1. Kenniscentrum Handel NQF-SQF Case studies

2. content Aim of WP 5 The draft employability grid The elements of the case studies Deadlines and status Results and the draft employability grid And yet?

3. Objective WP 5 The objective of this work package is to test the value of the methodology developed within WP 2 by applying the employability grid for the investigation of qualifications/profiles which are considered to be situated “in the neighbourhood” in terms of learning outcomes, but not in terms of their belonging to a national or sectoral framework. (It could, for example, be investigated what is the difference between a job profile developed within a sectoral framework and a similar one belonging to a national framework; it could also be checked if qualifications set up in different national qualifications frameworks labelled with the same or a similar name lead to identical learning outcomes.)

4. Wp 5: application of the methodology Case studies: testing the value of the developed methodology Construction, ICT, logistics, retail Analyses and comparison of selected qualifications; Testing the methodology, Identifying deficiencies of methodology, in order to enhance and to refine it. Result: report (July 2011)

5. Deliverables 17 Case study Construction 18 Case study ICT 19 Case study Logistics 20 Case study Retail 21 Final case study report This case study describes the application (as described above) of the draft employability grid in the construction sector and will be usable as reference for future use and investigation regarding the employability grid.

6. 21 Final report This report documents experiences and findings from the case study development, draws conclusions from these findings and provides further recommendations for the use of the employability grid and for further investigation and discussion regarding this instrument. This deliverable will be the basis for the final employability grid that will beside the findings of this workpackage also consider the findings from WP 3 and 4.

7. Employability grid Work Descriptors EQF Competences

8. Employability grid The work objective steers work process Basic issues for describing work process 1.Specific character of the work subject 2.The scope of the work subject 3.The needs of the users of products /services 4.The needs of the organisation 5.Needs arising from the environment 6.The way how work is organised

9. Work Description in Terms of the Organisation and of the Individual The work of an individual is defined as a contribution to achieve the work objective according to the individual’s position in the organisational structure

10. 8 levels of competence Definition of actions 1.Work supervised in a work process determined context 2.Work supervised in a work result determined context 3.Work not supervised and not supervising in a work result determined context 4.Supervise work in a still predictable or predictably changing context 5.Supervise and manage work in an unpredictably changing context 6.Manage work in an unpredictable context 7.Manage work and change context 8.Change and redefine context

11. 8 levels of competence ContextAction individual Action context ? 1 Not changing structured Steered by action others Determined by context- A/R/or 2 Not changing Not structured Steered by action others Determined by context 3 Not changing changing circumstances neutralDetermined by context 4 Changing/not changing Steering action of others Determined by context 5 changingSteering action of others Determined by context 6 changingSteering action of others Determined by context 7 changingSteering action of others Determined by context transforming 8 changingSteering action of others Determined by context Transforming and replacing

12. Draft Employability grid case studies Work objective : 8 Levels of competence (C, Ai, Ac, ?) The scope of the work subject The needs of the users of products /services The needs of the organisation Needs arising from the Environment Specific character of the work subject * Competence (context) * Competence (role) * Knowledge * Know how and skills * Competence (Learning to learn) (insight) The way how work within an organisation is organised General information

13. Followed approach per sector: 3 common functions classifiable at EQF level 1-6/7 Functions are recognizable in the European countries Research within small – medium sized and large enterprises. In order to see the differences in context 100 Method: interviewing staff/hrd/entrepreneur using the description of the function used by the company (own function description/ sectoral description) and using a given list of questions/ subjects for gathering the information. Subjects: interview list

14. Deadlines & status Deadline Updated proposal end of April Results by each partner August First draft WP 5 end of September Final report WP 5 end of October Status First results in August Planned: 18 results per sector (72) Received: 8 + 4 + 6 + 8 (26) Raw data in deliverables 17 – 20

15. Results Company size sector SmallMedium sizedlarge ConstructionTechnician Team leader/techn. Director Planner General manager Locksmith Group leader Site director ICTProgrammerJunior developer Senior consultant Business development director LogisticsWarehouse operator Administrative clerk Forklift driver Orderpicker Teamleader Head of logistics RetailOwnerSales assistant Manager Management assistance

16. objectives constructionBest service Quality Customer satisfaction turnover ITHigh quality Service Specialized IT technology and consulting LogisticsLogistic services National and transnational haulage of goods RetailSelling goods /merchandise Satisfy customers with service and repair Earn money

17. Needs users constructionProfessionalism and responsiveness ITmodernising applications Outsourcing security LogisticsTransport and Logistical services (storage, VAS, consultation Find and satisfy clients RetailSelling goods responsive to consumers needs Small, tight relations with customers, diversity of assortment

18. Enterprise as a public institution constructionEconomical: turnover, providing employment ITEconomical, legally defined, else: complex environment, so several fields in the company take part LogisticsEconomical, legal requirements including environmental, security and safety precautions RetailEconomical and providing employment To earn money and maintain jobs Satisfied employees = satisfied customers Crisis: increase of repair

19. Environmental needs constructionEcological regulation, security regulations, safety ITno/yes LogisticsHealth and safety regulations, ecological regulations RetailHealth and safety regulations, ecological regulations

20. Overall goal and work objectives constructionyes Yes and I determine the overall goal IT Logisticsyes, functions contribute to the overall achievement of work objectives Retail yes

21. Main contribution employee to the work objectives constructionto do my work as well as I can Quality work ITAppropriate methods for quality assurance are used by this function: - Creation of test protocols - Creation of unit tests as part of development Logisticsthe specific (logistical) activities : - handling goods/ ensuring necessary resources/ employees/ surrounding conditions RetailSatisfied customers - Budget, plans, employees, priorities Problem solving

22. Results Company size sector SmallMedium sizedlarge ConstructionTechnician Team leader/techn. Director Planner General manager Locksmith Group leader Site director ICTProgrammerJunior developer Senior consultant Business development director LogisticsWarehouse operator Administrative clerk Forklift driver Orderpicker Teamleader Head of logistics RetailOwnerSales assistant Manager Management assistance

23. Context 1234567 ConstructionC LSC T c TL C TM/T C PL C SdC D C GM ICTIT JsdIT Bbd LogisticsL OPL WO L FD L AC L TLL HL RetailR SR AdMR OsMsp CSM Ma Bl /Csm MSP CSM 1/2

24. Role 1234567 ConstructionC T C LS C TM/ T C PL C TL C SdC D C GM ICTIT PrIT scIT Bbd LogisticsL OP L WO L FD L ACL TLL HL RetailR SBl /CsmR Os Ma MSP CSM R AdM

25. Knowledge Role1234567 ConstructionC T C LSC PL C TM/ T C TL C SdC D C Gd ICTIt jsdIT PrIT scIT Bbd LogisticsL OP L WO L FD L AC L TLL HL RetailR S (starting) Bl /CsmR AdMR Os Ma A BL A Msp A Csm A Ma R Os A Msp A Csm

26. Know how & skills Role1234567 ConstructionC T C LS C TM/ T C TL C SdC GDC D ICTIt jsdIT PrIT scIT Bbd LogisticsL FDL OP L AC L WO L TLL HL RetailR S (starting) Bl /CsmR AdM R Os A MaA BL/ csm A Msp A Csm

27. Insight Role1234567 ConstructionC T C LSC TM/ T C TL C SdC D ICT It JsdIT PrIT scIT Bbd LogisticsL FD L OPL AC L WO L TLL HL Retail R S R AdMA MaR Os A BL/ csm A Msp A Csm A Ma A Csm

28. Conclusions? Functions around level 1-2 Functions around level 4-5 Functions around level 6-7 Would the ranking have been different when no descriptions had been given or only some words? Is it accurate?

29. Conclusions? Words trigger Descriptions have to be clear Single aspects in one description Have to contain the same aspects (equal yardstick)

30. Context 123 Limited range of predictable and structured contexts Limited range of contextsFamiliar and unfamiliar contexts 456 a range of varied and specific contexts Wide variety of contexts 7 a wide and often unpredictable variety of professional levels and ill defined contexts

31. Role 123 a range of roles under direction under direction with limited autonomy; function within familiar, homogeneous groups with considerable amount of responsibility and autonomy 456 some initiative and independence in carrying out defined activities; join and function within multiple, complex and heterogeneous groups substantial personal autonomy and often take responsiblity for the work of others take significant or supervisory responsibility for the work of others in defined areas of work 7 significant responsibility for the work of individuals and groups; lead and initiate activity

32. Knowledge 123 narrow in range Concrete in reference basic in comprehension moderately in range Mainly concrete in reference some comprehension of relationships Broad range Mainly concrete in reference with some elements of abstraction or theory 456 Broad range Some theoretical concepts and abstract thinking, with significant depth in some areas Specialised knowledge Broad area Some theoretical concepts and abstract thinking significant underpinning theory Specialised or detailed knowledge understanding of the theory 7 A systematic understanding of knowledge, at, or informed by, the forefront of a field of learning

33. Know how & skills 123 a sequence of routine tasks given clear direction limited range of basic practical skills, including the use of relevant tools a limited range of varied procedures a limited range of practical and cognitive skills and tools a range of procedure a moderate range of practical and cognitive skills and tools 456 Evaluate and use information to plan and develop investigative strategies and to determine solutions to varied unfamiliar problems a broad range of specialised skills and tools Formulate responses to well-defined abstract problems comprehensive range of specialised skills and tools Exercise appropriate judgement in (a number of complex) planning, design, technical and/or supervisory (or management) functions related to products, services, operations or processes (including resourcing

34. Know how & skills 456 Evaluate and use information to plan and develop investigative strategies and to determine solutions to varied unfamiliar problems a broad range of specialised skills and tools Formulate responses to well-defined abstract problems comprehensive range of specialised skills and tools Exercise appropriate judgement in (a number of complex) planning, design, technical and/or supervisory (or management) functions related to products, services, operations or processes (including resourcing 777 Select from complex and advanced skills across a field of learning; develop new skills to a high level, including novel and emerging techniques a range of standard and specialised research or equivalent tools and techniques of enquiry

35. Insight 123 Demonstrate awareness of independent role for self Assume limited responsibility for consistency of self- understanding and behaviour Assume partial responsibility for consistency of self- understanding and behaviour 456 Assume full responsibility for consistency of self- understanding and behaviour Express an internalised, personal world view, reflecting engagement with others Express an internalised, personal world view, manifesting solidarity with others 7 Scrutinise and reflect on social norms and relationships and act to change them

36. Learn to learn 123 Learn to learn in a disciplined manner in a well-structured and supervised environment Learn to learn within a managed environment Learn to take responsibility for own learning within a supervised environment 456 Learn to take responsibility for own learning within a managed environment Learn to evaluate own learning and identify needs within a structured learning environment; assist others in identifying learning needs Learn to act in variable and unfamiliar learning contexts; learn to manage learning tasks independently, professionally and ethically 7 Learn to self-evaluate and take responsibility for continuing academic/professional development