1. Effectiveness of Competences and Competencies during Transition from Higher Education to Employment: A Case Study of Community Learning and Development (CLD) qualifying training in Scotland DECOWE Conference 2009, Slovenia Divya Jindal-Snape & Michael Naulty, University of Dundee, UK

2. Where are we?

3. Scotland

4. Dundee and University of Dundee

5. Transition from Higher Education to Employment on-going process that focuses on interactions between an individual and significant others in that individual’s environment satisfying and fulfilling challenging and stressful

6. The Competence versus Competency Debate “The competence of professionals derives from their possessing a set of relevant attributes such as knowledge, skills and attitudes. These attributes jointly underlie competence and are often referred to as competencies.” Gonzi et al., 1993, 5-6

7. Stages of Competence/ies (1)Novice (2)Advanced Beginner (3)Competence (4)Proficiency (5)Expertise (6)Mastery (7)Practical Wisdom Dreyfus, 2001

8. What is Community Learning and Development? learning and social development work –with individuals and groups –in their communities –using a range of formal and informal methods defining feature is that programmes and activities are developed in dialogue with communities and participants

9. Professional Training in CLD In Scotland-awarded by four Higher Education Institutes (HEI) at both undergraduate and postgraduate levels –academic approval through HEI quality assurance processes –professional endorsement

10. CLD professional training Attempts to construct a curriculum that provides competence as a combination of personal abilities (competency) their effective application in professional role (competence)

11. Purpose of research To explore whether current CLD training in Scotland is meeting these demands and preparing students for transition to work in an ever evolving field

12. METHODOLOGY Multiple phase design across Scotland –63 CLD employers (36 voluntary & 27 statutory sector) responded to a questionnaire –based on results, focus groups were conducted to collect in-depth qualitative data from a wider group of stakeholders (CLD students, n=4; newly qualified practitioners [NQP], n=10; employers/agencies, n=15; minority groups, n=2 and training providers, n=8)

13. RESULTS AND DISCUSSION Role of the CLD practitioner Desirable abilities and attributes of a CLD practitioner Views on the current set of competences used to assess initial qualifying performance in CLD Views about Training Provision Readiness of newly qualified CLD practitioners for the transition to employment Strengths of newly qualified CLD practitioners Gaps in preparedness for transition to employment New skills required of a CLD practitioner for smooth transition in a constantly changing field

14. Role of the CLD practitioner To work with people to meet their identified needs To operate in a locality/community at a group and 1:1 level To work towards meeting these needs in partnership with local people and related professionals and agencies Development of purposeful community engagement. To engage in socially situated learning and development aimed towards social justice and inclusion

15. Desirable abilities and attributes of a CLD practitioner Honesty/integrity Communication Skills Working with the Public Working in a Team Confidentiality Sensitivity Empathy Skills Flexibility Dependability Coping Skills Willingness to learn Time Keeping Time Management Record Keeping Creativity Newly Qualified Practitioner

16. Views on the current set of competences Most essential –to engage with the community –using a range of formal and informal educational methods and techniques –developing confidence, knowledge, skills and understanding of participants; –organising and delivering quality activities and projects –applying the principles underlying community education in practice –demonstrating skills in report writing and presentation for a variety of audiences Competency approach was relevant but the current array of competences should be refreshed Competences should be aligned with appropriate frameworks in Scotland and the rest of Europe

17. Views about Training Provision current training provision –85% good to excellent –12% adequate –3% inadequate to poor qualifying training should be generic in nature and specialist training should be post qualifying CPD

18. Readiness of newly qualified practitioners for transition to employment preparedness for employment of the newly qualified staff –83% good to excellent – 7% adequate capacity to undertake their work –88% good to excellent –12% adequate Employer’s view

19. Strengths of newly qualified CLD practitioners Enthusiastic, keen to learn, motivated, commitment, eagerness, fresh approach, flexibility, new ideas, challenging existing staff to reflect on their own practice, sometimes naive but thoughtful questions, sceptical, creative and open Integration of theory and practice Up-to-date understanding of theoretical perspectives Employer’s view

20. Gaps in preparedness for transition to employment Coping Skills Sensitivity Communication Skills Flexibility Empathy Skills Record Keeping Creativity Working in a Team

21. New skills required of a CLD practitioner for smooth transition in a constantly changing field Partnership Working Conflict Management Facilitation and Meeting Skills Child Protection Inter-professional working

22. CONCLUSION Key attributes and abilities were divided into hard and soft skills and knowledge base areas NQP were well prepared for employment Current modes of qualifying training delivery beneficial but parity across modes needs to be assured Competency approach was appropriate for professional development and as a preparation for transition to work Important to focus on soft skills (competencies) which indicate the process rather than the outcome driven hard skills (competences) alone

23. CONCLUSION contd. The challenge for the training providers –to refresh the competences within their programmes –to make soft skills/competencies more explicit in the curriculum –to pilot ways of developing these attributes and competencies Raises questions about –Can these soft skills/competencies be developed and assessed? –Should they be?

24. Contact Divya Jindal-Snape d.jindalsnape@dundee.ac.uk Michael Naulty m.naulty@dundee.ac.uk

25. Quotes “Ability to think for themselves and ask questions.” Newly Qualified Practitioner Back

26. Quote “The field is increasingly complex and it is essential that new graduates are able to maintain professional clarity and be assertive, self-confident and collaborative practitioners.” Employer Back

27. Quote “New fresh ideas, a willingness to learn and to contribute, comes with a ‘tool bag’.” Employer Back