Competency-based trainingCompilation of seminar subject matter: Training the trainers

Beiträge aus der Praxis der beruflichen Bildung Nr. 1

2

ImpressumEditor: InWEnt – Capacity Building International, Germany

Technological Cooperation, System Development and Management in Vocational Training

Division 4.01

Käthe-Kollwitz-Straße 15

68169 Mannheim

Authors: Prof. Dr. Rudolf Tippelt, Ludwig Maximilian University, Munich

Antonio Amorós M.A., International Cooperation Office (BIZ)

ISBN: 3-937235-08-6

Text editing: Larissa Weigel, Heidelberg

Layout: Rendel Freude, Köln

Graphics: BIBB (1,5,8,9,10,11), Tippelt, Amorós (2,4,6), Rösch (3,7)

Pictures: Rendel Freude (title), SOKRATES (page 4)

Date of Publication: November 2003

3

Competency-based trainingCompilation of seminar subject matter: Training the trainers

4

5

Index

Impressum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 02

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 05

InWEnt in brief . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 06

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 07

An introduction to the concept of competency . . . . . . . . . . . . . . 08

Different views of competency . . . . . . . . . . . . . . . . . . . . . . . . . . . 09

Ability, qualifications and professional competency . . . . . . . . . . . 12

The importance of key qualifications . . . . . . . . . . . . . . . . . . . . . . . 16

Competency development methods . . . . . . . . . . . . . . . . . . . . . . . . 17

A practical example of competency development . . . . . . . . . . . . . 19

Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Bibliographical references . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

6

InWEnt – Internationale Weiterbildung undEntwicklung gGmbH (Capacity Building Interna-tional, Germany) - is an organisation for interna-tional human resource development, advancedtraining and dialogue. Established through themerger of the Carl-Duisberg-Gesellschaft (CDG)e.V. and the German Foundation for InternationalDevelopment (DSE), it can draw on decades ofexperience accumulated by the two organisationsin the field of international co-operation. Its practice-oriented programmes are directed at specialiststaff and managers, as well as decision-makersfrom business and industry, politics, public administration and civil society from all parts ofthe globe. Its Development Policy Forum arrangeshigh-calibre international policy dialogues onsubjects of current concerns in the field of development policy.

Division 4.01 of InWEnt was created out of themerger of two specialist sections of the IndustrialOccupations Promotion Centre (ZGB) of the DSEand has its seat in Mannheim. Under the bannerof “sustainable management”, its work focuses onquestions of technology co-operation, systemdevelopment and management in the field oftechnical and vocational education and training.Its dialogue and training programmes are target-ed at decision-makers from the public and privatesectors, junior managers and multipliers fromvocational training systems.

InWEnt

Introduction

From 2003 onwards, InWEnt´s Division"Technological Cooperation, SystemDevelopment and Management inVocational Training" is to present aseries on everyday practice in vocationaltraining.

The intention of this series is describedin the title itself (“Beiträge aus derPraxis der beruflichen Bildung” = serieson everyday practice in vocationaltraining). The division aims to supportits programs of international personneldevelopment in the above-mentionedareas with technical documentation inboth printed and electronic form.

These reports> originate in the partner countries,

taking into account specific situatio-nal demand

> will be tested with and for expertsin vocational training in the partnercountries in conjunction with res-pective practice-oriented trainingprograms on offer, and

> with a view to global learning, willbe improved and adapted prior topublication according to the recom-mendations of the partners or theresults of the pilot events.

Thus, the Division "Technological Co-operation, System Development andManagement in Vocational Training "is applying the requirements ofInWEnt´s training program to its own

products in the above faculties: i.e.these can only be as good as theirpractical relevance for the experts ofvocational training systems in thepartner countries.

To this effect, we look forward tocritical and constructive feedbackfrom all readers and users of thesespecial series.

This manual is one of an entireseries of InWEnt publications thathave been produced as a result oftraining seminars and courses car-ried out in cooperation with thevocational training institute SENATIin Peru.

Our special thanks go to Prof. Tippeltof Munich University and Mr. Amorósfrom the "International CooperationOffice”, who both made invaluablecontributions to these activities.

Division "Technological Cooperation, System

Development and Management in Vocational

Training", InWEnt, Mannheim, Germany

Dr. Manfred Wallenborn

Head of Division

tvet@inwent.org

7

8

An introduction to the concept of competency

significant reformsIn most European countries – Germany, Spain,France, Great Britain, etcetera, significant reformshave been made in recent years in the field ofbetter adapting vocational training to the needsof the labour market and employment system.

higher-level qualificationsChanges affecting the structure of the market,technological innovations and new ways of orga-nising work have required new knowledge and thedevelopment of areas of competency that hithertoonly very rarely formed a part of vocational trainingsystems. Also, as a result of the demand for newprofessional positions and the higher-level quali-fications these call for, vocational training systemshave obviously had to be modi-fied in order to adequately provi-de an answer to the new require-ments.

new professional qualifications concepts At a company level, these factorshave implied large-scale techno-logical transformation and orga-nisational change, leading to newprofessional qualificationsmodels. The resulting profile ofthe “new qualified worker”, whohas been defined by many expertsas a “systems regulator”, considersnot only professional competencyin itself but also that workersshould be able to take their owninitiative and independentlyinfluence the nature of the worktheir post involves.

The tendency to develop “new”professional qualifications stemsfrom the need to strengthen thefollowing areas:

> teamwork,> independent decision making abilities,> inter-group communication,> awareness of quality criteria,> multifunctional teamwork, etcetera.

different views of competencyEvidently, the concept of competency is subject toa process of continual change (See Figure 1 –Competency undergoing continual change), anddifferent ideas are being developed simultaneously.Nonetheless, all these reflect, in varying degrees,an evolution in the demand for qualifications.Debate over this area in Europe has identifiedvarious competency-based training models orapproaches.

length of learning phase

communicationand cooperationabilities

skills

responsibility

brainwork

physicallabour

environment

old qualification profilenew qualification profile

knowledge

Competency undergoing continual change

Figure 1

9

knowledge, skills and abilities he requires to carryout an occupation, if he or she can solve tasks inde-pendently and flexibly and is both willing and ableto plan ahead in his working sphere and withinwork-organisational structures”.

a unitary and dynamic groupThis German focus transcends mere technical speci-alisation (technical competency). Here competencyis considered as a unitary and dynamic group initself. Different work situations call for differentqualities (knowledge, ability, skills) which should becombined, coordinated and integrated in such a wayas to enable workers to efficiently carry out thetasks that make up their professional activity. Thisrelational holistic approach serves us as the base forthe following definitions of competency:

technical competencyTechnical competency: The assimilation of the cog-nitive capabilities and motor skills inherent to anoccupation, as regulated by legislation or thedemands of the post. Two aspects need to beemphasised:

> the normative aspect: in the specific case of Ger-many, technical competency is defined and vali-dated by means of the corresponding TrainingRegulations.

> the demands of the post aspect: an occupationalor activities analysis is used to define how techni-cal competency can be attained, which thenforms a standard that can be applied to a varietyof professional or workplace situations (this is thevery same procedure used to prepare occupationalprofiles through the DACUM method).

methodological competencyMethodological competency: the ability to self-informand assimilate fundamental learning and workplacetechniques, as well as knowing how to react toworkplace situations, applying suitable proceduresto the tasks commended.

Different views of competency

the functionalistic focusThe functionalistic focus, which originated in theUnited Kingdom, is essentially concerned with theevaluation of performance, in accordance withestablished norms (functional analysis): “Competencyrefers to the group of skills and knowledge whichare applied in order to carry out a task or function,in accordance with the requirements imposed by thejob.”

the constructivist focusThe constructivist focus, which originated in France,as a critique of traditional scholastic theoreticalknowledge based pedagogy, defines professionalproficiency as: “the individual and collective under-standing of productive situations subjected to thecomplexity of problems which cause its evolution.”

The company is conceived as: “a group of dysfunc-tions understood as being problems. The analysis ofdysfunctions includes the less qualified workers”.

the holistic integrative focusThe holistic-integrative focus: In Germany, thedebate over competency is closely linked to “globalprofessional definitions which place greater emphasison the improvement of the training process”.

As seen earlier, (see the didactic unit entitled “TheDual System), the German Dual System provides tothe trainees initial training for different occupations.The modular systems employed in the UK, however,prepare students or apprentices for a group of occu-pations or positions too diverse as too be limited toone single profession. This conceptualisation ofinitial vocational training as a system of occupationsthat leads young people to a global professionalqualification – rather than a series of partial qualifi-cations – forms the basis of the holistic competency-based training focus.

professional competencyAccording to G. Bunk’s definition (1994) “A personhas professional competency if he or she has the

the ability to adaptThe speed at which technological change is occurringmakes it unrealistic to assume that once trained inone area, an apprentice will be able to carry onoperating within it indefinitely. Training has to beseen as continuous rather than forming a singlestage in a person’s life. This requires an initiative-

taking skills focus (independent planning, carryingout and control of tasks) plus an investment in per-manent knowledge renewal (the ability to adapt).Consequentially, it becomes necessary to developnew and innovative didactic strategies which willform the base of new learning models.

social competencySocial competency: The abilityto cooperate and deal withother people through the assi-milation of basic cooperationand communication skills.

the ability to cooperateand communicateIt should be stressed that, froma pedagogic perspective, socialcompetency is not a normativerequirement but rather an exi-gency which stems from orga-nisational and work processchanges. In the context of thelabour market, group work isincreasingly important (inde-pendent production groups,learning islands). From a stand-point of in-company organisa-tional development and voca-tional training, group workqualifications (group learning),are focused on the developmentof cooperative and communica-tive skills. It is clear that, inmany sectors of economic acti-vity, the Taylorist model is nowbeing replaced by holistic formsof working. (See Figure 2 –Important aspects of the workorganisation and structuretransformation processes)Figure 2

Important aspects of the work organisation and structure transformation processes

Increasing use of technology / automation

Factors for success of a company in the future:Highly skilled and motivated employees organized in teams!

Downsized production and administration staff

Quality management systems

Continuous improvement procedures (Kaizen)

Job enrichment

Job enlargement

Team work (partially independent work groups)

Fusion of working and learning processes

Flexibilisation of working hours

Cooperative and situational personnel management

10

individual competencyIndividual competency: the ability to reflect on one’sown actions: Objectives are; self-knowledge and res-ponsibility, plus development of personal interestsand life-plans. Individual competency plays a veryimportant role in German companies, although notin the sense of delegating functions (responsibilities),rather in that every member of an organisationassumes responsibility for their own role.

reflecting on self performanceIt is necessary to reflect on self performance and col-laborative abilities in order to analyse the need forimprovement, taking into consideration the following:> planning and setting up of goals, > motivation,

> the desire to plan for the future (thinking aboutthe future and anticipating future possibilities),

> Professional commitment – professionals shouldfeel strongly committed to their vocation and theethical rules that govern it.

professional action skills trainingAny definition of competency should take intoaccount the characteristics of the various modelsoutlined here (to which could be added, for example,participative competency, etcetera) integratingthese into a single main objective.

The conjunction of the four dimensions of compe-tency – technical, methodological, social and indivi-dual – that are promoted and transmitted integrally

through vocational training,brings us to the main objective ofcompetency based training prepa-ring people with professionalaction skills. (See Figure 3 –Required competency)

This focus is based on the ideathat competency is not the factof simply “possessing” certainresources (skills) but rather put-ting these into practice. As variousauthors have already indicated“competency can only be definedin action”.

“Performance / action” In basic terms, the performance/action concept can be dividedinto two dimensions:Performance in the sense thatonce apprentices have completedthe formal training process, theywill be able to continue their training independently, adaptingthemselves to technologicalchanges and new organisationalconcepts. Performance in the

Individual competency

Social competency Methodical competency

Professional competency

Professional action competency

Figure 3

Required competency

11

12

sense that apprentices should be able not only toassimilate and apply knowledge acquired fromothers but also to generate their own knowledgeand thus further develop their professional careers.

If this concept is applied to the training of students,which is our main focus here, we can deduce thattraining situations need to be action based. Thismeans that the carrying out of practical activities isan essential part of vocational training, not only asbecause of its relevance but also as it serves to sup-port the experiential structure.

As T. Vogel has indicated, the concepts of competencydevelopment originate from the complete actionmodel in which students learn, using as much self-direction as possible, actions that go from the stageof compiling information, planning, decision making,execution and control, to the evaluation of their ownperformance, and, at the same time attain technicaland social competency, as well as acquiring theability to act independently, which are core elementsof a wide ranging professional action competency.

Ability, qualifications and professional competency

“occupational qualifications” The concept of occupational qualifications was firstintroduced in Germany towards the end of the nine-teen-sixties. This was intended to be the first stepin the adaptation of vocational training to techno-logical, economic and social changes. The termoccupational qualifications also referred to “know-ledge, skills and abilities required for individualoccupations, but the term has been expanded toinclude flexibility and independence”. This represent-ed an important advance – in accordance with thechanges to the labour market – in that it represent-ed a move away from dependence towards indepen-dence.

“conceptual differences”As can be seen in Figure 4, conceptual differencesare mostly related to environment or field of action.The introduction of this new concept is aimed atachieving a greater degree of professional flexibility

the evolution and conceptualisation of these termsFrom a pedagogical and learning theory perspectiveand in order to define learning strategy criteria andconditions it is important to analyse the evolutionand conceptualisation of these three terms.

“occupational ability”As G. Bunk has indicated (1994), until the beginningof the nineteen sixties, the term “occupational ability”was widely used. Vocational training used to bebased mostly on the development of “occupationalabilities, taken to mean a collection of knowledge,skills and abilities required to perform the definedtasks associated with specific occupations”. Anoccupation was basically considered a mere toolapplied to training for the carrying out of specifictasks. The reference to work and occupation wasmeant to categorize simple methodological adapta-tion, as opposed to didactic implementation.

in so much as the apprentices themselves are ableto independently control planning, execution andcontrol of certain learning tasks.

a more active participationAs this is a new process for both apprentices andteachers, it is obvious and quite natural that certaindifficulties should present themselves. Nonetheless,youngsters are given the opportunity to take a moreactive and autonomous participation in their trainingprocesses.

professional competency”Just as with occupational ability and occupationalqualifications, occupational/professional competencyis based on bundled knowledge, skills and abilitiesrelated to a particular occupation, but it also includes

a working knowledge of associated areas as well aswork organisation and planning activities. If themove from occupational ability to occupationalqualification was quantitative, then the move fromoccupational qualification to occupational compe-tency was qualitative… The role of the competentemployee has changed completely: from being‘externally organised’ to being ‘self-organised’”.

communicating and stimulating competency It is obvious that all the so-called “new forms oforganisation” (total quality management, qualitycircles, participatory management, production islands,et cetera) have necessitated the use of people’sskills from a organisational theory and businessmanagement standpoint. The best way to capitalise

13

Figure 4

Occupational elements

Occupational ability

KnowledgeSkills

Abilities

Defined and founded onindividual occupations

Fixed operative work

Externally organized

Flexibility within one occupation

Unfixed operative work

Self-organized

Associated occupationalfields and work organization

Free planning for work

Organized by the Individual himself

KnowledgeSkills

Abilities

KnowledgeSkills

Abilities

Occupational qualifications

Occupational competency

Scope of action

Character of work

Organizational level

Conceptual differences

14

on this “organisational potential”is to communicate and stimulatesocial skills by means of initialvocational training.

the new functions of thequalified workerCareful study of the list describingthe new functions of qualifiedworkers shows that there is aclose relation between these andthe four kinds of social compe-tency, as defined by the G. Bunkmodel (1994). (See Figure 5 – Thenew functions of skilled workers)

technical competencyTechnical competency is held bythose who are able to carry outactivities and tasks in their fieldof work in a responsible and com-petent manner and possess therequired knowledge and skills todo so.

methodological competencyMethodological competency isheld by those who are able toreact to problems they are setand to deviations from the normin a manner that is appropriate,using the procedure expected,who can find solutions independ-ently and apply experience gainedto find sensible solutions to otherproblems.

social competencySocial competency is held bythose who are able to work bothcommunicatively and cooperati-vely with others and who showteam-oriented behaviour andinter-personal understanding.

The new functions of qualified workers

fixed working hours

Past

flexible working hours agreed upon within the teams

pre-established work schedules

the boss assigns the tasks tothe people

the boss is responsible formaterials and tools

specialized control staff / the boss are in charge of

qualitiy control

obligation to meet prearranged deadlines

the boss answers for the costs

the boss is in charge of business relations

and contacts

task planning and execution on instruction

independent planning of tasks

division of tasks within workgroups

independent analisis of stoppages and repair work

indipendent quality control

responsible arrangement of deadlines

pariticipation in cost management

all staff works responsibly and customer focused

independent task planning,execution and control

Future

Figure 5

participatory competency Participatory competency is held by those who areable to contribute towards constructing the workingenvironment at their own workplace and beyond,can plan ahead, assume organisational tasks, takedecisions and are willing to assume responsibility.

practical application of skillsThe growing demand for competency-based voca-tional training is being addressed not only at thelevel of the vocational training environment butalso within the labour market itself. More impor-tantly, competency does not consist of simplyhaving mastered certain skills but includes theirpractical application. (See Figure 6 - Professionalaction competency)

the learning organisationProfessional action competency can be defined as arelational combination of technical, methodological,social and individual competency. None of theseelements can be excluded, as their absence wouldmake the training of professionally qualified andself-responsible workers unviable. And these areprecisely the type of workers required by moderncompanies. Production work, quality control, main-tenance and process control now form – at leastpartially – part of this new and highly developedorganisational model: the learning organisation.

15

- Continuity -Knowledge

SkillsAbility

Technical competency

- Flexibility -Procedures

- Sociability -Modes of behaviour

- Participation -Structuring methods

inter-disciplinary elementsoccupation-specificextended vertical and horizontal knowledge about the occupationenterprise-specificexperience-related

variable working methodssituational solutionsproblem-solving proceduresindependent thinking andWorking, planning, executingand assessing of workadaptability

individual:willingness to achieve, flexibility, adaptabilitywillingness to workinterpersonal:willingness to cooperate,fair-play, honestywillingness to help, team spirit

coordinatory skillsorganizational skillscombinatory skillspersuasion skillsdecision-making skillsthe ability ro assume responsabilityleadership skills

Methodological competency

Social competency

Cooperation competency (personal)

Professional action competency

Professional action competency

Figure 6

16

The importance of key qualifications

“key qualifications”It should first be stressed that the concept of keyqualifications was applied in Germany long beforethe debate over professional competency began.From the outset of the nineteen-seventies, based onoccupational studies and revision of qualificationprofiles, it became evident that it was practicallyimpossible to predict the kind of technical qualifica-tions that would be required in the near future. Forthis reason, and in order to ensure that none of theskills taught would become obsolete in the shortterm, as a result of rapid technological and organi-sational changes, a new conceptual model wasintroduced, namely “key qualifications”.

basic, wide ranging and interdisciplinaryqualificationsWhat key qualifications intend to achieve: The termrefers to those basic qualifications, both wide-ran-ging and interdisciplinary, that embrace an entireoccupational family. These qualifications, less likelyto be affected by technological changes and thepassage of time, become the basis of other qualifi-cations introduced at the same time as changes aremade to occupational profiles.

an ability for a wide variety of positions andfunctionsThere is a general consensus running through theconcept of key qualifications, as defined by Mertens,in 1974, who argued that key qualifications are know-ledge, abilities and competency that, rather than simplyfacilitating the direct and precise relationship betweencertain isolated practical activities, provide: > an ability for a wide variety of posts and functions,

as alternative options for the same temporalpoint, and also,

> an ability for the mastering of series of changesin demand, mostly unpredictable, throughoutone’s professional life.

knowledge and skillsMertens’ definition refers to knowledge and skillsthat has a wider application than a single givenoccupation (for example, decision taking initiative,communication skills, methodological flexibility,integration skills, willingness to cooperate, etcetera).

mid and long term qualifications objectives Key qualifications form the basis for a wide-rangingtraining model focused on a greater degree of com-petency as applied to qualifications in the mid andlong term. The main role of key qualifications is toestablish the framework of a training process ableto dynamically complement, update and anticipatethe need for new qualifications. Learning cannot belimited to the attainment of purely technical andindividual skills. An active participation in new workorganisation models is essential, and requires thedevelopment of new training focuses in order toinstil key qualifications, teamwork and self-learningskills.

within a technical competency framework It would be a mistake to assume that either thesekey qualifications or areas of competency, such as,for example, communicative skills, a willingness tocooperate, organisational abilities and team spirit,can be attained “abstractly” or, in other words,separated from technical competency. Were such adivision to exist, it would necessarily imply a practicalloss of technical competency. For this reason, keyqualifications can only be attained within a technicalcompetency framework. Social, methodological andindividual skills need to form part of the technicalenvironment. It is evident that social skills, such asa willingness to cooperate, for example can betaught separately within a formal school contextbut this would not be viable in the area of vocationaltraining.

Competency development methods

17

a multiplicity of methodsIn order that students acquire different areas ofcompetency in a “real-world” work context – espe-cially with respect to a practical vocational training– suitable teaching-learning methods need to beselected. It is clear that each trainer (instructor ormonitor) will have a preference for one or other

method but it should be stressed that what makes ateaching-learning method truly effective is thevariety, the multiplicity, of the methods employed.

getting to know and master each methodIdeally, each trainer should get to know and masterall the available methods, in order to identify the

most suitable ofthese with respectto each area ofcompetency. Thetrainer should alsobe aware of thestrengths andweaknesses ofeach method.

By way of anexample, in thearea of technicalcompetency thereare variousmethods to choosefrom, such astechnical simula-tion, demonstra-tion, etceterawhile, in the areaof social skills,role plays, meta-plan and otherscan be applied.(See Figure 7 -Competency developmentmethods)

Technical competency

programmedinstruction

interactive learningusing computers

language lab.

observation method

systematic familiarization

assisted work

didactic conversation

algorithm methodtree of decisions

demonstration

fours-steps method

combined instruction

conference / dictations

interrogative-evolutionary method

superlearning

technical simulation

speaking and discussion techniques

role-plays

metaplan-method

creative exercises

behavioural training

speaking anddiscussion techniques

qualitiy circleslearning islands

learning by doingautodidacticliteraturestudies

case study method

discovery method

technological experiment

developmentthrough research

creative methods

promoting ideasand solutions toproblems

project method

pretend and juniorcompanies

guidance textmethod

simulation games

Methodologicalcompetence

Professionalaction competency

Social competency

Cooperationcompetency

Figure 7

Teaching Learning methods for each area competency

18

method, which as a teaching model presents awhole series of advantages from a pedagogicalpoint of view, including the following:

> The apprentices themselves learn to take decisions.> They have to learn to organise their learning process.> They build their own knowledge, in such a way as

to facilitate the transferral and retention of infor-mation.

> Participation in selecting the project theme helpsthe group to feel strongly identified with the taskto be carried out.

the project methodIn the area of cooperation competency, one of themost up-to-date and popular methods used bythe larger of the German companies is the lear-ning islands method.

For action competency, it is the project methodthat stands out. This method has become increa-singly relevant not only in the area of in-companytraining but also as applied to vocational trainingcentres themselves. Social and in-company trainingchanges are most clearly reflected in the project

Work tasks focused learning Elements...Group work Rational thought

Learning island Role playing Mind-mapping

In-company didactic situations Technical discussion Suggestion

Workplace learning methods

Distance learning methods

Distance studies

Didactic guidance by telephone

Video conferences

Learning techniques

Simulation

Simulation games

Computer assisted teaching(CAT)

Group learning methods Self-learning methods

Figure 8, Source: Development of Qualifications Management Round Table (editor):

Competency ‘96, Berlin 1996

Effective learning methods (modified according to Bullinger/Gidion)

The need for many occupations to adapt to newareas of competency also signifies new demandsfor trainers, which has brought about a radicalchange in their role and functions. It is no longerenough to be a simple “knowledge transmitter”who makes sure that students have learned thetheoretic nuclei of certain subjects, but rather tobecome a facilitator and learning situations desi-gner.

new demands for trainersNone of this can be put into practice through sim-ply using traditional teacher’s presentation andtextbook based methods. It is important that trainersalso help students to develop basic competencyskills, such as initiative taking and teamwork abilities,as well as communication, decision-making, andproblem solving capabilities, amongst others. Inorder to do this, trainers must have a complete“methodological toolkit” at their disposal to be usedin the transmission of wide ranging areas of compe-tency. (See Figure 8, Effective learning methods)

19

A practical example of competency development

professional action competencyAs numerous occupations have been reorganisedand new ones created (especially in the area ofinformation technology), the acquirement of profes-sional action competency has become a key area inthe in-company training of apprentices.Professional competency has been included in thenew Vocational Training Regulations, although in avery generalised fashion, as a new qualificationrequirement for apprentices, who “should learn howto plan, carry out and control tasks independently”.

The example of a German company (Siemens)It has already been stated that the requirements laidout in the Training Regulations are obligatory for allcompanies, as their apprentices have to sit a standar-dized final exam. The question that remains is how tobest develop and drill the necessary competency.

Most German companies have been developing theirown learning strategies in order to ensure that theirapprentices are equipped to meet the demands ofthe new exam. A German company (Siemens) canserve us as an example of how one company, using

as its base the Training Regulations, has integratedvarious competency profiles in its learning plans.Siemens divides professional action competency intofour areas:

specific competencySpecific competency (basic knowledge and skills) –The ability to analyse and recognise intra and inter-disciplinary relationships, specific creativity andindependent task realization (based on a profoundknowledge of a given occupation in accordancewith the requirements of the client.This definition contains a very relevant and innova-tive concept, namely that the commercial interestsof the client should coincide with the training inter-ests of the individual (independent task realization).

individual competencyIndividual competency – the ability to create abelievable and convincing impression, by means ofindependent thought and creativity.It should be stressed that “creativity”, especially, is ahighly important key qualification (as applied toproblem-solving, for example).

20

Figure 9, Source: Green A., Wolf A., Leney T., 1999. Convergence and divergence in European education and training systems. Institute of Education.

University of London: Bedford Way Papers, p. 128, adapted by the European Commission, Eurotecnet programme.

Changes in competencies

social competencySocial competency – the ability to reach agreementwith others and be part of a team, to develop acapacity for dialogue, achieve common objectivesthrough work and discussion and, if necessary, beable to moderate a group’s activities.

The rejection of the Taylorist principle of workingand the reintegration of functions previously sepa-rated, have enabled teamwork and a capacity fordialogue to become a priority for all modern organi-sations.

methodological competencyMethodological competency – the ability to analyseand recognise action structures, search for informa-tion independently, select and apply the informationrequired for a given work situation, handle variousmethods of working and analysis, all based on agiven or created objective.

In the area of action competency, self-learning ishighly important, as it is a basic principle in the sti-mulation or attainment of methodological compe-tency.

Factors of competency

Old content New content

Responsibility Based on behaviour, such as effort and discipline

Based on taking the initiative

Expertise Related to experience Cognitive – identifying and solving problems

Interdependence Sequential; hierarchic Systemic; group work

Education and training Acquired once for all Continuous

Learning Passive – being trained Responsible for own learning

– self-learning, lifelong learning

21

an even greater relevanceFrom an in-company training perspective, the afore-mentioned definitions take on even greater relevance,as originating as they do from the close relationshipbetween organisational development, new compe-

Conclusions

> Within a European context, forms of competency-based training coexist.

> The German competency model is based on theprinciple of regulated and officially recognisedoccupations, from which are excluded partialqualifications.

> Each different area of competency serves a com-mon purpose – the offering of professional actionskills training.

> Each area of competency is taught as part of aninterrelated environment rather than separately.

> The different areas of competency are not limitedto technical-professional knowledge transmission,but unite each element of integrated training.

> There is a close connection between organisationaland competency development in modern companies.

Bibliographical references

> Bunk, G. P. (1994). Teaching Competency in Initial and Continuing Vocational Training in the Federal Republic ofGermany (CEDEFOP), 1, 8-14.

> Büchter, K. (1999). Guidelines for determining skill needs in enterprises, Vocational Training (CEDEFOP), 1, 7-16.

> Descy P. /Tessaring M. (2001). Training and learning for competency. Second report on vocational training researchin Europe: synthesis report. (CEDEFOP)

tency development and the integrated developmentof the individual. (See Figure 9 – Changes in compe-tencies)

InWEnt Mannheim in figures: former: Industrial Occupations Promotion Centre (ZGB) of the German Foundation for International Development (DSE) Employees: 24 Annualfinancial budget for international human resource development programmes: approx. 6 million euro; a further approx. 4 million euro per yearare made available by federal states cooperating in joint projects Annual number of participants: approx. 950

InWEnt - Internationale Weiterbildungund Entwicklung gGmbH

Capacity Building International, Germany

Technological Cooperation, System Development and Management in Vocational TrainingDivision 4.01

Käthe-Kollwitz-Straße 1568169 Mannheim

Tel.: +49 (0) 621/30 02-0Fax: +49 (0) 621/30 02-132tvet@inwent.orgwww.inwent.org