstrated the lack of a systemic, co-ordinated policies. Most of theseincentives were determined by indigenous pressures to act or by personal/companyengagement. It is therefore necessary for companies to embed a pro-active approach intheir activity and design their own strategies in this area. The main objective to bereached is the increase of aged workers motivation to participate in lifelong learning andremain on the labour market beyond the formal point of retirement (if exists).

Although it is clear that skills and knowledge are passed down from the older generationof workers, the cases of best practices in place for the transfer of “know-how” from older

workers to young apprentices are scarce and rarely are based on a coherent approach.From the policy perspective, it seems to be left for individual companies to decide – andeven to the individuals themselves – if and how this inter-generational learning to beenhanced. At sectoral level the social partners are aware of the turnover situation butthey have not yet defined a strategy to tackle this situation and in many situations theSMEs are not really represented.

Individuals and companies must think of ageing as a lifelong learning anddevelopmental process in which one continuously takes on new life challenges, in linewith one’s interests, opportunities and limitations. Ageing is far more complex than theusual (medical) view of of physical and mental decline and could not be understoodcorrectly without an interdisciplinary approach. In the context of our project, this means

understanding learning as a broad, holistic concept encompassing individual educationand training, but equally, and perhaps more importantly, also entailing participativecollective workplace learning that is actively supported by the employers (CEDEFOP,2006).

Development of the knowledge society is bound to be linked with the development of a‘greying society’. With working place being the most important place of learning, theemployers are under the growing pressure of assuming actively their roles in promotinglifelong learning within their companies and design the work conditions in a way that theopportunities for learning are enhanced and a strong learning culture in the workplace iscreated. Demographic change entails necessarily longer working life (in years) and asksfor changes in the conditions of work that are essential for this. The pivotal point there is

always the quality of conditions of work (issue detailed by the Spanish and the Germannational reports in particular). By means of analysis of potentials at operational level andof the consequences of demographic change requirements for structuring a human workenvironment may be determined being age-adaptable as well as appropriate for therespective age.

For this to be possible SMEs should steadily changing their attitudes towards ageing andits consequences as a first step in fostering in continuous learning and promoting ‘age-friendly workplaces’ that promote learning; employers with a strategic approach of agemanagement investing in the learning culture of the organisation could expect to haveemployees, regardless of age, that are more receptive and reacting better to change,offering the company the needed flexibility for a more competitive and globalized market.




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For all this to happen, first it is essential to make work places more conducive forlearning. Understanding its importance and valuing the added value of interventions is anecessary but not sufficient for SMEs to preserve their know-how and to create the

appropriate conditions for its transfer.

All the national reports are indicating that organisational solutions play a critical role inolder workers’ willingness to continue working, taking into consideration the fact that theytend to relate their competences to personal or individual features and work relatedcharacteristics rather that purely to age. Specific challenges such as “learningresistance” are worrying trends, reflecting the fact that individuals do not see theimportance of lifelong learning for their future employability. The recognition ofcompetences acquired at work could be a strong incentive for engaging in LLL withincompany, especially if experienced workers are involved as part of the learningprovision. Besides formal learning processes informal types as for instance learning-on-the-job systems have to be used. This will entail the need for changing the work

organization so the first necessary step is to stimulate the SMEs to make work-placesmore learning conducive and more aware of their know-how capital and know-howgaps.

The second step is to offer the SMEs a specific set of tools from which to choose from,taking into account the particular situation of the company and the existing lifelonglearning incentives already in place. Today there is a wide array of options for the SMEsin all partner countries, but, due to various reasons (costs, lack of internal HRmanagement capacities, lack of awareness or experience, accessibility, technicalcontent etc.) there is a rather limited experience in this field.

There are many options of available to address the problem of demographic change

and the ageing of the workforce within a company. Capitalizing the points discussedabove, the SKRAT approach is exploring the interventions based on know-how madeexplicit, starting from the analysis of existing and forecasted key work processes. Thebasic assumption is that by engaging in an accurate estimate of the skillsshortages/surplus any company must estimate the skills and/or qualifications demand inrelation with key processes and also must assess the skills and/or the qualificationsupply within the organisation. It will be possible therefore to design integratedinterventions to close the skills gap by enhancing opportunities of learning withincompany and by offering a special role to the aged workers in transmitting and thereforein facilitating the know-how retention within a company. In parallel, the company shouldconduct a range of specific activities for overcoming learning barriers, addressing thechallenges identified above: lack of motivation for engaging in learning and for

development of professional life, lack of motivation for transmitting the competences tothe peers (inter-generational learning), existing prejudices and stereotypes etc.

The report explores a set of tools that are highly relevant for each of this main stepsspecific to SKRAT approach, transferable in a working environment specific to a SME inthe metal sector: It is expected that by an attentive and systematic use of these tools tocreate the internal capacity of the SMEs to transform this activities in a daily HRDroutine. So, SKRAT approach is proposing more than a simple collection of tools,offering an in-depth presentation of the contexts and conditions of using each of this, sothe process, company-related one and a worker-oriented, to influence directly theiroverall managerial and economic performance.




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PART I: SYNTHESIS OF THE NATIONAL STOCK-TAKING REPORTS.CONVERGENT TRENDS AND NATIONAL CONTEXTS




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The activities linked to national research in the partner countries were carried betweenMarch and June 2009, following a methodology agreed during the kick of meeting andrefined in a joint exercise after this event. This methodology aimed at reaching two major

objectives: a) context data gathering on relevant processes at national level and b)tools and approaches identification for development of one practical instrument forSMEs ( a company/employees guide).

The context data gathering was expected to offer to the project the necessarybackground information in relation with the national conditions (existing regulations andpractices trends, recent developments). Using secondary data analysis (mainly based onliterature review - reports, studies and other relevant documents) all the partnersgathered information about the following topics:

- Context of the metal sector (sector profile, employment trends, productivity, skillschallenges)

- Recent trends (at national, sector level) on turnover processes, with a special focus onSMEs in metal sector.- Recent trends on ageing, with a special focus on SMEs in metal sector.-Recent developments (at national, sector or company level) on development ofknowledge management systems based on a competence approach, with a specificfocus on retention/transfer of qualifications/know how within the company.- Development and use of European Credit for VET system (ECVET) in the nationalcontext, with a focus on metal sector.

Even if it was not intended to have comprehensive research report, but data guiding thefurther practical development work, the national reports managed to offer valuable andextensive insights on the issues investigated. The main points of reflection highlighted by

the National Reports are focussed on all these items and will be presented below.

The second focus of the survey was directly related to the activity of methodologies/toolsidentification for development of the company/employees guide. This part is in strongrelation with the LLL incentives at company level, focused on know how transfer andretention. It adds for all the aspects surveyed the question of what methodologies/toolsare in place for competence retention and transfer within a company level and what arethe main results of their use.

The focus on existing researches assures a better understanding of the backgroundcontext of our project. The second part of the report will detail the diverse experiencesidentified (at national, sector and company level) in using different

methodologies/resources/tools for assuring the competence/know-how retention withinthe company and also the inter-employee transfer of these competences.

1. Sector profile

1.1. Metal sector plays an important role in the industries of all partnercountries, both from the perspective of the number of employees and thenumber of companies with main activity in this area. There are howeversome difficulties in cross-country comparison due to the fact that thebranches of industry included in the metal sector are only partly similar.For instance, in UK the metal sector is compound by Basic Metals, Metal




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Products, Wholesale Metals and Scrap, Mechanical and Electrical sub-sectors, in RO by the Ferrous and Non-Ferrous Metals, MachineryConstruction, in PT by Metallurgy and Metalwork, in IT by Machinery and

mechanical tools production, installation and repair etc.

1.2. The SMEs are representing a very large share of the companies active inthe metal sector. They account for more than 95% out of the total numberof companies in this sector in all partner countries, with the highest sharein UK, ES and IT. For instance, in Italy the industrial enterprises in themechanical engineering sector the enterprises with less than 200employees represent 98,5% of the total and account of 43% of the totalemployment.

1.3. Most of these companies are less than 50 employees, with a significant ofmicro-enterprises (less than 10 employees). As indicated in the UK

national report, the fact that the vast majority of the MME sectorestablishments are small has important implications for the workforcedevelopment strategy.

1.4. The metal sector is very important to the economy in the case of allpartner countries the sector, both from the perspective of GDPcontribution and the employment.

1.5. The main stakeholders active in the metal sector are represented bydifferent sectoral structures (Employers, Trade Unions, other professionalorganisations), Governmental Structures and Training providers. There isa very wide typology of organisations and networks, detailed by each

national report.

2. Profile of the workforce and employment trends

2.1. The national reports are indicating that the economic downturn is severelyaffecting the personnel of the companies in the metal sector, irrespectiveof size, turnover or region. Due to the economic crisis, the metal sectorregistered on of the highest rates of redundancy from the industry. Forinstance, in RO the metal industry is facing one of the worse situations,with a forecast of – 69% evolution, which indicates that on average twobusinesses in three are likely to be closed in 2009-2010.

2.2. A large number of companies in the metal sector are expecting that thevolume of hiring personnel to decrease. In RO the perspective isindicating a decrease by 40 p.p. in comparison with the same period lastyear (the highest decrease in the region).

2.3. The personnel turnover is continuing to be one of the highest challengesto the SMEs companies in this sector, but the reasons changed in the lastperiod: while one year and a half ago the companies were struggling tokeep their employees in search for a position in another company, todaythey are struggling to keep their number of employees under theeconomic constrains.




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2.4. Metal sector has a long experience of restructuring in the last decades in

all partner countries. This trend is convergent with the growing share of

services compared to industrial sector and accounts for significantdecrease of available positions. For instance in UK over the period 1984-2004 there has been a net loss of jobs about -577,000 (or -37%)compared with an average net employment gain of 17% across all UKsectors.

2.5. The large majority of the metal sector workforce is dominated by males.For instance, 4 workers out of 5 are male in UK, significantly highercompared to the situation in the rest of the economy.

2.6. The main occupational groups are different from country to country.However, the skilled trades (craft), managers and process, plant and

machine operatives are accounting for the majority of occupations.

3. Competitiveness and productivity in the metal sector

3.1. Although it is very difficult to make a cross-country comparisons of sectorproductivity and competitiveness, the national reports confirms theconcerns that are expressed by various stakeholders regarding theseissues. For instance, the RO report indicates that the privatisation provedto be successful only in some cases while many other companies are stillstruggling to regain their former position on the market, especially the

European one. In another example given by the UK report it is highlightedthat the UK lags behind the US and Europe in terms of productivity on anumber of key measures, the complementary nature of many of thefactors that contribute to productivity growth such as investment in skills,innovation and new equipment reinforce each other and a failures toinvest on one front are undermining improvements from investment onanother.

3.2. The UK report also is pointing out that workforce skills and training arepositively related to productivity performance at sector and firm level andalthough growth in human capital (‘labour quality’) contributes positively toproductivity growth, particularly in terms of research and development

and innovation, it will normally take a relatively long time period for theseimprovements to pay off. Greater investment requires more skilled peopleto operate and maximise the efficiency of new capital equipment. Forinnovation, firms need to be using the latest technology and have peoplewith the right skills to generate and implement.

3.3. The key strategies employed by the industries to maintaincompetitiveness indicated by the national reports are including, amongother: promoting innovation, improving business planning and processes,benchmarking of productivity for the sector against key internationalcompetitors.




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3.4. The need for sector assistance plays an important role, highlighted by allnational reports: many companies, especially the small ones, are not ableto successfully respond alone to the challenges related to HRD

(recruitment, selection, development of the staff). Inter-sectoralcooperation and with other related sectors or larger companies in thesupply chain are trends indicated by UK, DE, ES.

3.5. The need for competitiveness is higher than ever in the periods ofeconomic turmoil and the national reports highlighted the fact that forachieving that companies are more inclined to rationalize their personnel(make employees redundant) and demand higher productivity levels fromit.

3.6. Not only the investment in personnel is diminished. The national reports

are indicating that R&D expenditure for the metal sector increased with alow margin in the partner countries, to a less degree compared with othersectors For instance in the UK the expenditure is only 6% higher in 2005than in 1997 while in the all sectors the average was of 40%.

4. Skills challenges in the metal sector

4.1. The key drivers of skills change in their sector are related to theintroduction of new technologies or equipment, development of newproducts and services, new legislative or regulatory requirements and,

very relevant for our project, the introduction of new working practices .

4.2. Even if not all the country reports found updated information on thattheme, we could identify a trend related to the tendency of smallenterprises in metal sector to declare that they are not seeing real skillschange in the last years and, at the same time, that they are notexpecting any skills change in the near future. On the contrary, themajority of medium and large companies are declaring that they will neednew skills. For instance, the UK report indicates that establishments in theelectrical equipment sector are most likely to see a skills change in thenext 2-3 years and wholesale metals and scrap the least change.

4.3. The need for continued upskilling within the metal sector is indicated byall national reports. Even if in most of the partner countries, the largemajority of employees in the metal sector are having national recognizedcompetence, in UK a relatively high proportion of those working in thissector have no official qualifications (an estimated 14%).

4.4. The main skills cited as lacking in employees were technical andengineering skills at all levels (a problem in the large majority of metalsector establishments reporting skill gaps) were related to areas such as:• CNC machine operation,• Tool setting• Computer Aided Design (CAD)




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• Welding skills• Assembly line/ production robotics• General engineering skills

• Materials Requirement Planning (MRP-II)• Fabrication• Computer Aided Manufacture (CAM)• Metal workers• Computer Aided Engineering (CAE)• General machining

4.5. Unfortunately, the economic strains and the rationalisation of theresources are seen by the majority of the country reports as seriousthreats to the existing efforts of companies to fill the skills gap. Especiallythe SMEs are bind to identify new solutions for compensating thedecrease of resources allocated for enhancing learning opportunities of

their workers within the company. Moreover, as indicated in DE and ESreports, an accurate assessment of existing core competences, includingof the workers close to their retirement period is a must, preventingadditional competences to be lost.

5. Demographic change and age challenge in the metal sector

5.1. The national reports are indicating a strong relationship between thegradual change of the age profile of the workers employed in the metalindustry and the profile of the workforce.

5.2. The age profile of the metal sector workforce is an ageing one whencompared to other sectors in the economy. For instance almost half(46%) of the UK workforce is aged 45-64 compared with 39% the averagein all sectors.

5.3. The age challenge is affecting the metal sector in all partner countries.However, in some of the countries (RO, ES, PT) the average is lowercompared to the other sectors of industry, while in others (UK, PT) theaverage of the workforce aged 55 years of age or older is higher. Forinstance, in PT the workers aged 55 and above are significantly higherthan the European average (50% compared to 43%). In DE is forecastedthat the share of employed people aged 50 to 67 will be – at latest in

2020 – the biggest age group in companies. The share of older, over 50-year-old people in the work force pool will increase from the present 22%to 36% in the year 2020, hence this age group will show an increase ofmore that 50% in absolute numbers while the share of persons older than65 years of the total population will be 29%.

5.4. The employment of the aged workers in the metal sector, as in othersectors is challenged by the voluntary will to leave the active life but alsoby other factors, company-related. Among other examples the nationalreports (RO, D, ES) indicated the tendency of some employers to hireyounger people due to the lower costs, the availability of working long




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hours or the higher resistance to working conditions (stress, physicalstrains etc.) of younger workers.

5.5. The demographic trend indicates that for the near future, this option willbe more and more limited since. As indicated by DE report, demographicchange entails necessarily longer working life (in years) and asks forchanges in the conditions of work that are essential for this. The pivotalpoint there is always the quality of conditions of work and to what degreeis age-adaptable as well as appropriate for a respective age.

5.6. The challenges faced by the ageing workforce have been taken intoaccount in very different contexts: demographic trends, need for anincreased productivity and competitiveness (ES, UK, D). In RO the issueof aged workforce started with the period of the ‘big’ restructuring of theRomanian industry (during the 1990s there were collective redundancies

in mining and the metallurgic industry) when the unemployment rate wasvery high and the unemployed people over 45 years have becomegradually long term unemployed, being unable to reintegrate into thelabour market.

5.7. Another important handicap of the older workers was pointed out in thePT report and is related to the fact that this segment of the workingpopulation has lower levels of qualification and fewer opportunities forprofessional development. Moreover, due to other factors, the olderworkers seem to be less able to face the challenges specific to the globalsociety of information and knowledge of today.

5.8. The national reports are observing a general age challenge awareness inall partner countries. The national reports are indicating that both macroand micro level policies are promoting incentives for individuals to carryon working for longer than has been the case in the past. However, weare far from a strategic approach at company level in the metal sector. AsES report is indicating, in many cases the the implication of thecompanies with the management of the age is merely informal and is re-active (dealing with the situations after they appear, without having a pro-active approach).

5.9. A better understanding of the factors that influence the retirementprocess, the changing nature of these processes, and the mechanisms bywhich older workers can be better integrated into the workforce are someof the issues on the policy agenda indicated by the national reports.

5.10. Some sub-sectors seem to be more prepared than others for the increaseof its older workforce, in general the ones already employing aconsiderable number of older workers and dependent on their skills andexperience. The aged workers are a key for each of the three scenariosdiscussed at national level, indicated in ES report: reforming the pensionsystem to become sustainable; retain the specific know-how of theworkers leaving the company and developing flexible means for theemployees who wish to remain active, regardless their age.




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5.11. Many companies, especially small organisations, are dealing with the

specific needs and requirements of older workers in informal and flexible

ways. Still the reports are indicating widespread stereotypes in relation tothe aged work-force, some related to the level of engagement at the lastpart of the active life, other related to the capacities of older workers tomeet the workplace requirements (i.e. updated skills, flexibility inchanging working patterns, appropriate physical/health condition etc.).

5.12. The ES report indicates that higher the education level and level oftraining, higher is the expected time to remain active (a rich professionallife is more difficult to be suddenly left). In the RO report it is indicated thepositive correlation between age and the prevalence of healthproblems/disabilities can be observed (e.g. 2.0 % of the 25 - 34 year oldsuffered from health problems/disabilities while the respective share was

as high as 9.8 % in the age class 45 - 54 and 14.1 % for the 55 - 64 yearold persons).

5.13. The UK report indicates that the projected increase in older workerswould increase replacement demand due to natural attrition (e.g.retirement) by up to 400 %. Despite such potential for age to become anissue for workforce planning and development the companiesinterviewed did not have specific policies on older workers. In part, thismay be due to the fact that attitudes towards older or more experiencedworkers are very positive, so that age is not seen as a problem.

5.14. Experience tends to be very important in producing quality, ensuring

safety and delivering on time and this was reflected in the recruitmentpractices of the interviewees. However, age and experience areconsidered depending on the type of the job and the expectations of boththe employers and the employees. The appropriate age balance (youngand more mature workers) seems to be an ideal of more and morecompanies, including SMEs in metal sector.

5.15. The national reports are indicating that companies are expressing theexpectation and hope for older workers who are necessary to bring addedvalue to the organisation. The experience of individuals can thus belinked to status and position within a company. In a similar vein, careersuccession in many companies is based on having an understudy in

place prior to a retiree leaving the organisation, thus suggesting thatworkforce planning needs are being addressed and that this mightprovide potential for younger and older workers to learn from each other.

5.16. Similar processes are in place where companies are using the internallabour market and train up individuals to fill senior positions. However, asthe following quote shows, this will depend on the ability to find newrecruits as replacements before a promotion or transfer can be affected.

5.17. It can also become problematic when very experienced individuals haveno formal qualifications, especially if they are released, or their employercloses down as it can then be difficult for them to find new employment.




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There were indications that companies rely on this type of experience butfind it difficult to accredit. There may be various reasons for this, includinga company’s inability to pay for training or lose the individual for the

training period, as well as the reluctance of very experience workers tohave to participate in such training.

5.18. German report states however that older people employed are a socialresult and their ageing during their employment in the company must beseen as a social process; i.e. older people employed do not onlybiologically age, but do age mostly in a correlated way to theirdetermining work conditions – earlier or later. If this aspect is considered,then work and conditions of work must be considered, too, as being co-responsible for ageing processes. Older people employed are to beunderstood a part of a manifold co-operating and learning workforce andnot as a separate group within the workforce. A workforce within a

company consists of distinctive generations. Their individual advantagesmay be put to use for mutual learning within the framework of internal co-operation.

5.19. At the same time, it is indicated in the same report that future personnelstrategies must be geared to inclusion of persons employed into theprocess designing their work, a reasonable mixture of age groups,exchange among generations, appropriate strategies for recruitment,personnel development, work protection, up to the point of developmentof technologies and requirements for their operability and manageability.Instead of increased dissociation in work-processes the scope of workcan be extended by pooling activities and integrating steps of work. By

doing so, persons employed are no longer makeshifts of technicalrationalisation, but technology will be adapted to people. There exist wideareas of freedom for design and reconfiguration of work places that arenot determined by technology itself, but are modifiable. Working time alsoplays an important role in assuring an aged friendly policy.

5.20. Management often has only limited knowledge of the abilities andcompetences of older employees that extend far beyond the immediaterequirements of their work places. Knowledge by experience (“Know-How”) spans also areas not directly linked to the job definition of the workplace itself. Older people dispose sometimes of very sophisticatedstrategies of handling changes in work-life that may be well used for

internal amelioration of work places and work processes.

6. Turnover In Metal Sector

6.1. The high level of turnover is determining personnel needed in all sub-sectors in the metal sector, despite the net decline in employment and thedifficulties in hiring new staff. In ES half of the companies surveyeddeclared that are intending to reduce the personnel, in the majority ofcases (over 75%) by early retirement measure. In UK is forecasted that296,000 employees within the UK metal sectors as a whole over this




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period to replace employees leaving. However some statistics is verylikely to be changed from the moment of the data collection and negativenet balance of employment change to affect some or all occupational

groups in the UK metal sector.

6.2. The national reports are indicating that hard to fill vacancies are mainlydue to a lack of applicants with required qualifications and job specificskills, a lack of applicants with required work experience and a generallack of applicants.

6.3. Employers with a general lack of applicants felt that this was mainly duethe poor image of sector and that there were only a few people left in trade/ small pool of skilled worker s. Nearly half of those employers withrecruitment difficulties had to increase their recruitment efforts. Andretraining existing staff is seen by one of the most important remedies,

together with subcontracting work and starting to look at foreignapplicants/overseas.

6.4. Many companies in metal sector are declaring that the existing level ofthe turnover is having a negative impact on their activity, suffering from aloss of business orders, increased work in progress, restrictions tobusiness development and missed deadlines. As indicated by the nationalreports, all of these factors have a negative impact on productivity andultimately profitability of metal sector establishments. In ES case it isstated that nine of every ten organizations do interviews of exit andapproximately the half has modified the strategy of retention on the basisof the information obtained in this process. Main reasons identified for the

personnel lost are: the pursuit of better opportunities of career, a betterremunerative package, the lack of recognition and the difficulty in thebalance between the personal and professional life.

6.5. PT report is indicating the fact that the most vulnerable companiesaffected by the loss of personnel are the SMEs, as they have much morelimited possibilities to compensate the leaving worker by re-distributingthe tasks to the remaining staff. Also, it indicates that employers aredirectly affected by the situation of the lack of trained workers for theirneeds to compensate the turnover process by retirement of older workerswith more experience. They are asking frequently to training centres formore workers with competences for technical and production areas.Even if it is needed, the substitution of older workers is not done withanticipation of their leaving of the company (i.e. by transferring theknowledge and competences that young workers don’t have yet throughvarious inter-generational learning activities).

6.6. German report is pointing out that until now there are only few companiesdeveloping a systematic strategy as to how the challenges of thedemographic change may be met. In companies there is a need forknowledge management systems enabling them to also cover theirqualification needs in times when the “human resource” of skilledpersonnel is getting scarcer day by day. Besides new personnel recruiting




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strategies, emphasis must be placed on keeping qualifications inside acompany, even when employees leave the company.

6.7. From the perspective of the life-long learning, the national reportsindicated also that the ageing trend could have a negative impact on theinnovative capability of the companies. However, as argued in the DEreport, contrary to current perceptions ageing personnel is in no way thereason for regression or even a sudden break-down of the innovativeabilities of society. It will be rather the intra-company conditions inGermany that will entail that ageing personnel in companies that are notyet geared to an age-adaptable learning job organisation, which is alsoconducive to learning, for their staff member will suffer a decrease of theirinnovative capabilities.

6.8. The occupations that were mostly affected by the economic crisis are

including both highly skilled (due to their high cost) and basic skilled jobs(due to company re-sizing, personnel restructuring): i.e. welders,adjusters, machine operators, design technicians and supervisors.

7. Skills development and learning within companies in metal sector

7.1. The national reports are indicating that due to the economic downturn, theskills shortages will tend to be less indicated by the companies. However,the reported problem of the lack of qualifications and skills will be hiddenwhile the importance of experience will become a favourable factor for

older workers.

7.2. All national reports underlined the need both at policy and at companylevel to link strategies of continuing vocational training with the workprocesses and develop new forms of learning. Vital for this are workplaces that are conducive to learning, as argued by DE report.

7.3. RO, UK and PT indicated that companies in metal sector are reportingdifficulties in organising formal learning opportunities for their staff (i.e.locating courses or training that suited their needs, technical skills, andtraining on specialist equipment and technician type roles werementioned in particular). Employers do not necessarily have the systems

or capacity to undertake training needs analyses that would allow them topick the right people to develop and move on.

7.4. In smaller companies it was reported to be more difficult to keepindividuals up to date with developments but there are means to do thiswhilst keeping the individuals on at work. For one small to medium sizedcompany, this is part of the overall strategy to have a multi-skilledworkforce that allows flexible deployment. Ultimately, this has meant staffdo not have to be made redundant when any particular aspect of thecompany is doing poorly as staff can be used in other areas:




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7.5. The UK report discussed the idea of workability which would considerwork, life and home issues in a holistic manner (concept developed byMaltby 2007) and thus aim to ensure work is balanced and manageable.

This would also result in a rebalancing of education, work and life-stylesand would thus require us to better understand career deceleration.

8. KNOWLEDGE MANAGEMENT SYSTEMS

8.1. There are different knowledge management systems indicated bythe various national reports. The national reports identified thesethree main variables as key factors of influence for the knowledgemanagement: policy level, the company level and the individuallevel. This finding is in close relation with the main levels ofintervention in the case of ageing challenge, as presented in thefigure below:

8.2. The following tables are offering a short overview of the findingspresented by each country:

UK

The 2005 Skills White Paper (DfES 2005) sets out the Government strategy for ensuringthat employers have the right skills to support the success of their businesses and isconsequently of relevance to all employers, including those in the automotive,aeronautical, electronics and marine sectors. The White Paper proposes a number ofkey initiatives:

National Employer Training Programme (NETP, being implemented as Train to Gain);Sector Skills Agreements – bringing together employers and training providers to meet

the future skills needs of the nation;National Skills Academies;Support for adults with free tuition up to the first Level 2 qualifications and advice and

SMEs ( creation andmaintenance of value for the

competitiveness of thecompany)

Individuals/employees (desire of workers to early

retire, to remain active etc.)

Publicpolicy sustainability of thesystem of pensions, the agelimit definition etc.)




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guidance resources via the telephone and web resources; andQualifications and Credit Framework in England which will apply to Wales and

Northern Ireland as well.

The 14-19 Education and Skills White Paper (February 2005) contains some elementsthat could impact on the sector, particularly around the proposals to improve vocationaleducation and develop Diplomas in 14 broad sector areas. SEMTA is currently leadingon the development of the new Engineering Diploma and is also contributing to thedevelopment of the Manufacturing Diploma.

The LSC’s Agenda for Change and Statement of Priorities (Priorities for Success:Funding for Learning and Skills 2006-08, October 2005, Learning and Skills Council, RefLSC-P-NAT- 050558) focuses on the need to reduce the number of adults without aLevel 2 qualification and aims to ensure that provision is demand led, albeit withinfunding constraints. The Skills for Business network is crucial in achieving this, as the

work Sector Skills Councils do with their employers via the Sector Skills Agreements willset out priorities for sectors and will assist the LSC in making the purchasing decisionsthat reflect those needs.

PT

This issue of knowledge management system is starting being discussed with thecreation of a new qualifications process of the formal Vocational and Education Trainingsystem at government level that will facilitate the creation of a knowledge managementsystem within companies based on this national environment. As the majority of

enterprises of the Metal sector are SME’s with an average of 20 employees, there is nota structure of knowledge management system based on a competence approach.SME’s on this sector are facing the changing of generations with retirement processesand the lack of enough young workers trained to substitute the older workers who areleaving by retirement. The development of tools for retention/transfer ofqualifications/know how within the companies as aims of SKRAT Project will give toSME’s of Metal sector very good instruments to tackle these problems and to managethem in a better way.

There are not known systems on SME’s besides the existence of general JobDescriptions based on Contract Agreements between Employers and Unions of theMetal sector and the National Jobs descriptions made by the Government and in

revision process with the introduction of the new Qualifications framework. Moreover,the majority of the SME’s in the metal sector are not aware of a knowledgemanagement systems/competence approach.

SME’s in the metal sector are using the qualifications based on old job descriptionsincluded on Contract Agreements that need to be revised according new developmentsin qualifications framework that is now in development in Portugal. It is forecasted thatEmployers’ Associations and Unions of the metal sector will develop discussions andagreements on the new trends of the Portuguese Qualifications system inimplementation.




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ROThe national survey indicated that the information on the existing practices at companylevel related to the management of their organisational knowledge in the area or metal

sector SMEs is very scarce. While data on general experiences (although not casestudies) are available in relation with the large multi-national companies in metal sector,the situation of SMEs unsystematic and not updated. Therefore the investigation throughsecondary data analysis was not sufficient for identifying how these companies aremanaging knowledge (understood as contextual information, values, experiences andrules) in all of the three important aspects: generation, codification and transfer.

The economic depression is re-positioning the knowledge management systems on theagenda of both decision-makers and employers due to the fact that they are closelylinked with the needs of rationalisation, increased productivity and know-how retentionwithin companies. Therefore it is expected that more data in this area to be available inthe near future.

DE

The emergence of knowledge management models and foremost the disclosure ofcompetences acquired in the work process have again attached more importance tolearning in the work process and a design of work related to such a learning process,recognition, disclosure and evaluation of informally acquired qualifications being thecore.

With the increased significance of learning in the companies the focus is on informallearning during work. Contrary to formal learning informal learning yields a result without

prior striving and organising for this goal. Informal learning may be considered aslearning by experiences when experiences lead into reflexions and conscious learningprogress or else as sensory perceptions implicitly and unconsciously result in learningprocesses. But independently as to which extent experiences are reflected or not it is tobe noted that informal learning has a crucial impact on learning during the workprocess.

Due to changed forms of work organization, work content and work processes, recentperceptions of benefits for learning up to the discussion of humanisation of work have tobe started and carried on further. From an individual and professional perspective thequestion of designing work so that it is conducive to learning has to be linked also withprotection aspects regarding the use of one’s own manpower and a proper

development. The form of work that is beneficial for learning and competence has to bedesigned with close links to standards of quality and vocational education and trainingcourses.

Continuing vocational training on the job in its true meaning only exists when in theseforms of learning and working informal, respectively learning by experience, isintentionally linked to organized learning. Else the cited disadvantages of learningduring the work process will be experienced. Only linking of learning by experience andformal respectively organized learning extends and enhances work places and workprocesses by articulation of learning and worker-oriented view points.

Even though such forms of learning and continuing vocational training are prevailing in




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single companies, they are not widely spread and developed in general. The reason isthat on one hand criteria of proven continuing vocational training within the context ofthe wok process are not yet sufficiently identified and assorted, but also that companies

ask whether learning for the companies own needs might not be covered by groupwork, project work and job rotation. These forms of organization are also distinguishedby using systematically learning processes during and for working on tasks, hencesolving problems, asserting quality and deciding about possibilities of disposition. A highintensity of work and work pressure may be easier enforced in these forms of work;learning is here unilaterally tied to economic targets.

It can be assumed that the trend for learning in work that exists for years now willcontinue for quite some time to come. Yet despite of all positive aspects concerningdesign of learning ambiances at work there are two aspects not to be forgotten: there ison one hand the tendency that innovations in companies get under pressure by marketcompetition and cost savings. So learning at work and recently created learning

ambiances increasingly get under external pressure. Learning may be narrowed toimmediate operational use and be suppressed by goal-oriented and competitionenhancing actions. On the other hand from an educational-political point of view anarrowing of development of competences to intra-company places of learning isuntenable. This would mean a disconnecting from structures of the general educationsystem and affect the possibilities of professional promotion by means of certifiedexaminations or of general educational certificates. Against this background allapproaches for connecting informal and formal learning processes gain additionalimportance if this connection is reaching beyond places of learning and ambiancesinside companies to places of learning outside companies and to the educationalsystem of schools and universities.

ESThe Training Reference specifies the Training Itinerary and the Training Modules,organized in terms of its General Objective, Specific Objectives and Theoretical-Practical Contents. The Training Itinerary refers to the training modules that form theTraining Reference and qualify for all the competences required for the correctperformance at the specific position. The Training Modules are equivalent to the Units ofCompetence though sometimes it can be required to develop different modules forreaching the goal of one unit. The General Objective describes the specific task atrainee will be able to develop once a module has been concluded. The SpecificObjectives refer to Professional Executions. The Theoretical-Practical Contents specifythe knowledge and skills a trainee will gather through the training action.

ITThe two technical assistances of Mlsps (Isfol) and the regions (Tecnostructures) havecollaborated in producing a document (October 2006) that, besides illustrating somecriteria shared for the elaboration of a national picture, to outline the indications formethodology, it presented a plan with the phases of the working process related to theproduction of the professional standards .

After phase A of identification of all the information sources available and phase B thatbrought to the elaboration of some criteria to build a methodological installation and tothe definition of methodological rules for the development of work, in July 2007 the




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methodological group has carried out a first testing of the methodology (phase C), whichlead to the definition of two prototypes concerning a standard professional figure.Besides the prototypes, detailed up to the activities, the working group created a format

of description of professional standards with guidelines on how to describecompetences. Both works were presented in December 2007 to the members of thenational working session, which approved the documents produced by themethodological group, agreeing though to continue phase C concerning the testing ofthe methodology on two sectors: tourism and mechanical engineering.

In order to clearly outline the boundaries of the tourism sector and mechanicalengineering, the group extended the “attention” to other Italian production market areas,defining them in terms of economic-professional areas. The description of the differentstandard figures takes place through a format of descriptors validated by the nationalworking group. Each figure achieved is furthermore described in terms of competences,through a format defined Unit of competences , which foresees a summary description of

the competences in terms of performance and main knowledge and skills, which areresources used by the person in relation to the task. As of today the professionalstandards have been fixed only for the tourism sector. Phase C will be consideredconcluded when the professional standards will be produced and validated also for themetal sector

9. European Credit for VET System – ECVET

9.1. As in the case of the previous theme, there is a wide variety of situations inrelation with the testing and the implementation of the ECVET at national level

across the partner countries.

9.2. As a methodological framework, ECVET can be used to describe qualifications interms of units of learning outcomes with associated points, with a view totransferring and accumulating learning outcomes. ECVET is based on thedesigning of coherent and meaningful units of learning outcomes and not onfragmentation of qualifications.

9.3. The partner countries have different national frameworks defining levels ofqualifications or a classification for these levels. Qualifications may be obtainedeither after only one type of formal training programme or following several kindsof learning processes. The award of qualifications is based on the accumulation

of units of learning outcomes either associated with credit points (UnitedKingdom) or without credit points (Spain, Portugal, Romania). Credit systemsare sometimes developed within a broader qualifications framework (Scottishand Welsh credit and qualifications framework) or designed for specificqualifications (IFTS system in Italy). ECVET does not aim for or requireharmonisation of qualifications and VET systems; it aims instead for bettercomparability and compatibility.

9.4. Member States should implement ECVET by 2012 and are expected to developpartnerships and networks at European, national, regional, local and sectorallevel, as appropriate, and to promote and apply the principles for qualityassurance in VET when implementing ECVET. They are expected to ensure




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also that functioning coordination, monitoring and review mechanisms are inplace, which take existing instruments into account in order to guarantee theconsistency of initiatives within and across countries. At the same time the

Member States should provide also the access to information on ECVET andguidance to stakeholders and individuals, and ensure that all relevantqualifications and related "Europass" documents issued by the competentauthorities contain clear information related to the use of ECVET.

9.5. There is a credit system inherent in the UK Vocational Qualifications Frameworkthat is already well established. In its simplest form, the system allows for thetransference of achieved units of competence from one NVQ structure to anyother where they are relevant – providing that the evidence of achievement iscurrent (not more than two years old). Where achievement may not bedocumented with an actual NVQ award, Accreditation of Prior Achievement andLearning (APEL) process are available and accessible to young people and

adults entering any NVQ based programme of competence based accreditation.Although it is not generally acknowledged as such, it can therefore be said that:• The ECVET approach is evident;• There is an ECVET-type system in place for specific areas of activity;

• The social partners in the Metal (MME) Sector are actively involved in theprocess

• All companies using NVQ’s as a basis for employee development use theECVET approach .

However, when asked whether they would support a European Credit for VET system,HR Managers and company owner/managers indicate that ECVET system per se coulddevalue the highly regarded competence transfer arrangements in the UK’s NVQ system

– unless it was based strictly on the UK model, and quality assured by an equallycredible infrastructure. There is a similar scepticism for the European QualificationFramework (EQF).

9.6. The ECVET system is not yet in place in Portugal for specific sectors as themetal sector. It has been in public consultation between October 2006 andMarch 2007 in sequence of the proposal of the European Commission for thecreation of an ECVET system in the states members. This has been coordinatedby a working group with representatives of the Ministries of Education and Workand Social Solidarity. The social partners have participated in nationalworkshops for discussion of the introduction of ECVET system. The results ofthis public consultation have reinforced the advantages of the introduction of an

ECVET system in Portugal as the system will favour to recognise the learningindependent of being achieved in formal, non-formal and informal contexts andis an engine of the workers mobility across Europe.

Meanwhile the National Qualification system is in implementation and it is the base forthe use of an ECVET system, the applications of this system are still in an incipientphase (including in the metal sector). It is very likely that the employers and employeeswill be interested to be involved and to learn more about this new system to recognisethe qualifications inside companies and at European level. The national report indicatedthat it is necessary to organise workshops with general managers and human resourcesmanagers to promote more the ECVET system.




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9.7. A similar situation is to be found in RO, the national consultation process

indicating the importance of ECVET system in addressing the challenge ofidentifying, validating and recognising learning outcomes acquired during a stayin another country in a time when lifelong learning is taking place increasingly indifferent countries and in a wide variety of contexts, formal, non-formal andinformal. However, the policy discourse is not observable also at grassrootslevel; companies are to a lesser extent aware of enabling people need to pursuetheir learning pathway by building on their learning outcomes when moving fromone learning context to another, and from one country to the other.

The qualifications validated by the Sectoral Committees and delivered through theformal education system (TVET) in Romania are already described in terms of learningoutcomes and organized in units, which contributed to the mutual trust accomplishment.

Therefore, the respondents appreciated that the learning outcomes and units basedstructure of the qualifications are crucial for improving the transparency of qualificationsand for the development of mutual trust.

9.8. In Spain the ECVET is considered also as a positive development, offering toindividuals new incentives for mobility and for engaging in LLL activities(including design of own itineraries of learning).

The relation ECVET-Europass seems to have natural location, especially, in thedocument of Mobility Europass, narrowly linked to the actions of mobility. The documentof consultation ECVET establishes the key point of this relation in the individual contractof learning and in a way that there might adopt the record - transcription of the results of

learning foreseen in the corresponding agreement - memorandum ofassociation/understanding. In the measure that EUROPASS, as set of documents, iscapable of registering the trainings and the recognitions realized by the differentcountries and allows to be stating these partial accreditations up to obtaining thecomplete qualification.

9.9. In Germany the ECVET has received a mixed reaction. The ECVET evaluation ofacquisition of competence in smaller or smallest learning units is seen ofopposing the holistic feature of the vocational education in Germany, whereapprenticeships and part of the continuing vocational training have a structurebased on public regulations and strive for an all-encompassing professionalcompetence. However, the process of development of competence standards –enabling the evaluation of formally as well as of informally developedcompetences of employees regardless whether this competence was acquiredby education or vocational training or training on the job – entails their becomingtransparent and facilitating transfer of knowledge. The activities of systematicallyrecord company knowledge could point the direction as to how to implement theEuropean Credit System for Vocational Education and Training (ECVET) incompanies.

9.10. Italy is still not among those countries of the Union that can boast at havingalready answered such indications. A national system describing thecompetences, a national qualification system and last but not least, a national




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system certification of competences are still missing, these would allow the tomake explicit and to valorise the competences of the people, acquired withindifferent contexts, and that should be coherent with the EQF and ECVET

system. Italy is moving in this direction, not only as an answer to the Europeandevelopment, but also to meet the requests that come from the regional level,where the different Regions have shown the need to define a unified nationalsystem of qualification and certification.

10. Conclusions

10.1. National reports are indicating that in the near future, due to important changes(i.e. in the demography) it will become more and more difficult for companies to covertheir qualification needs externally on the labour market so increasing importance lies

with in-house knowledge management systems. The companies, including SMEsshould assure on the one hand that knowledge remains inside the companies whenemployees leave for retirement, and that on the other hand knowledge necessary in thefuture will be generated inside the companies.

10.2. Despite that fact that national reports indicated initiatives at different level forassisting the companies in coping with the demographic change, these examples alsodemonstrated the lack of a systemic, co-ordinated. Most of these incentives weredetermined by indigenous pressures to act or by personal/company engagement.

10.3. Many companies of the metal suffer a progressive aging of their personnel;youngsters seem to be less attracted by the openings available in the sector and there

is a general sustainability issue in the industrial/metal sector indicated by most of thenational reports (ES, UK, RO).

10.4. It is therefore necessary for companies to embed a pro-active approach in theiractivity and design their own strategies in this area. The main objective to be reached isthe increase of aged workers motivation to participate in lifelong learning and remain onthe labour market beyond the formal point of retirement (if exists).

10.5. Besides formal learning processes informal types as for instance learning-on-the- job systems have to be used. This will necessitate modification of the work organizationto make work-places learning conducive on one the hand, on the other hand to developprocesses for measuring, classification and evaluation of informal qualification.

10.6. Although it is clear that skills and knowledge are passed down from the oldergeneration of workers, the cases of best practices in place for the transfer of “know-how” from older workers to young apprentices are scarce and rarely are based on acoherent approach. From the policy perspective, it seems to be left for individualcompanies to decide – and even to the individuals themselves – if and how this inter-generational learning to be enhanced. At sectoral level the social partners are aware ofthe turnover situation but they have not yet defined a strategy to tackle this situation andin many situations the SMEs are not really represented.




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10.5. The national reports are indicating examples of strategies of the employers totackle the turnover process at company level in which the aged workers play a specialrole. Within SME’s especially, there exists the flexibility to phase retirement gradually,

and also to exploit opportunities to call in retired employees on a consultancy basis todeal with specific skills gaps in an evolving workforce.

10.6. One of the most effective ways of tackling the issue of workforce ageing and tofight against the negative impact over the know-how loss is to identify the key workprocesses within a company and to accurately define the needed skills for theirsuccessful completion (document the work processes). In parallel, the companiesshould assess who are the workers possessing these skills and what are the risks thatthese workers to leave the company, especially if it is the case of senior ones.Moreover, the process of know-how retention should be backed by a process of know-how transmission, again the aged workers playing a key role both as facilitators andmediators of learning processes (formal and informal).

10.7. The SMEs experience of formally engaging in company related evaluation ofinformally acquired competences of their workers is still not very common and rarelyparticipation-oriented (done jointly with the personnel employed and the workersrepresentations). Recognition of competences acquired at workplace is to beconsiderably enhanced by measuring and evaluating informal learning whenimplementing ECVET-type measures within a company level.

10.8 The issue of motivation of aged workers both for investing in their own professionaldevelopment and for accepting the role of formal/informal trainers and mentors for theiryounger colleagues is very important. Evidence show a learning resistance asindividuals do not see the importance of LLL measures for their future employability nor

for the know-how retention within the company. Tackling the learning barriers isreported as being of a similar importance than the priority of making the SMEs in metalsector more conducive to learning.




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PART II: SKRAT INTEGRATED APPROACH PROPOSED TO SMEs




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Understanding what our current workforce looks like, and its behaviour, then thinkingabout what the workforce might look like in the future is a key perspective to start

reviewing the current human resources policies at company level. Accepting that specifictrends like ageing of the workforce are creating a ”revolution” in human resourcespractice, SMEs must find adequate answers to the question how to create and enhancea new “HRD culture” adjusted to the new rules of market economy and what are themost effective and efficient interventions.

In designing the strategy we have been guided by the project main aim, to develop an innovative learning system consisting of user friendly practice-oriented tools and procedures for motivating employees to train and to be trained, methodologies base on the ECVET system for explicit the implicit knowledge - by documenting and didactisation of work processes to facilitate knowledge transfer through age-mixed project, groups, job rotation, working and learning assignment - and for on-the-job training.

The key factor influencing our approach is the ageing trend and its impact on the lifelonglearning within the company in a context where the know-how loss due to personnelvoluntary or non-voluntary leaves. Individuals and companies must think of ageing as alifelong learning and developmental process in which one continuously takes on new lifechallenges, in line with one’s interests, opportunities and limitations. Ageing is far morecomplex than the usual (medical) view of physical and mental decline and could not beunderstood correctly without an interdisciplinary approach. In the context of our project,this means understanding learning as a broad, holistic concept encompassing individualeducation and training, but equally, and perhaps more importantly, also entailingparticipative collective workplace learning that is actively supported by the employers.With working place being the most important place of learning, the employers are under

the growing pressure of assuming actively their roles in promoting lifelong learning withintheir companies and design the work conditions in a way that the opportunities forlearning are enhanced and a strong learning culture in the workplace;

Organisational solutions play a critical role in older workers’ willingness to continueworking, taking into consideration the fact that they tend to relate their competences topersonal or individual features and work related characteristics rather that purely toage (CEDEFOP, 2006);

Human capital not only ensures the company success on a competitive market, but alsoadds to own value as well. Therefore, human resources development (HRD/HRM) isregarded as key, strategic factor of existence, of resisting on the market and of entering

on new market segments (niches), generally speaking, of economic and socialperformances of each organisation/company.

Wisely trained, developed and employed, human resources are a decisive factor inachieving high economic and social performances, in increasing productivity,competitiveness on the internal and external market, in higher employment – by creatingnew and better quality jobs – in participating to the life of the collective to which theybelong, and to community life, in the end, to ensuring general prosperity. Romania,under the circumstances of a harsh transition, sometimes even a disorderly one, hasmarginalised for a good period of time in its economic-social policies the role of humanresource.




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Human resources represent the assembly of knowledge, competencies, skills, creative-productive, participative, and civic behaviours of persons building a collective, as well asthe network of relations between these – horizontally and vertically – that are created

and operate in the activity process, at job, based on values such as respect of humandignity, mutual trust and respect, communication, cooperation and reciprocal help, onrecognising and promoting true skills. Some of these qualities/values are inherited,others are shaped during childhood, and yet most others by lifelong education andvocational training, whether we are talking about formal, non-formal, or informaleducation.

Our report views the HRD as a systematic, deliberate process of education, training,using, evaluating and improving (including re-conversion) the human potential of thecompany, of maximising the contribution of each person involved in the companyactivity, of evaluating skills and performances, of reward and incentives, so that HR aremotivated to achieve the unity between the interests of the company, on one hand, and

the legitimate aspirations of its employees on the other. To this end, the generalmanagement – under whose competency sphere the HR department/division finds itself – has available a battery of instruments, methods and modalities adjusted to theorganisational culture of the company.

Out of all management tasks, the management of the human component is the mostimportant one, as on it depends how well is everything realised within an organisation.As we have already pointed out, the current economic crisis raises questions, and notprecisely easy ones, either about the creation of a specific organisational culture assuch, or adjustment ones, of conciliating various organisational cultures – a conciliationwith respect to employers and employees just the same, as well as with respect toemployers’ and trade union organisations.

The main interdependent HRD components taken into account by our report are thefollowing:

Strategic HRD planning. In any company, the HRD strategy has as startingpoint the general, global development strategy, the business plan for acertain period. From this perspective, HRDS, including the programmes forachieving it, are a component (subsystem) of the general company strategy.It isn’t an “independent” strategy, but one that by answering to actual needsinfiltrates the entire organisational and relational texture of company’sbusiness development. That’s the reason why it takes (or should take) thecentral position within the development policy of any performing company.

The analysis, design and (re)design of work processes in accordance withtechnological changes, to labour division and organisation, to the productionmethods, to the environmental protection requirements and the ones oflabour place safety

Forecasting the skills and/or qualifications demand in relation with thecompany development plans The analysis, design and (re)design of personnel competences involved in key

work processes (supply) Assessment of skills and/or qualifications gap: comparison of demand andsupply and design of tailored strategies for closing the skills/qualification gap Monitoring, evaluation and update of company HRD specific policies, aiming

at closing the skills/qualification gap.




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Fig 1. Integrated HRD Strategy and SKRAT approach

SKRAT integrated approach is focused on promoting key steps in the HRD managementfor addressing the issue of know how loss due to personnel leave (voluntary or bypersonnel reduction), as an effective age management intervention. Among the activitiesof an active age management in a company (like analysis of age structure, successionplanning, health management, retirement schemes and many others) the issue of knowhow retention is of the utmost importance, therefore this guideline will focus on this as a

Recruitment,selection,

em lo ment

Job analysis anddescription

Turnover andage management

EnhancingLearning

Opportunities

Career, personneldevelopment and

motivation

Partnership building and regionalnetworking

HR evaluation, monitoring, and revision

HRD and social responsibility

Company mission

Demand assessment for skills

and human resources

Company goals, development/

business plans in perspective

Work processes critical for

company success

Provisioned demandTurning explicit/formalising

know how

Supply assessment of skills

and HR

Existing human resources

(their skills)

Know how availability

(supply) in perspective

Losses (natural, exits)

Internal movements

Promotions career lan

Externalenvironment of the com an

Demand – supply

Gap analysis

Human resources skills surplus/ deficit

related to company’s business plan

Strategy of ensuring and developing HR

skills (policies, programmes)

SKRAT APPROACH




33

contribution to coping with demographic challenges for SME. Fig. 1 summarizes themain logical relations between the areas of intervention within SKRAT approach.

The discussions and consultations held during the second partnership meeting(Bucharest) was the source of this step by step approach. During this complex anddifficult analysis and determination process oriented on the future, was agreed that theprocess to be relevant for the specificity of the SMEs, including: the market position ofcompany as against to the one of competitor companies; level and dynamics ofcompany performance; the future plans of the company (market position maintenanceunder efficiency conditions; competitiveness increase; investments in top technologies;entry on other market segments; customers’ requirements satisfaction etc.); externalenvironment impact, competition pressure and local labour market situation.

By embracing this approach, the SMEs will be in a better position to find answers to keyquestions for the near future development:

can aimed goals be achieved with existing qualifications and skills of thepersonnel? which are the weaknesses (skills, organisation, communication

shortcomings, etc.) and strengths of internal labour supply? by which means might be ensured additional or lacking skill needs (to what

extent HR might be ensured from within the company by: promotion,vocational training, re-conversion, job redesign, and job rotation, a.s.o.)?

to what extent the local labour market supplies newly emergedskills/qualifications and, obviously, whether it is or not necessary to resort toemployment from outside the company;

to what extent the know how of the staff retired could continue to be used asan asset of the company?

Of course, our approach does not imply that a company should necessarily go throughall the main areas of intervention presented below. Depending on a multitude of actualcircumstances – among which company’s profile, strength on the market or class-sizeholds a very important place – the HRD encompassing sphere may be extended or, tothe contrary, limited, taking into account also the existing specialised staff with specificHRD responsibilities.

1. Identification of the work processes that are most critical for the company presentand future development – By taking into account the current businessenvironment, the short and medium term development plans and the targetedperformance all the productive processes could be classified and a range of key

work processes critical for the company success could be developed. This willallow the concentration of skills gaps analysis and also an adequate assessmentof current level of workers competence in relation with the key duties and tasks.

2. Turning explicit/formalising the know how required by the key working processes- Documenting the key processes and organizing the information gathered intological groups of support information and guidance is essential for theassessment of individual performance and the know-how level (involving specificknowledge, skills and attitudes). Using competence standards to define the tasksand responsibilities attached to a specific process is a widely used way of linkingthe company know-how needs with the individual performance below a level of a




34

professional degree. However, only a part of the SMEs are familiar with thisapproach.

3. Turning explicit/formalizing the knowledge and skills of the persons involved inthe key processes – On one hand, the actual range of know-how is only partlyformalized by the means of a specific qualification (stating the competencesguaranteed by the graduation of a specific education or professional trainingpath); the experienced workers have a wider level of know-how that, withoutmaking it explicit will not be matched by a new employee with a similar type ofqualification. On the other hand, a significant number of workers in the metalsector, especially in the SME are lacking an official or an appropriate qualification(their professional activity is only partly matching their official qualification);therefore, when leaving the organisation, the worker is taking away specificknowledge and skills that could prove to be essential for the company success.Turning this know- how explicit allows to rely on specific evidences provided by

the new employed to recognise the possession of the specified competences butalso orient more the selection process inside the company, by designing specificopportunities for learning, the next step in our approach.

4. Design integrated interventions to close the skills gap and manage the continuingprocess of acquiring competences by enhancing opportunities for learning withincompany – This is the most important aspect of our approach. The know-howretention could be ensured firstly by offering the experienced workers astimulating learning environment in which they could further enhance/developtheir knowledge and skills. Secondly, through inter-generational learning, theaged workers could transfer formally or informally the key know-how to youngercolleagues. The know-how transmission, including also the new recruited staff,

offers the company the guarantee that key knowledge and skills are remainingwithin the organisation and is not lost due to the voluntary or forced personnelturnover.

5. Overcoming learning barriers - The interventions aimed at developing thecreation of enhanced opportunities for learning within the company (both formaland informal) based on an active role played by the aged workers should alsotake into account a specific set of transversal interventions aimed at overcomingthe existing barriers for learning, identified and discussed in the previous sectionof the report: lack of motivation, disincentives, prejudices and stereotypes.

The following table captures the main aspects to be addressed by the SKRAT approach,

linking it in a logical order with specific areas of intervention and relevant tools identifiedby the project partners:

Tab. 1.1. HR strategic approach for SMEs in metal sector and specificmethodologies and tools

Areas of intervention Specific Tools

1. Identification of the work processes that aremost critical for the company present andfuture development

T 1.1. Grid for identification of key processesT 1.2. Questionnaire for assessing the skills-know how impact of a technological changeT 1.3. Documentation of work processes




35

2. Turning explicit/formalising the know howrequired by the key working processes.Organizing the information gathered into

logical groups of support information andguidance.

T 2.1. Title Page of an occupational analysisT 2.2. Grid to record findings of anoccupational analysis

T 2.3. EQF level descriptorsT 2.4. National Occupational Standards /Vocational QualificationsT 2.5. Skills needs analysis

3. Turning explicit/formalizing the knowledgeand skills of the persons involved in the keyprocesses

T 3.1 Combination of evaluation methodsT 3.2. Initial evaluation formT 3.3. Occupational standard formatT 3.4. In situ verification of skills andknowledge of the evaluated candidateT 3.5. Interview for evaluating theexperience, skills and knowledge of theemployee.T 3.6. Summary of provided evidencesT 3.7. Evaluation report

4. Design integrated interventions to close theskills gap and manage the continuing processof acquiring competences by enhancingopportunities of learning within company

T 4. 1. Skills AuditT.4.2. Defining elements of a CVT programT 4. 3. Framework to evaluate learningactivitiesT 4.4. ECVET and National QualificationFrameworkT 4.5. Company self-checkT 4.6. Mentoring schemes (formal andinformal intergenerational training)

5. Overcoming learning barriers T 5.1. Fighting prejudices and stereotypesT 5.2. Career plan guidelineT 5.3. In-house learning resources (50+

employees)T 5.4. Drawing professionalizing pathsT 5.5. Key worker initiativeT 5.6. Job rotation schemeT 5.7 WPL

The most important added values of SKRAT approach for the company are referring to: developing own tools and policies in order to face this competence gap

challenge. capitalize knowledge and know-how and organize a transfer between the

workers. creating a management tool to evaluate the competences and training map

schedule, helping to manage the worker´s career in the enterprise, in theprofessional branch.

stimulate a pro-active approach in the age management policies accurate identification of existing know-how and prevention of know-how drain a general tool for mobility and competences provisional management.

In general, the approach has a direct positive impact for the worker: It allows identifying professional competences acquired through the experience

and informal or not formal learning. Possession of a document valorising and recognising the evaluated

competences.




36

A documented competence report, with relevant information about his/herprofessional achievements.

Create incentives for LLL and professional development even for the workers

close to the retirement age. It can enhance/support mobility and qualification processes.

SKRAT addresses the need to change attitudes towards ageing and its consequencesas a first step in fostering in continuous learning and promoting ‘age-friendly workplaces’that promote learning; employers with a strategic approach of age managementinvesting in the learning culture of the organisation could expect to have employees,regardless of age, that are more receptive and reacting better to change, offering thecompany the needed flexibility for a more competitive and globalized market. It is ofcrucial importance for the management of the SMEs to embed these new attitudestowards ageing and learning in the daily activities of their organisation and constantlyreview and develop new tools for building inclusive and learning supportive workplaces

for people as they are growing older.

Of course, employers should not act alone in addressing these demographic learningchallenges but together with relevant organisations within the sector, trade unions,professional organisations, training providers. Moreover, the national and international2 decision-makers should provide assistance, guidance and specific incentives for ‘age-friendly’ employment and HRD policies. The SMEs should receive a particular attention,being the most vulnerable in the period of economic crisis. SKRAT is an additional areaof assistance, complementing the other types but could become a direct reference forSMEs. The next section of the report is offering a wide selection of tools, out of whichthe Guide for SMEs will be based.

2 The need for coordinated social and economic policies and actions to promote ‘active ageing’ as well as the

need for cooperation between public bodies, employers, trade unions and civil society organisations has been

emphasised by several international organisations such as UNESCO, European Commission, Council of Europe,

OECD, ILO, CEDEFOP, etc.




37

Part III: SPECIFIC TOOLS FOR IMPLEMENTATION OF SKRAT APPROACH




38

One of the main SKRAT assumption is that experience tends to be very important inproducing quality and that processes of learning in working life are fostered or hinderedfrom the individual learning potential, from those guaranteed by the technical

organizational asset of work and those who have a social working environment.

In companies there is a need for knowledge management systems enabling them to alsocover their qualification needs in times when the “human resource” of skilled personnelis getting scarcer day by day. Besides new personnel recruiting strategies, emphasismust be placed on keeping qualifications inside a company, even when employees leavethe company by a pro-active approach of formally recognizing the essential know-howneeded and existing at company level and by creating incentives for learning inside theorganisation and know how inter-generational transfer.

The concern of finding the reasons why the personnel leaves a company is a constantconcern of all organisations, public and private, small or large, for-profit or non-profit.

However the concern of know-how retention is less obvious as a priority or a strategicapproach. Therefore, we have today in-depth information about the reasons employeeare motivating their change of a company but very little about the consequences of theirmovement outside the company on its competence asset.

There is a wide array of empiric methods aiming at making the level of knowledgetransparent of older people employed and so preserving the knowledge for thecompanies. On the one hand there are a number of companies’ techniques assigningresponsibility for qualification needs to the individual departments. As a result there arede-centralized ad hoc procedures developed as for instance tandem solutions for co-operation of younger with older employees. On the other hand there are attempts ofcompanies to systematically measure and record knowledge levels. In practical use such

systematic approaches are usually being worked out in formal processes and these arealso fundamental for SKRAT approach.

Another important assumption of SKRAT is that one of the main reasons for learningbarriers is the lack of reasons, motivation and incentive for learning. It is thereforenecessary to link the LLL strategies with the work processes and develop new forms oflearning. Vital for this are work places that are conducive to learning3. The challenge foradult education is in focusing attention on didactic and theoretic questions in educationof older people and to query how learning may be designed in age-heterogeneousgroups4. From this emerged a discussion process focusing on inter-generation learning,distinguishing various forms (Fig 2).

Last but not list, linked to the discussion of life-long learning is the innovative capabilityof the companies. Contrary to current perceptions ageing personnel is in no way thereason for regression or even a sudden break-down of the innovative abilities of society.It will be rather the intra-company conditions that will entail that ageing personnel incompanies that are not yet geared to an age-adaptable learning job organisation, whichis also conducive to learning, for their staff member will suffer a decrease of theirinnovative capabilities5.

3 Vgl. Baethge-Kinsky 2007.4 Vgl. z. B. Antz./Franz/Frieters/Scheunpflug 2009.5 Vgl. Conrads/Staudinger/Kistler 2008




39

Fig.2 Age-adaptable learning job organisation and inter-generational learning

Taking into account these assumptions, the national reports selected an array or toolsthat could inspire and be a reference for any SME in metal sector interested in finding

new ways of assuring the preservation of the organisation know-how and itstransmission within the staff of this organisation. We will present these tools, startingwith the first step of our approach, referring to the analysis of key work processes

3.1. Analysis of existing and forecasted key work processes.Identification of the work processes that are most critical for thecompany present and future development - STEP 1.

Specific tools:

T 1.1. Grid for identification of key processes T 1.2. Questionnaire for assessing the skills-know how impact of a technological change T 1.3. Documentation of work processes

As already indicated in the previous section, by taking into account the current businessenvironment, the short and medium term development plans and the targetedperformance all the productive processes could be classified and a range of key workprocesses critical for the company success could be developed. This will allow theconcentration of skills gaps analysis and also an adequate assessment of current levelof workers competence in relation with the key duties and tasks.

A recent methodology used for identification of work processes that are most critical forthe company present and future development is proposed within DIPROCUmethodology6. With this methodology, a company will be able to determine the capital ofkey competences it must get, keep and develop by analysing the key processes for thecompany and the related competence for a successful performance. In other words, thecompanies are able to identify key processes by disaggregating the company activityinto processes, from the product / client point of view and identifying which of them aretheir key processes, according to the parameters of human capital, know-how capital,financial capital and environment.

T 1.1. Grid for identification of key processes (example)

6 For details see www.fvem.es

learning from each other

learning with each other learning about each other




40

COMPANY:

PROCESS:…

T 1.2. Questionnaire for assessing the skills-know how impact of a technologicalchange and identification of transferable processes7

Key providers of information within the company: company managers, HR specialists,technicians (especially with training responsibilities).

All of them with knowledge and experience in the transferable activity selected.

The historical and cultural elements in the company have significant impact on the view

that the people have of it, tying their assessment of the relative importance of theprocesses. Through this interview is possible to obtain a more rigorous view, lessculturally-biased, keeping at the same time the knowledge of those who are responsiblefor the activity of the company.

Background: what attitudes (predisposition) and competences (skills, know-how) areneeded to face an activity transformation within the company?

7 For more details about this tool please see Reinforce Metal Competence project (LLL) website:http://www.fvem.es/index.php?option=com_content&view=article&catid=12:proyectos-europeos&id=60:rmc-reinforce-metal-competences&Itemid=6

PRODUCTIONNEGOTIATION

PRODUCT IDENTIFICATION

MECHANIZE ASSEMBLING AND

ADJUSTEMENT

PAINTING AND

FINISHING

VERIFICATIONPACKING AND

EXPEDITION

ORDER

NEGOCIATION

CHARGE

COMMERCIAL

CONTRACTING




41

• Facing a change situation, what attitudes and competences do you considercrucial for your staff for the company face that change successfully? And whatcapacities? (Technical and no technical competences)

ATTITUDES CAPACITIES

• When the transformation process began in your company, did the workers showthe attitudes and capacities described? Please, describe in detail.

• Did all the people of the company (mangers, technicians, workers…) show theseattitudes and capacities, or there were differences among them?

• From your point of view, within the professional activity that has been identified

like bridge activity, did you recognize the attitudes and capacities abovementioned in the people involved in such activity? Which of them?

ATTITUDES CAPACITIES

• In which process or processes within the bridge activity, do you consider that thepeople showed specially the attitudes and capacities you think are crucial for thechange?

• In your opinion, facing an industrial change process, how do you rate the

importance of the non technical attitudes and capacities in comparison with thetechnical ones?

• Do you think that all the people in the company should show this kind of attitudesand capacities when the company has to face a change of activity, or isnecessary to be given to specific employee/group? What are the appropriatelevels of responsibility?

T 1.3. Documentation of work processesAnother useful tool was developed within the framework of the project ALF8. In anapproach facilitating self driven learning and inter-generational learning (company drivenlearning), the recorded knowledge for specific activities is available for every worker in a

data base. For each key process a qualification matrix was constructed, where eachworker can see his reached levels of competence and a planning tool for furtherdevelopment/transfer, to be used also by the line managers or supervisors.

With the tool for learning place analyse the learning location can be identified. Thelearning place analyse gives a first orientation concerning the possibilities of qualificationand is a basis for the design of learning processes. The layout allows a visual insight ofthe procedure of a manufacturing process. The recording of all arising tasks andactivities are basis of a first estimation of the necessary contents for qualification at the

8 For details please see www.alf-projekt.de




42

learning place. It allows a systematic capture of instruction cycle and shows thequalification progress (approached in the next steps of SKRAT)

Together with the respective manager/vocational training representative of the „learningplace“ and the responsible persons for vocational training (in-house) the learning placeanalyse will be developed. Procedure: The learning place analyse will be developed insitu at the special division. Responsible for the contents are the participating managers / vocational training representatives of the learning place. The in-house vocational trainingresponsible are in charge for the design of the layout.

With the tool for learning place analyse it is possible to document the most importantworking contents of a special division, as shown in figure. The small layout shows theproduction flow and the table on the right hand documents the tasks and activities. Thecomplete production area of the Mannheim engine factory had been analysed throughthe tool for learning place analyse, therefore 38 single learning place analyses had beendeveloped so far. The tools is highly relevant also for the next step of the SKRATapproach, as it is a good practice in the area of formalizing the know how required by thekey working processes.

Example of a learning place analyse, assembly.

Figure 61

Name: Vorname :

Geb.-Datum

Versetzung von: bis:

Ausb.-Jahr: Beruf:

Ausb.-Beauftragter:

Fachausbilder:

L i f t

DGD

Schrauber

L e c k t e s t

L e c k t e s t

Ö l k ü h l e r

Vorrat

ZK BR400

ZK BR500

Muster-

motor

Platz Anforderung Unterschr.

Tag Monat AnzahlTage

B1 EP / SteckpumpeB2 KraftstoffleitungenB3 Zylinderkopf montieren

Vormontage / Ringmontage

B4 Zylinderkopf-PaketAnlagenführer

B5 A 14 RoboterstationB6 DGD StationB7 Zylinderkopffertigung

Qualitätssicherung

B8 DrehmomenteB9 QS 9000

Bereich C

Anforderung

C1 Ventileinstellung BR500C1 Ventileinstellung BR400C2 KraftstoffdruckleitungenC3 KabelsatzC4 TurboladerC5 Abdeckhaube/ KlappenstutzenC6 Steuergeräte programmierenC7 Liften

Vormontageplätze

C8 Zylinderkopf-Vormontage BR400

C9 Kompakt-MontageC10 Lima-VormontageC11 Ölpumpen-Vormontage

NFAOGruppenarbeit, KVP

Special ievision: E/PHA-20 Engine Assembly BR 500

Learning place: Main Assembly / Cost centre

Hauptmonta

Area A Area B

Area C

Main Assembly




43

3.2. Turning explicit/formalising the know-how required by the keyworking processes. Organising the information gathered into logicalgroups of support information and guidance - STEP 2.

Specific tools:

T 2.1. Grid to record findings of an occupational analysis T 2.2. EQF level descriptors T 2.3. National Occupational Standards/Vocational Qualifications T 2.4. Skills needs analysis

One of the most widely used methodology for turning explicit the know-how required bythe key working processes of a company is the occupational analysis. The objective ofan occupational analysis is exactly to present comprehensive and accurate data on theskills, knowledge and attitudes (the components of competences) required by peopleworking in a specific occupation within the company, identified as relevant for a keyworking process. The analysis is carried out in a realistic and structured manner which, ifrepeated, should lead to similar findings and results.

Occupational analysis allows for the study of each job from the viewpoint of influencefactors, of job tasks, of necessary conditions for accordingly accomplishing obligationsand assuming responsibility and from the perspective of the training level of the jobholder or, of the conditions for taking this place (intellectual, physical, working hours,wage, etc.). Job analysis is performed, as a rule, under four circumstances, followed bythe evaluation process (see step 3):

• When the staff needs of the company must be defined; in the process ofstarting up the activity, or the development/restructuring process;

• For the promotion policy within the company;• When vocational training programmes are drawn up;• For rearranging the wages’ scale.

In general, occupational analysis methodologies seek to identify occupational contentsand to facilitate the description of competences required in an occupation. Somemethodologies will primarily focus on defining the major functions of an occupation whileothers are more focused on required skills or gathering input for curriculumdevelopment.

The purpose of the analysis determines largely which approach is to be used. Data froman occupational analysis can be used for several purposes:

auditing the skills required in an occupation used by the company developing job descriptions (old and new) reviewing the relevance of training programmes improving the working methods establishing a basis for accurate staff recruitment evaluating the performance of staff planning and problem solving in the workplace basis for development of occupational standards.




44

Before considering the ways in which information can be gathered to identify the rangeof work roles and their competence requirements, it is important to point out that thereare different approaches to occupational analysis. The two most commonly used

approaches9 are:

• Functional analysis• DACUM

Functional analysis focuses on the purpose, i.e. the function of work activitiesindependent of the methods used to achieve the function. Instead of describing whatpeople are doing, the analysis describes what people have to achieve, i.e. the results.Functional analysis never focuses on the processes followed to obtain the results.

DACUM (an acronym for developing a curriculum) is a process that systematicallyanalyses a job in terms of specific duties and tasks to be performed by a competent

person. DACUM is an occupational analysis method aimed at the achievement ofresults that may be immediately applied to the development of training curricula. In thecontext of developing occupational standards, DACUM is defined as a quick method ofcarrying out occupational analysis at low cost.

Within the methodological framework, an occupational analysis consists of the followingtwo key steps:

Step 1Collect data for the analysis Step 2

Analyse and record the data

The occupational analysis process is linear and iterative. The occupational analysisprocess is described in two clearly defined steps (the same principle applies to theoverall process of developing a qualification). Each step increasingly informs the expertsand the stakeholders on the possible outcome of the analysis, and the end resultbecomes clearer as the analysis process nears completion. As the process progresses,the experts might discover that the techniques chosen for the data analysis have notcontributed enough to deliver the required transparency or clarity on the occupation,resulting in a possible need for additional data. The same could apply to the descriptionof the data in the analysis grid. The use of the grid might, at certain stages, result in abetter understanding of the data, which in turn can lead to changes in defining major

functions or specific activities and a rearrangement (partial or complete) of the data.

Also the occupational analysis process is a process full of choice10. Specifications withrespect to format and the way in which elements of the analysis should be described areprescribed. However, when choosing a technique or sources for data collection,freedom of choice exists. The same applies to the order in which the grid is completed.Details of a major function can be described function by function – alternatively, all thespecific activities of the major functions can be described before moving on to the nextelement to be described for each major function. Experts should make appropriatechoices, e.g. using the technique of work observation in tunnelling with compressed air,

9 More information on the two approaches can be found on www.cinterfor.org.uy and www.dacum.org




45

or asbestos removal is not appropriate. In relation to order of work, all the specificactivities should be recorded before finalising the description of the performance criteria.

Last but not list, the occupational analysis leads to a result obtained throughconsensus and cooperation. The overall process of developing a qualification shouldinvolve a group of stakeholders, each with different interests. Employers might want toincorporate data that is relevant for their specific business needs. People working in theoccupation might only want to emphasis technical aspects. The task of the expertconsists of finding a balance between these needs and creating a platform on which theinvolved parties come to an agreement on the outcome of the analysis.

To ensure validity, actuality and reliability of the occupational analysis, a range ofappropriate techniques should be selected and used, including:

Observation and site visits

Study of job descriptions Individual interviews Group interviews/workshops Questionnaires Expert meeting/conference Analysis of existing standards, including those from other countries.

The choice of methods of data collection is influenced by:

• The availability of time• The skill of the analyst• The availability of relevant sources • The occupation under analysis

Time – Although observation on site visits is a suitable starting point, and the techniqueprovides an overview of the occupation, it is not feasible to observe a whole occupationthoroughly within a limited time frame. Time constraints may exist for both the developerand the business. In order to make optimum use of time available, the application oftime management skills on the part of the developer will contribute to a successfuloutcome.

Skill – The developer should possess relevant knowledge of the occupation (and thework context), either from previous personal experience or from a background in relatedoccupations. His/her awareness of the relative merits and demerits of the range of

techniques/sources of information will facilitate the choice of methods.

Sources – To ensure the reliability, validity and objectivity of researched information,several sources should be used to provide a sound foundation for a comparative studyof data stemming from them. Information sources should be valid for the entirecompany, not only for a specific department/place of work.

10 A comprehensive methodology for occupational analysis was developed by the National AdultTraining Board within the multi-annual Phare Project Establishment of the National Qualifications Authority (see for details www.cnfpa.ro)




46

To analyse data and complete the occupational analysis grid, it is necessary to defineand describe the following, based on the data that was collected in Step 1:

Major functions Specific activities Qualitative benchmarks Required knowledge, skills and attitudes Levels of responsibility.

An occupation comprises a coherent set of ‘functions’, i.e. the purposes, usually linked tocertain responsibilities. In general, a major function is broad-based and can be describedas, “a group of activities, procedures and tasks ” with the following characteristics:

• They are generic in that they are not specific to particular technologies orlocations

• They integrate knowledge and skills• They are related to the occupation

A major function is not only a procedure, a task or a body of theoretical knowledge - awell written major function will incorporate all three. As major functions are thesignificant components of occupational standards, containing all aspects of thecompetency, their development is a critical stage of the standards writing process. Theyshould be drafted carefully as errors at this stage will be carried forward to the nextstage and compounded throughout the process.

Major functions should be written as concise statements, containing one active verb, asillustrated in the following examples:

Erect complex masonry walls Operate product processing equipment Plan staff meetings Implement quality control procedures Maintain safe working conditions Plan tour itineraries Clean machinery Service guestrooms Organise own workplace

The number of major functions will be influenced by the variety of functions undertaken

and by the complexity of the occupation.

Having identified the major functions, the next step is to identify the specific activities ineach function. Specific activities are characterised by the answer to two questions:

• What does the person do to fulfil this activity? • What is the outcome of the activity?

The next step that has to be described when analysing collected data is the minimumquality level required for the results of the specific activities (products and services).These results have to be identified and then they have to be specified, i.e. how well the




47

person should be able to perform the activity. Performance norms/standards ofperformance should be:

• Clear, i.e. exact in meaning• Concise, i.e. short and to the point• Observable, i.e. capable of being measured• Realistic, i.e. practical and attainable.

The following illustration demonstrates the difference between clearly defined servicestandards and ones which are too general and too vague to be of any value.

Clearly defined Poorly defined

Timeliness

Upon entering the restaurant, customers are greeted within 20 seconds

Upon entering the restaurant, customers are greeted as quickly as possible

Anticipation Customers receive water refills without having to ask

Waiters think at least one step ahead of customers

Attitude The supervisor talks with the customers while showing them to their tables

The supervisor is friendly while showing customers to their tables

The final step in the analysis is to describe the various contexts in which the activitiesare performed, e.g.

• Specific place where activities are performed (indoor, outdoor, normal workplace,etc.)

• Specific establishment/company conditions• Types of customer• Tools• Equipment• Materials

T 2.1. Title page of an occupational analysis

Occupational Analysis of:............................................................................

In the department: Name of Department

Conducted by:Primary sources used11:Data collection techniques12:Production date:Expected revision date:

11 list containing names of organisations/companies/experts and/or source documentation12 list containing the data collection techniques used for the analysis




48

T 2.2. Grid to record the findings from the occupational analysis.

Major function 1.....................................................................................................................

Specificactivity 1

Specificactivity 2

Specificactivity…

Specificactivity ...

Specificactivity y…

Specificactivity z…

Description ofspecific activitiesRelated result ofthe activityQualitybenchmarksSkillsKnowledgeAttitudesLevel ofresponsibilityContext

T. 2.3 : EQF Level descriptorsDirectly relevant for the identification different degrees of qualification in the case of aworking place/worker and, at the same time, for the EQVET approach is the distinctionbetween different levels of mastery. Each SME has a formal employment record statingthe employment level required by a specific working post, defined through criteria suchas autonomy in performing the work, level of initiative required and the general level ofpredictability of a specific professional activity.

Even if at European level were defined 8 different levels of qualification (see below),many companies are still using different scales (mostly used is one with 5 levels). Itexpected that a more accurate description of the level of qualification entailed by aspecific working process to fundament better both the working requirements (jobdescription) and the identification/definition of the specific competences.

Level DescriptionLevel 1 The work is done under direct supervision in a structured contextLevel 2 The work is done under supervision with some autonomyLevel 3 The worker takes responsibility for completion of tasks and adapts own

behaviour to circumstances in solving problemsLevel 4 The worker exercises self-management within the guidelines of work

contexts that are usually predictable, but are subject to change. He/shesupervises the routine work of others, taking some responsibility for theevaluation and improvement of work or study activities

Level 5 The worker exercises management and supervision in the contexts ofwork activities where there is unpredictable change. He/she reviewsand develops performance of self and others.

Level 6 The worker manages complex technical or professional activities orprojects, taking responsibility for decision-making in unpredictable work




49

or study contexts and taking responsibility for managing professionaldevelopment of individuals and groups

Level 7 The worker manages and transforms work contexts that are complex,

unpredictable and require new strategic approaches taken. He/shetakes responsibility for contributing to professional knowledge andpractice and/or for reviewing the strategic performance of teams.

Level 8 The worker demonstrates substantial authority, innovation, autonomy,scholarly and professional integrity and sustained commitment to thedevelopment of new ideas or processes at the forefront of work contextsincluding research.

Source: Recommendation of the European Parliament and of the Council on the establishment of the European Qualifications Framework for lifelong learning (EU document 14478/06)

T 2.4. National Occupational Standards/ Vocational QualificationName of the Tool/Methodology

Context oftool/methodology use

National Vocational Qualification (=”Competence-based”)frameworks for apprentices AND older workers

General description of thetool/methodology

Nationally defined standards of competence (Skills,knowledge; aptitude) that can be assessed and validatedfor certification

Added value for the SME(justification of the use)

The structure presents a measurable tool for auditing skillsacquired and skills needed for each employee, and theworkforce as a whole.

Innovative aspects of the

methodology/tools (basedon evaluation of theimplementation withincompany)

Innovative (in Europe) through its recognition of non formal

and informal learning.Curricula can be devised that are specific to each individual(or team)

More information available(web resources,publications)

http://www.direct.gov.uk/en/EducationAndLearning/Qualific ationsExplained/DG_10039029

Tool 2.5. Skills needs analysis

Name of the Tool/Methodology


Gap Analysis ( also Skill Needs Analysis)

General description of thetool/methodology Analysis of current and future skill requirements


Justifies staff development/recruitment strategy and plans

Innovative aspects of themethodology/tools (basedon evaluation of theimplementation withincompany)

Established good practice

More information available(web resources,

http://articles.techrepublic.com.com/5100-10878_11- 5032074.html




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publications)

3.3. Turning explicit/formalising the knowledge and skills of employees

involved in key processes - STEP 3

Specific tools:

T 3.1 Combining evaluation methods T 3.2. Initial evaluation form T 3.3. Occupational standard format T 3.4. In situ verification of skills and knowledge of the evaluated candidate T 3.5. Interview for evaluating the experience, skills and knowledge of the employee.T 3.6. Summary of provided evidences T 3.7. Evaluation report

Due to the need of estimating the resources mobilisation degree, including the humanones, and their performance, the concept of competencies evaluation emerged whichexceeds as sphere and importance traditional examination, observation, and testingterms. Competencies evaluation is a systematic collection process of information required for estimating based on job description or labour result, the behaviour,autonomy, initiative and teambuilding spirit, the accountability assuming capacity, and the intervention capacity in emergency situations, the human resources quality depending on the company aims and the equivalent levels from the same field of activity.

Staff competency evaluation is required for: Employees’ performance evaluation; Staff promotion to /selection for certain job positions; VT and/or career advancement programme development; In event activity restructuring/downsizing; Whenever a new objective emerges in the company strategy.

The following are widely recognised as key characteristics of competence evaluation: It operates with a set of evaluation samples specific to the competencies

package to be evaluated; It might be realised only by persons, departments, specialised companies; Involves cooperation between evaluator and evaluated person; Has permanent character as regards information collection, but is periodically

performed, as a rule, annually and/or by the end of a VT programme; Ensures interaction to surrounding environment by relating own employees

performances to those of other same profile companies.

In most of the cases employees have managed to develop other skills than the onescertified by their formal qualifications. Acquired in non-formal or informal environmentsthese skills should be made explicit and strategically used by the company. Moreover,the SMEs should look for knowledge where it is since, there is plenty of informallearning that can be observed at the workplace. As the Guide for training in SMEs (DGEmployment, 2009) indicates, not all learning is good for a company. Sometimes badhabits and ineffective routines are passed on. If you feel unsure of the real value ofsome of the “learning” going on, ask the “teachers” why this way of doing something ispreferable and for whom. In short, when you have an idea about what ought to be




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learned, start to look for people in your own company that might be able to function asmentors for others and impart the kind of knowledge that needs to be gained. If youcannot fill all the slots, try customers and suppliers and others in direct contact with the

company. If you are still short of mentors, look for external experts, trainers and teachersto use as fill-ins.”

List of potential informal learning that might be observed in the workplace:

- Learning new things under the responsibility of the boss or an experienced worker- Learning new things with the help of an experienced colleague- Learning by doing work with a growing degree of difficulty- Learning by using handbooks, manuals etc- Learning by asking for help/advice from an immediate superior- Learning by asking for help/advice from an experienced colleague- Learning by asking for help/advice from a supplier

- Learning by asking for help/advice from experts in other hospitality companies- Learning by asking for help/advice from technical division of importer/supplier- Learning by solving problems by yourself- Learning by practising with new machines/hardware/software- Learning by visiting other establishments in same sector- Learning by visits to fairs- Learning by regular rotation of tasks which can keep your skills up to date- Learning from suppliers’ instructions- Learning by doing non-routine jobs- Learning by solving problems together with colleagues- Learning by explanations from experts/experienced people- Learning by direct employee participation

- Learning from experiences of clients/users of products- Learning from complaints of clients- Learning by involvement in management, planning, etc- Learning by self-study from text-books of apprentices etc- Learning by doing jobs in your own time13

The evaluator represents the central pillar of any evaluation process; he/she must be atop expert in the field for which the evaluation is made. In fulfilling his/her missions, theevaluator has following attributions:

- evaluation organisation planning;- delivers relevant information to company management, CVT experts

from within the HR department, and to employees;- formulates job redesign proposals;- improves his/her own professional training by updating and/or learning

new evaluation procedures.

The evaluation sample set contains concrete elements, required knowledge,skills/competencies corresponding to an occupation/job, behavioural norms andpersonal qualities that an employee must prove in order to receive competency

13 This list of learning opportunites is a valuable reference and a guide to stimulate the creativityin implementing learning as know how transfer also in SME with limited resources for engaging inmore complex and more technical approaches.




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acknowledgement and certification for a rigorously determined field. At the same time,the evaluation sample set must be flexible enough and have a relatively wide applicationarea within a company. For these reasons, evaluation test samples are made out

through the cooperation between evaluator and company management, differentiated on fields, competency levels, etc . During the evaluation process the competencies of each(current or future) employee are measured. In the end, the evaluator must indicatewhether the current or future employee can or cannot answer to job requirements(defined as statements of competences or know how specific to a work process – seeprevious chapter)

Competency is a measurement of the practical capacity of fulfilling job attributions.During the evaluation process the competency is measured for each actual or potentialemployee. The result of competency evaluation must show whether the employee, or thefuture employee “can’ or “cannot” solve the job requirements from the viewpoint of theexecutive and key competencies.

Competencies measurement in accomplishing job tasks, from individual viewpoint, andalso in the relations with the team and the company management represent the mostmodern earmark of vocational performances evaluation. This system leads toprofessional acknowledgement for persons showing that they are capable to apply theirknowledge and skills and allows for chances equality for all those who regardthemselves as competent for a certain job.

How SMEs could choose appropriate method(s) for competence assessment? In orderto get valid results, sometimes several methods of assessment are necessary. Whichmethod is required depends on the competence. Self assessment and 360’ feedback areincluded in the ‘Workers guide’. The organisation can also use more or otherassessment methods, depending on which competence need to be assessed. Below wepresent four assessment methods you could use. Tool 3.1. provides assistance in theadequate selection of assessment between these different methods14.

Self-AssessmentSelf assessment involves employees taking responsibility for monitoring and making

judgements about aspects of their own performance or learning. It can be broken downinto two stages:1. Identifying standards and/or criteria to apply to an understanding of subject content2. Making judgements about the extent to which they have met these criteria and

standards

'Self assessment' can be a way of assessing the employees’ performance (being a

product of learning) but it is a learning process in itself. It is a way of improvingemployees’ learning by passing on skills of evaluation and critical judgement to otheremployees. In this sense the term 'self evaluation' may be more appropriate since it isabout developing employees' ability to make judgements about the quality of material.

360°feedback360°feedback is a staff development and evaluation tool. This tool generates feedbackby a number of individuals with varying views on the behaviour of the person beingevaluated.

14You find descriptions of assessment methods in Appendix B




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The aim is to create the widest possible reflection of the person's current behaviour inhis/her working environment. The most important feature of the 360°feedback method isthat different types of relationships provide feedback to the feedback recipient. Examples

of the various types of feedback providers are supervisors, colleagues and customers.The feedback recipient also indicates his own view per competence on the samebehaviour indicators. In this way, it can be ascertained whether there is a difference inperception between the feedback recipient and the various types of feedback providers.In the case of the 360°feedback method, the image provided by the feedback providersis a subjective image of behaviour and abilities. This offers opportunities for discussion.

Criteria referenced interview (STAR)Criteria referenced interview is an interview method to assess competences orexperiences. It is called ‘criteria referenced’ because experiences are assessedsystematically from performance criteria (being part of a competence). By systematicallyasking about situations in which behaviour and results have been shown, it is becoming

clear how an employee is meeting a standard. It is easy to claim “I am a good teamworker”, but how does this show in practice? What examples can be given and whichresults were reached in this teamwork?

Through this interview technique a competence can be assessed to a certain detail. Theletters STAR summarize the method used.S: In which situations were the experiences developed? (context: branch/ size company/ environment)T: What was your task or role in this situation? (formal or informal)A: Which actions did you perform, what did you do precisely?R: What results or effects did your actions have?

Preferably the interview follows this line of inquiry. By doing this, the conversation has alogical and ‘safe’ sequence for the interviewed: from the context of the behaviour to thepersonal contribution of the employee to the (evaluation of) the results. The interviewershould stimulate that the employee talks as much as possible in ‘I statements’ (I did,organised, planned, talked, asked).

Simulation assignmentDuring a simulation, the employee carries out a realistic assignment in a simulated worksituation. A simulation assignment makes it possible to assess a realistic task in anenvironment with controlled conditions.

Simulation assignments can be used to ascertain certain competencies or to fill in

specific questions or gaps of the assessor. The most accurate image of the abilities ofan employee is obtained in an authentic situation. It is important to maintain a balancebetween the certainty of obtaining more data and the efficiency and effectiveness of theassessment procedure. An example of a simulation may be preparing and having a badnews conversation.

T 3.1.: Combination of assessment methodsName of worker/group of workers assessed:

Methods of assessmentCompetences(examples)

Selfassessment

360”feedback

STARinterview

Simulation ………………

Focus on client




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CommunicationTeamworkWork planning……………………

The DYCOWFI15 project offers another valuable set of inter-related tools in the case ofevaluation the competences of a worker, with a special focus of identifying know-howdeveloped through working experience and not certified by a specific qualification. Thestages and the logic of the intervention is presented below:

Step 1. Does the candidate meet the minimum conditions?The people who want to get their competences recognised should meet some minimumrequirements, thus preventing identification and development of competences frombecoming a waste of time and effort for the involved people.

Step 2. What does the System for the Evaluation and Recognition of Competencesconsist of? What specific competences can I get recognized?The people who want to have access to the system of competence will be informedabout: The competence areas in which they could be assessed. Specific data on the evaluation methodology (stages composing the system, aims of

each stage, procedures, criteria, actors involved and expected outcomes of theevaluation)

After the analysis and evaluation of the information gathered in the individual dossier,depending on the results got, the following situations could occur:

The evidences collected are not enough to credit the competence. Go to stage

4: feed-back. The evidences collected are enough to credit the competence. Go to stage 5:

recognition.

I have doubts, I need more proofs to recognise the competence or not. Go totests for the evaluation

In case that the evidences gathered in stage 2 have not been enough to make adecision; it could be used at least one of the following tools to reach a conclusion do theevaluation.

• “In situ” verification. It is the most logical evaluation strategy, as it involves regardingthe facts as it appear really and leave written evidence of what happens.It should,previously to this observation, establish the activity that will be observed, the lengthand frequency of the observation.

• The competence-based interview. This kind of tool is one of the most commonlyused for the evaluation of competences, as it is a flexible, two-way and interactivemethod, easy to use. The objective of the competence interview is to verify that thecandidate person has the personal resources to mobilise for the competence. It canbe used it as a support for the “in situ” verification so that it enlarge the informationcollected in this test.

15 For details please see www.dycowfi.com




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Fig. 4. Overview of employee evaluationprocess

INFORMATION

GUIDANCE /

ADVICE

Advising interview

Evidence gathering

EVALUATION

FEEDBACK

Candidate

Are the evidences

enough?

TESTS

RECOGNITION

AT COMPANY

LEVEL

YESNO

DOUBT

Stage 1

Stage 2

Stage 3

Stage 4

Evaluationpassed

Stage 5OTHER WAYS

(i.e. Evaluation Centers)




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For collecting indirect evidences (coming from different sources, mainly colleaguesand supervisors who know well the candidate’s professional performance) the mostwidely used are the reports and references from colleagues, superiors and clients.

In the next stage, the candidate receives feed-back about the performance he/she hashad in the task or work carried out and the degree of fulfilment, compared to thestandard. This is an opportunity to strengthen the strong points and to defineimprovement areas for the weak points. All people that take part in the process willreceive the feed-back, independently of the results obtained. The candidate will also beacquainted with the appropriate alternatives both to acquire the competence in case ofnot having it, as to motivate to continuous learning in related areas for the successfulcandidates.

T 3.2. Initial evaluation form

Name of standard assessed: .....Evaluated person name:Evaluation panel co-ordinator name:Date:

Training/Professional trajectory folder

Proofs Observations

Training trajectory folderProfessional trajectory folderOthers

Review of the professional / training career

Competences Professionaltrajectory folder

Training trajectoryfolder Others

Professional activities description relating to the competence

Professional experience

Observations:------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

T 3.3. Occupational standard format (see also Step 2)



Employee competence assessment (Validated at Nationallevel)


Evaluation of employee’s competence against the NationalFrameworks for their job


Employee development funded through NationalApprenticeship programmes for young people and adults;Workforce competence validated at National levelAll assessments must be carried out “on-the-job” (minimum




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down-time)Innovative aspects of themethodology/tools (based

on evaluation of theimplementation withincompany)

Workforce competence validated at National levelAll assessments must be carried out “on-the-job” (minimum

down-time)

More information available(web resources,publications)

http://www.ento.co.uk/standards/aandv/assess_strat_landd.pdf

Tool 3.4. In situ verification of skills and knowledge of the evaluated candidate

To carry out in situ verification, the following tasks should be carried out:

1. The standards of the competences that are going to be evaluated should be analysedand tailored, matching the job description. The occupational standards guiding the

evaluation process should be adapted to the characteristic of the company, but alwayskeeping the minimum aspects describing the whole competence.

2. Definition of the observation framework.Direct observation, that is, the tests in real working situation in post, whenever it ispossible, is the most desirable and where the most reliable results are got.Nevertheless, when this is not possible, tests can be done in simulated working situationin centres prepared for it. The reliability and validity of these situations are greater when:the test situation simulates the best the real one; the people participating correspond tothe usual in the professional practice; the results are observable.

3. Timing of the evaluation sessions.The length and frequency must be established basing on two criteria: on one hand,making the evaluation costs minimal; and, on the other hand, getting the mostrepresentative and valid data.

4. Dimension of the competence to measure.We can consider as competence dimensions the frequency of the appearance of acompetence, its length, its period of being active etc.

5. Selection of the observation procedure.

The procedure must be combined: on one hand, random sampling to verify theprofessional behaviours in the company; and, on the other, real time to verify the resultsof the professional actions.

T 3.5. Interview for evaluating the experience, skills and knowledge of theemployee.

The candidate person will choose at least four activities among the most relevant. Todescribe each activity, the candidate person will answer to the following questions:

• The activity is:




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Daily frequent quite frequent exceptional

• Could you explain why this activity is important in your work/ occupation/ position?

• To develop this activity, who were you in relation with, in the organisation?- Which is his/her working post?- For which kind of work?

• To develop this activity, who were you in relation with, out of the organisation?- Which is his/her working post?- For which kind of work?

• To develop the activity:- Which kind of information do you need? Who does it come from?- How do you use it? What do you have to do with it?- Do you give this information to others? Who? Why? How?

• What equipment, tools, techniques, software, materials and other products do youuse to carry out the activity?

• Is there any specific restriction on the activity (safety, hygiene…)?

• How do you plan your work to carry out the activity?

• Which are the required skills and know-how?

• Which is the required specific knowledge? (scientific, economic, legal, languages…)

• What was your most important success in this activity? Why was it successful?

• What was the most difficult situation / problem you had to solve in this activity? Whywas it difficult? How did you solve it? What methods, techniques, tools, did you use?

The candidate is introduced to the distinction of formal and informal learning and the roleof the validation and recognition of informal learning for the individual and organisationalneeds:

- it allows the improvement of competences and processes at little cost.- workers identify their competences and have them recognised.

- the company itself, this can lead to recognition as a “learning company”.This type of recognition (sometimes in the form company awards) makes more sense insome national contexts and training systems than in others. All EU countries promotethe validation of informal learning. For SMEs, it is one of the easiest tools for improvingqualification levels. However, they should be aware that the validation practice has to beembedded in a larger environment of objectives, orientations and strategies and that theprocess can be complex and costly. Some informal learning schemes require time andenergy from other workers, such as mentors. Therefore, workers and entrepreneurshave to be actively motivated throughout the planning and implementation of suchschemes.




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SMEs are depending on the policy context, enabling and supportive environments inplace at EU, national, sector and occupational levels that stress the added value andwin-win-outcome of informal learning schemes for both companies and workers being

crucial factors of success. A factor of success can be the promotion of recognition ofprior informal learning by public support and framework programmes. In sectors whereskill gaps are important, like in personal care for instance, this method can be a tailoredtool. However, a resulting problem is that increasingly qualified personnel will be morecostly, and of course, might be tempted to leave the company for another perhaps largerone.

T 3.6. Summary of provided evidencesDate: ____________________________

Applicant Evaluator

Name:

Surname: Name:Referent: Surname:

COMPETENCES (direct) PROVIDED EVIDENCES

(Point out the kind of evidence,briefly summarising the informationprovided)

REMARKS

COMPETENCES (indirect) PROVIDED EVIDENCES

(Point out the kind of evidence,briefly summarising the information

provided)

REMARKS

Evaluator’s assessment:------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Tool 3.7. Evaluation report

Evaluated person name:Evaluator/s name:

Date and place ofevaluation

Name of the specificreferent/ competence assessed

DIRECTEVIDENCES

INDIRECT EVIDENCES

Source of evidence andperformance criteriaused(Y/N)

□ Activities done by applicant (in workingconditions, simulations etc.)□ Candidate presentations/statements□ Exercise for the identification of experience,competences, skills,..

□ Outcomes of the activity(portfolio, work sample)□ Colleagues, supervisors andclients (reports, references etc.)□ Training and professional




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recordMethods of evaluationused (Y/N)

□ interview using the tool for the identification ofexperience, competences, skills,..

□ direct observation (workprocesses/simulations)□ interview by competences

□ Evaluation of productsoutcomes of applicant

□ Interviews with colleagues,supervisors and clients□ study of the training,professional record andreferences

Tools employed for theevaluation(Y/N)

□ Tool for the identification of experience,competences, skills,..□ observation protocol□ interview grid (individual)□ standardized tests

□ description of professionalactivities related tocompetences.□ evaluation grid for trainingand professional record

Result of the evaluation

Score for each methodused by taking intoaccount the Expected Results section withinthe standard

□ direct observation (workprocesses/simulations) = ... out of ... points

scale (average of Check list scores)

□ Evaluation of productsoutcomes of applicant =

□ Interviews with colleagues,supervisors and clients =

□ Study of the training,professional record andreferences =

Decision of the evaluator Competent/not yet competent for the unit assessed

Evaluator’s comments:----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

3.4. Identification of skills shortages/surplus and design of integratedinterventions to close the skills gap by enhancing opportunities oflearning within company - STEP 4

Tools:

T 4.1. Skills Audit T.4.2. Defining elements of a CVT program T 4.3. Framework to evaluate learning activities T 4.4. ECVET and National Qualification Framework T 4.5. Company self-check

T 4.6. Mixed and intergenerational learning, mentoring schemes

There is a wide array of methodologies and approaches at companies disposal foridentify the skills shortages or surplus. As we have seen so far, HRD integration in theglobal company strategy implies the use of some correlated analysis-diagnosis,evaluation and planning procedures: establishing the development objectives of thecompany on medium and long term (multi-annual programmes); performance andexisting company skills evaluation; the identification of new skills and qualificationsrequirements. Once the company has obtained reliable, complete and updatedinformation on existing and required staff know how (demand/supply), a comparativeanalysis of new qualification requirements and existing skills within companies is a keystep of the HRD strategy.




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T 4.1. Skills Audit

Name of the Tool/MethodologyContext of tool/methodology use Skills Audit


An “inspection” of skills and knowledgeavailable against the existing (or forecast) skillneeds of the organisation

Added value for the SME (justificationof the use)

Informs 1. A staff development and recruitmentstrategies and plans

Innovative aspects of themethodology/tools (based onevaluation of the implementationwithin company)

Not very innovative – well established practicein ISO accredited companies

More information available (webresources, publications)

CIPD (Chartered Institute of Personnel and Development( website forum...a debate on skills audits: http://www.cipd.co.uk/search/default.aspx?c=*&r=1&g=0&q=skills%20audit

By determining the global and structural need of qualifications and competencies, thecompany will be in the best position in choosing and setting up ways to implement them.Reaching this point, SMEs might resort either to internal mechanisms – promotions, jobs redesign, and job rotation of workforce; CVT within company based on internaltraining providers, or by employing a supplier organising training courses within thecompany; specialisation within companies with which it cooperates; individual careerplans in consensus with company needs and individual aspirations, etc.; or to externalmechanisms through direct recruitment on labour market and a short period ofadjustment to company. Our guide will touch only some of these mechanisms,highlighting the fact that all require resources to be implemented, monitored andevaluated but also increasing their impact if combined.

As learning organisations, SMEs are in a continuing process of acquiring knowledge andskills, of updating and enriching some basic or key competencies, of adjustingqualifications in relation to economic and societal changes, to new types of companyneeds and/or employees aspirations.

On the whole, a SME facilitating learning within its organisation has as mainobjectives:

a) training human resources apt to contribute to increasing labour forcecompetitiveness;

b) updating knowledge and improving vocational training for the basic occupation,as well as for germane occupations;

c) qualification change determined by the economic restructuring, social mobility orby labour capacity changes;

d) acquiring advanced knowledge, methods and modern procedures required forperforming job tasks.

The basis of determining the learning needs of SMEs relies, mainly, on the followingprocedures, as a rule, in combination:




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→ Performance and skills evaluation for employees (competencies trial);→ Customers demands→ Organisational surveys→ Job analysis.

Within this frame, the staff evaluation results represent a barometer of staffcompetencies status as against the workplace tasks to be fulfilled. It offers informationregarding: owned knowledge, initiative spirit and autonomy, responsibility, integrationand cooperation degree within the team, high performance capacity, etc.In its turn, job analysis/redesign– if well managed – offers the defining elements fordesigning and selecting some training programmes to mutually benefit company andHR.

Specific to any management system, planning plays an essential role in humanresources management. The planning of vocational training exercises significant

influences on all HRD levels (recruitment and staff selection, career management,motivation and employee satisfaction, etc.). Therefore, some elements that define atraining and vocational development plan are important, such as:

• Educational targets of training (the vocational competencies and skills need)• Training manner (indoor or outdoor);• Determining the supplier’s selection criteria – in the case of vocational

training outside the company• Trainer’s traits and training methods - in case of training indoor• Costs.

Vocational training programmes involve costs with the employees’ wages who undergotraining, trainers’ fees, taxes payment, when the training takes place on grounds of acontract with a specialised company, with substituting employees’ who go throughvocational training, etc. Nevertheless, costs must be assumed within a company in orderto obtain performance increase of the staff that is at qualitative and quantitative level, aswell. Better trained employees shall make profitable the entire activity of the company.Moreover, the adjusted and accepted training increases the motivational level of the staffand shall have beneficial effects on the labour climate.

T 4.2. Defining elements of a CVT program

Defining elements of a vocational training programme:1. Contents of training programme2. Development period of the programme3. Employed educational techniques4. Development place of the programme5. Supplied educational support6. Evaluation methods7. Certification forms

The most modern design forms are based on identifying some training modules thatshould target some employee groups. In this manner, the programmes might be followedup either in their succession, or selectively, depending on the category of employeesthey are addressed to. In a similar way, might be approached the vocational trainingprogrammes delivered by profile suppliers.




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The vocational training module allows for the differentiated approach of theperformance criteria depending on the level desired by the beneficiary and a well-

defined development of the knowledge level necessary for achieving certaincompetencies, or an information level. Training modules might be theoretical, practical ormight mix theory and practice in the frame of a certain topic.

It is essential for finalising each module to organise an evaluation, followed by acertification process and, respectively, following up the results during the activity.Similarly, for a larger number of modules, an evaluation must be organised, followed bythe award of a graduation or qualification certificate.

Vocational development as measure of increasing experience, of theoretical andpractical knowledge for management staff must be designed, led and evaluateddepending on the company’s goals, the individual improvement needs of the leaders, the

predictable changes in the management team structure, etc. The unfolding of thevocational development process is similar to the one of vocational training, the differencebeing that emphasis is laid on “teambuilding”. The training programme has much widertopics, adjusted to the management needs in relation to new managerial trends.

Taking into account actual conditions (goals, time, money, staff availabilities, etc.)vocational training for SMEs is more efficient if organised hands-on-job. It allows for therealisation of flexible programmes, adjusted to the needs that generated them, ensuresthe direct link to the job place, stimulates competition between employees and facilitatesthe development of the team spirit and of the entrepreneurial one.

SMEs should notice that vocational training programmes organised in house could becostly and difficult to support. A large part of the resources are employed for writingtraining programmes and trainers fees, often a SME doesn’t have its own resourcesavailable to this end. These shortcomings might be overcome by identifying vocationaltraining offers of specialised suppliers, who operate on the market and who developsuch programmes for a larger number of enterprises.

T 4.3. Framework to evaluate learning activitiesAs in the case of vocational training needs analysis, evaluation is a very important partof the learning system. If evaluation is not performed, the beneficiary company cannotcompare employees’ results after being involved in learning processes with the onesbefore it. Moreover, the company might waste financial and material resources for

inappropriate training and it will not know whether the aimed goals have been reached,or not. Therefore, the beneficiary company must monitor employees’ who have attendeda certain form of vocational training and to evaluate their obtained performances after agiven period of time. The following tools offers an example based on a trainingprogramme, but it could be generalized to all types of learning activities:

The effectively achieved results, after a training action must be compared toanticipated objectives, so that the differences between them can be observed andmeasured. The performed analysis must include:

• Level of trainees reaction (with respect to materials, facilities, contents,trainers, programme duration, etc.); in event of performing vocational




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training with the assistance of a specialised supplier, this type ofevaluation enters into the attributions of the latter and might be madeavailable to the company, on request;

• Competencies gained by the trainees (skills, knowledge, attitudes, etc.)in event that vocational training is performed by a specialised supplier,he/she must involve in the evaluation commission experts in the field, andthe actual evaluation must be performed theoretically and practically aswell;

• Effect of vocational training on job performance within the company;• Effect of vocational training on the entire activity of the company

(costs reduction, product and services quality improvement, increasingproductivity, increasing sales volume, diminishing the number ofcomplaints from customers, teamwork, etc).

The economic effect of training or profitability of vocational training shows themanner in which the company benefits of it. At this level, evaluation is determined bythe criteria through which the company appreciates its efficiency and success, or failure.

T 4.4. ECVET and National Qualification Framework

While EQF is serving as an instrument of translation and is to put different qualificationsin relation to each other making them comparable, ECVET deals with the evaluation ofthe learning results - quasi a qualitative quantification. The aim is to enable quantifiableevaluation of qualifications and of their components (“units”).Each level of EQFcorresponds to a certain number of points by using ECVET.

At the centre of ECVET is the orientation to learning results i.e. an outcome orientationreplacing the predominant prevailing input orientation (contents, type of educationalinstitution, duration of an educational course, structure and methods of vocationaleducation). Its basic principles are:

• Personal development when exercising the right to work and to choose freely awork or job.

• Meeting the needs of the productive system and of employment on a lifelongbasis.

• Equal access of all citizens to the different modalities of vocational education andtraining.

• Participation and cooperation of social agents with public authorities.• Adapting the training and qualifications to European Union standards.• Participation and cooperation among the different Public Administrations.• Promotion of the economic development taking into account the regional needs

regarding the productive system.

Recognition of competences acquired at work place could be considerably enhanced bymeasuring and evaluating informal learning when implementing ECVET. With this viewthe projects presented may provide indications as to how to put this into practice. Yetevaluation of informally acquired competences in the projects described is company-related, i.e. it is done by means of a grid tailored to the needs of a certain company.




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Therefore, for generalization the grids are not of special interest, but the processes forimplementing the analysis of competences.

As already highlighted the design of integrated interventions to close the skills gap andmanage the continuing process of acquiring competences is the most important aspectof our approach. The national reports indicated the importance of aged workers for theknow-how retention and transmission. The following range of tools are more focused onthe aged workers, as a key resource for the learning policies within SMEs. Throughinter-generational learning, the aged workers could transfer formally or informally the keyknow-how to younger colleagues. The know-how transmission, including also the newrecruited staff, offers the company the guarantee that key knowledge and skills areremaining within the organisation and is not lost due to the voluntary or forced personnelturnover.

All specialists are indicating that making the decision to retire is complex and involves

balancing financial considerations with personal preferences and practicalities. There isnow clear-cut pattern since for some, retirement is the point at which work stops, and forothers it is simply when they begin to draw their state pension, but continue to work. Thecomplexities of personal finance, according to the results of the first IES public policyconference, which focused on older people in the labour market16, were reported tobaffle many people after retirement, most of whom have little idea about the financialresources available to them post-retirement.

Taking into account this conclusion, it is clear that all SMEs should ensure that olderemployees receive sufficient advice about the finances and other conditions ofretirement to make an informed decision about whether to stay in work or to retire.

Nevertheless, not all individuals will have a choice. It was argued that the age at whichan individual retired was related to occupation and class and that there was a blue/whitecollar divide. A proportion of older workers are forced into de facto retirement on acombination of benefits due to ill-health. These individuals are most likely to be bluecollar workers. It was proposed that white collar or ‘knowledge workers’ have morechoice about when to retire. On one hand many are able to continue to work for longergiven the less physical nature of their jobs, and on the other, given that on averageknowledge workers earn more over their working lives they may be in a financial positionto retire early, or at least to have that choice.

Encouraging people to work for longer, is arguably more equitable and means that olderpeople who have long career histories (most likely to be blue collar workers) are notexpected to work as late into life as those who don’t (more likely to be knowledgeworkers). The IES also underlines that asides from finance, other factors reported to bekey to whether or not older workers decided to continue to work, or to retire, includedHRD management and flexible working program. Older workers, just like the rest of thepersonnel or even in a higher proportion, tend to leave employment if they are poorlymanaged. Therefore SMEs should be potentially addressed by training of managers tomanage older people effectively, whilst a lack of flexibility about when and how to workcan also be a contributing factor to an older person’s decision to leave the labourmarket.

16 http://www.employment-studies.co.uk/policy/events/event.php?id=091106p




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Therefore SMEs should work together to ensure that older people have the health andskills to enable them to work for longer should they wish to, should value and activelyuse their experience and know-how and find flexible working patterns and part-time

working arrangements, as elements of an effective older workers strategy. Older workersare disadvantaged in the labour market since they have substantially lower employmentrates, suffer from greater long term unemployment, are less likely to make the transitionout of inactivity, and often have to accept substantial reductions in their earnings whenthey find a new job. There are many causes of this disadvantage, several of which aredriven or at least closely related to skill levels and lack of recent training. However,SMEs should be aware that providing older workers with additional skills will only make adifference if employers value them17. (Mayhew at all, 2008).

Age management has become a central challenge for companies, in particular forsmaller companies, since they face additional difficulties in attracting and retaining aqualified workforce. Lifelong learning and skills development strategies adapted to the

needs of older workers are of utmost importance and in many sectors (especially thetraditional sectors) depend on the capacity of entrepreneurs and employees to retainolder workers as indicated by the Guide for training in SMEs (DG Employment, 2009).

The companies are facing unprecedented challenges in their HRD policies, caused bothby economic negative development and the characteristics of the labor force(demographic change, migration etc.). The majority of companies are confronted or areexpecting in the near future to be confronted with major difficulties to ensure qualifiedpersonnel in the future. Acquisition of qualification for companies was made for manyyears by obtaining qualifications externally from the labour market, which will becomeincreasingly difficult in the future. The important point for companies is therefore to be ina good position when competing with other companies for qualified personnel and,

equally important preserving as much as possible their existing know how.Therefore,future personnel strategies must be geared to inclusion of persons employed into theprocess designing their work, a reasonable mixture of age groups, exchange amonggenerations, appropriate strategies for recruitment, personnel development, workprotection, up to the point of development of technologies and requirements for theiroperability and manageability.

A key factor is also the organisation of work. The national reports show thatmanagement often have only limited knowledge of the abilities and competences ofolder employees that extend far beyond the immediate requirements of their work places(as defined by the occupation standard, job description etc). Knowledge by experience(“Know-How”) spans also areas not directly linked to the job definition of the work place

itself. Older people dispose sometimes of very sophisticated strategies of handlingchanges in work-life that may be well used for internal amelioration of work places andwork processes.

Most of the companies seem to acknowledge that it is necessary to prepare the personssoon to be retired in order that they are open and ready to transmit the knowledge, skills

17 Oxford Institute of Ageing AGEING HORIZONS Ken Mayhew, Matt Elliott, and Bob Rijkers, Upskilling Older Workers in Ageing Horizons, Oxford Instituteof Ageing, Issue No. 8, 13–2.




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and attitudes for the other members of the staff, especially the young and inexperiencedones. It is not possible to leave everything in hands of the databases and of thecomputers, since these only have the information, not the competences.

T 4.5. Company Self-check

Online “quick-check” questionnaire to analyse whether an age-friendly workingenvironment is offered. Details: Project WAGE ( www.wage.at )

T 4.6. Formal and informal intergenerational training, mentoring schemes

Promoting links between generations by promoting the concept of “mentoring”.Mentoring will be used and tested to identify efficient ways of passing on skills. In thisframework, the project will organise sessions allowing retiring workers to pass on usefulskills to unskilled youngsters. This is a two-way mentoring process, where each side can

learn from the other. Mentoring will also be used for the transfer of know-how from olderworkers to unskilled workers of special social groups (immigrants, repatriates) who areoccupied in the textile and leather sector, but suffer from social exclusion andprofessional disorientation18.

3.5. Overcoming learning barriers – STEP 5

Tools:

T 5.1. Fighting prejudices and stereotypes T 5.2. Career plan guideline T 5.3. In-house learning resources (50+ employees)

T 5.4. Drawing professionalizing paths T 5.5. Key worker initiative T 5.6. Job rotation scheme T. 5.7. Workplace learning partnership

Last but not least, SKRAT interventions aimed at developing the creation of enhancedopportunities for learning within the company (both formal and informal) based on anactive role played by the aged workers are also involving a specific set of transversalinterventions aimed at overcoming the existing barriers for learning, identified anddiscussed in the previous section of the report: lack of motivation for personal.

T 5.1. Fighting prejudices and stereotypes against aged workers

SMEs should take into account that the attitudes towards older workers can change andsupporting actively anti-discrimination campaigns could be a positive signal given by theorganisation to senior workers. Creative initiatives, like the French website“jenefaispasmonage.net” (in English, “idontlookmyage.net”) aim at changing recruitmentand HR practices in SMEs. Two of the most interesting projects with regard to greyinghave been built around the idea that attitudes can be changed, through transfer ofknowledge, dissemination of good practice and exchange of experiences. SAW (Seniors

18 See for details http://www.actionlinc.eu/Links.php




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and Workplaces) in Denmark, and WAGE (Winning Age, Getting Future) in Austria, fightprejudices towards older workers. One of their common ideas is to show that olderworkers offer opportunities, not drawbacks for SMEs (source Guide for training in SMEs,

2009)

Other tools for raising employers’ awareness of senior work value are related toinformation meetings with testimonials of company managers who have lead trainingactions for seniors and with speeches of public actors; free delivery of a CD-Rom to allthe member companies, messages on the radio, a mini-website. A more specific servicedeveloped by Agefos was dedicated to employees aged 45 or more who want to begin atraining process. It is a tailor-made advice to employees for the management of theirown second-part career, linked with the company’s project. It can facilitate their jobretention, their professional evolution or facilitate a redeployment of the worker. Theemployee is followed in the whole training course, at the beginning (to define preciselythe professional plan), during the training, at the end and after the end. A tool was

created: a “dashboard”, which facilitates the following of the progress (CEDEFOP,2009).

Aged workers are also facing a disincentive in developing a professional path. Theretirement approach seems to be a turning point in its own career management, with adirect negative impact on the organisation. The career planning process presupposesthe interconnection of the two existence side of a career, the individual and theorganisational one. A successful career planning, as result of mixing individual andorganisational goals implies various alternatives:

• the employee plans and allots own resources; • the direct superior offers support; • the organisation ensures own resources and the development frame; • human resources department represents the employees in the

discussions with the members from the company management.

Often the aged workers face difficulties in all this aspects, the stereotypes andprejudices of company management or co-workers having a direct negative influence.

T 5.2. Career plan guideline

Career plans are development instruments for human resources. The achievementof career plans, and of the employees promotion and rotation policy on jobs representthe warranty of future organisation development. It presupposes five important steps:

− Analysis of professional results – comprising basic occupation, key

positions, facilities offered by the company to the individual and noveltiesbrought by the employee in achieving company goals;

− Analysis of employee’s aspirations, motivation and potential – withrespect to the position he takes in the professional life as against family life,perspectives and fears related to professional risk;

− Vocational orientation – the extent to which the held job within the companyis right to the individual’s traits;

− Means of adjustment to made option – weighing out qualities, whichrecommend the individual for taking a certain position, with limits resultingfrom the evaluation process;




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− Strategy of achieving the proposed plan – determining the calendar planon intermediary stages of action.

Main components of a career plan:- wage level and/or other advantages;- job responsibilities;- promotion opportunities or of switching to another position;- attractiveness of the activity field in relation to expectations;- impact of individual performances and/or of company ones on the individual;- professional improvements/accretions;- participation to vocational training programmes;- moral satisfactions;- social aspects.

T 5.3. In-house learning resources (50+ employees)


Context of tool/methodology use In house learning resources General description of thetool/methodology

A “learning centre” (Government funded in the UKthrough the “Learndirect” initiative) giving access toon-line leaning resources for most transversal skillsand specific occupations


Easy access to employee development resources;Establishes a learning culture in the organisationEmployees can (and do) use this in their own time

Innovative aspects of themethodology/tools (based on

evaluation of the implementationwithin company)

Easy access to employee development resources;Establishes a learning culture in the organisation


http://www.learndirect.co.uk/

T 5.4. Drawing professionalizing pathsYou can make this plan for each group of workers, or for each or some individualworkers as well. This approach is based on professional navigation19 and contains thefollowing stages:

STAGE DESCRIPTIONEstablishing thecourse

An itinerary or project of professionalism is described by putting into evidenceand describing the group of professional competences to be acquired or themastery of one competence to be reached.

Determining thestarting point

To design the itinerary contributing to develop one or several competences, itis necessary to know where we are starting from. The evaluation toolsproposed by this Guide can be used for that. The self-evaluation tools of theWorker’s Guide can also be used and they will allow agreeing with each workerthe objectives and itineraries.

Drawing the mapof opportunities

The competences are acquired and developed in multiple situations. Somesurveys advise to focus on situations involving a challenge (professional

19 For more information, see Guy Le Boterf, Développer la compétence des professionnels, Editions d’Organisation,

2002.




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situations in the company that mean a challenge as they require to use certainabilities), together with the reflection about the results of these or otherexperiences (see file Lessons from Experience) and a little part of formal

training. Drawing the map of opportunities thus consists in identifying thesituations, mainly professional ones, allowing a person to develop acompetence or a group of competences. The objective is to identify places andactivities in the company in which the worker will be able to develop thesecompetences, as well as other situations, as the training courses, or theaccompaniment of more experienced professionals or reflection sessions, forinstance, that could contribute to it. These situations should be later put inorder in a logic itinerary, feasible and coherent for the worker, so that whenhe/she follows it in its different stages, the worker develops his/hercompetences in a suitable way and each new situation means a reachable andmotivating challenge.

Establishingintermediateobjectives,negotiating theitinerary

It is necessary to agree with the worker the precise itinerary, to agree theintermediate objectives and to establish “control points” throughout it. Theworker should consider this process as his/her own, he/she should know whatis expected from him/her and the benefits he/she can expect from this learning.

Carrying outevaluations,controlling theprocess

It is necessary, along the process, to verify that the established objectives arebeing reached, that we are following the good way, that the itinerary is welldesigned. The environment, the company’s needs and its organisation canchange and require a review of the established itineraries. It is also necessarythat the worker evaluates his/her progress, thinking about each newexperience and what is learned from it, not only as an element to feed learningand motivating element, but also as a way to control this itinerary and to makeit suitable for the needs.

Fig 7. Model of professionalisation path

This tool can also be linked with the following strategies:- Training course.- Coaching on the job.- On the job development.- Accompaniment junior-senior.

Compulsory activities

On the jobdevelopment / Professionalising jobsituations

Learning opportunities

Periodicmonitoring

Starting positionevaluation

Profesionalisationaim




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- Experience lessons.- Simulation training.

The Guide for Training in SMEs (2009, DG Employment) indicates that retaining andattracting qualified and trained workers is one of the most challenging tasks - alsoagainst the background of demographic change - for many micro, small and medium-sized companies. Young graduates but also experienced workers tend to gravitatetowards large companies and are less interested in SMEs, often viewed as a launchingdevice for a better job.

SMEs can benefit from their competitive advantage related to the fact that they are oftenon the cutting edge of innovation; they can offer young employees rapid careeradvancement. In sectors experiencing recruitment difficulties, the lack of promotion or anegative image often needs to be corrected. But only by keeping a constant eye onworking conditions will a sector eventually become attractive to younger workers. Here

again, social partners’ organisations play an important role due to their influence inpublic policy debates, as well as through social dialogue with political actors andeducational institutions at the national and sectoral level.

Tool 5.5. Key worker initiative


Context of tool/methodology use “Key Worker” initiative General description of thetool/methodology

Identification and training of worker(s) withpromotion or replacement potential at anearly stage.

Added value for the SME (justification ofthe use)

Skilled workers / managers always coveredduring unexpected absences, and if theychange jobs or retire

Innovative aspects of themethodology/tools (based on evaluationof the implementation within company)

Skilled workers / managers always coveredduring unexpected absences, and if theychange jobs or retire


http://www.beyond.com/Media/Promoting- From-Within-&-Succession-Planning.asp

T 5.6. Job rotation scheme




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Proyecto Piloto sobre JOBROTATION en Territorio Histórico de ALAVADiapositiva 2 / 16

www.alava-adapta.org

¿¿QuQuéé es JobRotation?es JobRotation?Empresa

Administrativo Técnico RR.HH. Oficina Técnica

PERFILES PROFESIONALES PREVISTOS

Trabajadores Titulares:Tutorización a Trabajadores

Sustitutos (1 semana inicial + 4horas semanales de solape) yFormación específica para lamejora de sus cualificaciones ycompetencias profesionales

Desempleados formadospreviamente en un marco decompetencias específico (300horas), y que mediante uncontrato laboral (2 meses)relevan en la Empresa a los

Trabajadores Titulares mientrasestos se forman

Proyecto Piloto sobre JOBROTATION en Territorio Histórico de ALAVADiapositiva 3 / 16

www.alava-adapta.org

1. Metodolog1. Metodologí í aa

FORMACIÓN PREVIA en aspectos

teóricos- práctica en el puesto detrabajo específico que va a ocupar

Adaptado a DESEMPLEADOS

FORMACIÓN ADAPTADA a lasnecesidades productivas y competenciales

de la empresa

Adaptado a las necesidadescompetenciales de las EMPRESAS

PUESTO DETRABAJO

PUESTO DETRABAJO

PROCESOFORMATIVO

PROCESOFORMATIVO

TRABAJADORESTRABAJADORESALUMNOSUSTITUTO

ALUMNOSUSTITUTO JOBROTATIONJOBROTATION

Jobrotation scheme main stages:

Fase 1: Creación de un Comité Técnico de GestiónFase 2: Acciones de Sensibilización y Difusión hacia el Método JOBROTATION dirigidas a losagentes económicos y sociales del TT.HH. de Álava




73

Fase 3: Identificación y Selección de Empresas que permitan desarrollar procesos deJobRotationFase 4: Servicio de Consultoría para las Empresas

(Estudio y Análisis del entorno laboral, evaluación del marco de competencias ynecesidades formativas)Fase 5: Diseño de Planes Formativos a medida de los empleos identificadosFase 6: Selección de Participantes

(Trabajadores Sustitutos y Trabajadores Titulares)Fase 7: Desarrollo del Proceso Formativo para los Trabajadores Sustitutos (300 horas)Fase 8-A: (Período de rotación en los empleos) Período de tutorización por parte de lostrabajadores titulares a los trabajadores sustitutosFase 8-B: (Período de rotación en los empleos) Período de contratación a trabajadoressustitutosFase 8-C: (Período de rotación en los empleos) Desarrollo de proceso formativo para lostrabajadores titulares

T 5.7 Workplace learning partnerships

The WLP tools are collected in the WLP course named “Developing Workplace Learning

Partnerships for the Future”, aiming at promoting European knowledge and expertise on

workplace learning partners in enterprises20

.

The ‘WLP course’ can be used as a basis for a traditional course or as a framework for

self-organised learning; it is based on a relatively open architecture that makes it possibleto use for different purposes and to adjust to different contexts. In this respect the course

concept is developed in the following documents:

1. The introduction note that presents the outline of the course,

2. The framework that presents the Learning Areas and the related learning tasks,3. The planning tool that presents underpinning pedagogic reasoning and alternative

options,

4. The customisation tool that presents key questions for customisation or

personalisation,5. The tutorial tools that are related to specific Learning Areas.

The WLP Course is based on four Learning Areas:

Learning Area 1: Partnership creation and use of basic analyses

Learning Area 2: Planning of partnership-based learning arrangementsLearning Area 3: Support for partnership-based learning activities

Learning Area 4: Making use of web services and web platforms.

The framework of the course is a matrix that structures the learning process and relates

the learning tasks to the desired level of expertise:

a) Basic orientation to the learning area b) Knowledge on the key contexts and related working perspectives

20 For details please visit the official website of the project at: www.workplace-learning-partners.org




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c) Mastery of strategic knowledge and use or related tools

d) Expansive learning and use of transferable knowledge elements.

Depending on the local interests it is possible to decide whether to use course as such

(with the whole set of Learning Areas and all levels of expertise) or whether to make

selective choices. From the perspective of customisation it is appropriate to make

selective choices.

PART IV FURTHER DEVELOPMENT

The current report is offering a synthesis of the research work done by the partnercountries in framework of the project SKRAT. Each national report together should be

considered an annex of the current report. However, for usability reasons, the nationalreports will be available as separate documents.

As soon as this report will receive comments, inputs and additional information about thetheoretical framework or the tools presented, it will be revised. However, due to the factthat the project activities are behind the schedule, the revision of this report will be donein parallel with the elaboration of the SMEs Guide.




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GLOSSARY

The glossary was composed using the definitions of “Terminology of vocational training policy: a multilingualglossary for an enlarged Europe”, published by CEDEFOP in 2004 as well as the glossary gives definitionsof terms, concepts developed and presented by the partners in the project “LINKS for SMEs” (see fordetails: http://www.trainingvillage.gr/etv/Upload/Information_resources/Bookshop/369/4030_6k.pdf)

APPRENTICESHIPSystematic, long-term training alternating periods in a school or training centre and at the workplace; theapprentice is contractually linked to the employer and receives remuneration (wage or allowance). Theemployer assumes responsibility for providing the trainee with training leading to a specific occupation.

COMPETENCEAbility to apply knowledge, know-how and skills in an habitual or changing situation.

COMPETENCE DEVELOPMENTIt is improving what we know (knowledge), what we know how to do (skills) and what we want to do or we

want to be (attitudes).CONTINUING VOCATIONAL EDUCATION AND TRAININGEducation or training after initial education or entry into working life, aimed at helping individuals to:- improve or update their knowledge and/or skills;- acquire new skills for a career move or retraining;- continue their personal or professional development.Comment: continuing education and training is part of lifelong learning and may encompass any kind ofeducation (general, specialised or vocational, formal or non-formal, etc.). It is crucial for the employability ofindividuals.

DACUMDACUM (Developing a Curriculum) is an occupational analysis method aimed at the achievement of resultsthat may be immediately applied to the development of training curricula. It is a method used that isinnovative and effective to carry out occupational analysis and work analysis. It is developed by a working

team that, generally in a two-day period, produces a detailed research chart with the tasks and dutiesdeveloped by workers in a certain position.

EVALUATION OF COMPETENCESIt is the way to measure which competences (and to what extent) a person has. Competence evaluation isthe base for selection, development, retribution.

FINAL EXAMINATIONEvaluation of theoretical knowledge and practical skills, which compose the learner’s professionalqualification, during and after the learning process.

FURTHER TRAININGShort-term targeted training typically provided following initial vocational training, and aimed atsupplementing, improving or updating knowledge, skills and/or competences acquired during previoustraining.

INFORMAL LEARNINGLearning resulting from daily activities related to work, family or leisure. It is not organised or structured (interms of objectives, time or learning support). Informal learning is in most cases unintentional from thelearner’s perspective. It typically does not lead to certification. Comment: informal learning is also referredto as experiential or incidental/random learning.

INTERVIEWThe interview is a technique to get data consisting in a dialogue between twoor more people: the researcherand the interviewed. It is made to get information from the latter, who is a person who knows about thematter of the research. As a gathering technique, it goes from interrogation to free conversation.

JOB ROTATION




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It is a tool allowing, on one hand, the unemployed people to have a real working experience; and, on theother hand, the workers to achieve an improvement of their professional competences, contributing to anincrease of the company competitiveness (while a worker is taking part in a re-qualifying training process, an unemployed, previously trained, occupies his/her working post).

KNOW-HOW MAPKnow-how map is a tool which enables the evaluation and comparison of skills. Several versions of the toolexists. Skills can be evaluated in different levels (know-how of individual worker / business unit / wholeorganisation etc.)

KNOWLEDGE SOCIETY/KNOWLEDGE BASED SOCIETY’A society whose processes and practices are based on the production, distribution and use of knowledge.

LEARNING ORGANISATIONAn organisation where everyone learns and develops through the work context, for the benefit ofthemselves, each other and the whole organisation, with such efforts being publicised and recognised.

LIFE LONG LEARNING

All learning activity undertaken throughout life with the aim of improving knowledge, skills and/orqualifications for personal, social and/or professional reasons.

MANAGEMENT BY COMPETENCESManagement by competences is an Integral System of people or human resources Management in itsorganisation. This system, used by many companies in different sectors, is based on a very simpleapproach: focus our people management on something objective, observable, measurable and agreed: thecompetences.

MENTORMentoring is a formal or informal relationship between senior and junior employees for the purpose ofsupporting learning and development. The mentor provides ongoing support, advice and career direction toan individual. A mentor holds a higher position in the organization and is usually outside of the mentee’schain of supervision. (www.humtech.com)

NON-FORMAL LEARNINGLearning which is imbedded in planned activities not explicitly designated as learning (in terms of learningobjectives, learning time or learning support) but which contain an important learning element. Non-formallearning is intentional from the learner’s point of view. It normally does not lead to certification.

ON-THE JOB TRAININGVocational training given in the normal work situation. It may constitute the whole training or be combinedwith off-the-job training.

PATHWAY OF TRAININGBroad group of training programmes that share the same main characteristics (e.g. duration, place oftraining, etc.). Most countries have different vocational training pathways. The main difference is school ortraining centre- based versus work-based training.

RETRIBUTION BY COMPETENCES

It is an objective way to pay for an employees’ work. It is not only to base on “what” (production, sales,objectives…), but on “how” the person achieves all this.

SELECTING PERSONNELIt is the way to choose among the candidates that apply in a selection process in an objective manner, aswe are basing on evidences and not on assumptions.

SOCIAL PARTNERSEmployers’ associations and trade unions forming the two sides of bipartite social dialogue.

SKILLSThe knowledge and experience needed to perform a specific task or job.

STRUCTURAL INTERVIEW




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Also called formal or standardised. It is rigidly standardised, identical questions are asked in the same orderto each participant, who have to choose the answer among two, three or more choices offered.

TRAINING PLANNING

It is organising and defining some interventions for all the performances that are going to involve adevelopment for the people in our company, searching for the relation among all these actions. In order tothat, the working posts, activities and even the working processes in the organisation are analysed andtraining is focused according to this, formalising the performances to do.

Relevant e-resources

www.dacum.orgDACUM approach for occupational analysis

http://so.cnfpa.ro/so/ Listing of Romanian occupational standards

http://handson.workfutures.bc.ca/profiles/index_alpha.cfm?lang=en&site=graphicWebsite with occupational profiles: British Columbia/Canada

http://online.onetcenter.org/find/

http://www.sqa.org.uk/sqa/2.htmlScottish vocational qualifications

http://www.saqa.org.za/ South Africa’s very systematic register of qualifications and unit standards

http://www.nzqa.govt.nz/framework/explore/index.doEntry into New Zealand’s qualifications register

http://www.nqrjamaica.org/nationalregister/generalinfo/search_nqr.aspx

Search the database of the national register of qualifications of Jamaica (interesting descriptions of unitstandards)

http://www.cncp.gouv.fr/index.php?page=10Site of the Commision Nationale des Certifications Professionnelle and the National Register (RépertoireNationale) of Certificates (in French only )

http://www.hrsdc.gc.ca/en/hip/hrp/corporate/nos/occstd.shtmlSite of the Human Resources and Social Development Canada. Provides a systematic methodology for thedevelopment of occupational standards

http://www.demobib.de/bib/index,id,743.html and

http://www.komnet.nrw.de/demografischerWandel/Sofortchecks/index.html?PHPSESSID=0304060863b55c

7417c1a5c74db8bba2

Tools developed for personnel managers, works councils and interested employees to meet the challengesof demographic change.

http://www.cedefop.europa.eu/themes/theme_a/news.asp?idnews=4661

A guide based on practical experience accompanied by an annex of 50 practical examples of good practicesaiming to illustrate how everyday challenges and tasks in the context of training and skills developmentcould be addressed by SMEs successfully. Written for key actors involved in SME training: Companyowners, management, trainers, employee representatives and trade unions, social partners and professionalorganisations at sectoral and national level.




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http://ec.europe.eu/enterprise/sme

European portal for SMEs.

http://epp.eurostat.ec.europe.eu/

Statistics on SMEs in Europe.

http://ec.europa.eu/enterprise/entrepreneurship/charter_en.htm

The Charter to support Europe’s small firms:

http://ec.europa.eu/enterprise/entrepreneurship/craft/sme_perf_review/spr_main_en.htm SME Performance Review:

http://ec.europa.eu/enterprise/entrepreneurship/docs/sme_pack_en_2008_full.pdf

Guide for the promotion of SMEs at EU level (“press/visitors pack”).

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Antz, E.-M./Franz, J./Frieters, N./Scheunpflug, A. (2009): Generationen lernen gemeinsam. Methodenfür intergenerationelle Bildungsarbeit, Bielefeld

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