EDUCATION PED 752.58 Quality approach of training Slides1©gschnell2007 The QUALITY APPROACH of trade union Education

Quality approach of trainingQuality approach of training Slides1©gschnell2007

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The QUALITY APPROACH The QUALITY APPROACH

of trade union Educationof trade union Education


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Focusing on the client

Contractors

Policy Makers

Learners


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Focusing on the client (2)

Expected role Specific work Main

knowledge used

Stakeholder in the organisation

Type of quality influenced

Project owner

Defines the goals and general guidelines of the trainingFormulates the training requestsChooses the main contractorSupervises the use of skills in work situationsDefines the budgets

Writes the project specifications

Socio-technical approachManagement of human resources

Management body of trade union organisationsPolicymaker of the organisation and the trainingOfficial for operational departmentsProject leader

Quality of guidelineQuality of use of skills

Main contractor

Transforms the goals and guidelines into ordersMonitors the project's performance

Writes the training project specifications

Engineering of human resources and training

Education department

Quality of design

Service provider

Organises and provides the training services based on the project specifications

Builds the training progressions

Instructional engineeringPsycho-pedagogyEducation technology

Training bodies and centresTrainers

Quality of performance (or interface)


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Internal relationships amongst the stakeholders

• Mutual recognition of actors• Clarification of the contribution • Effective communication • Transparency about the system's

operation and the stakeholders' role • Participation of the stakeholders in

decisions• System operation that enables every

stakeholder to play his role• Making the expected criteria of quality

and results obtained objective


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Training assets and skills

• The training assets are the knowledge, abilities and behaviour patterns the learners have acquired at the end of the training.

• The skills are in place once the trainees actually use the training assets in their everyday practice. Consequently, having acquired abilities or knowledge does not necessarily mean being competent.


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The notion of skill

• 'Knowledge of how to use‘

• 'Knowledge of how to integrate'

• 'Knowledge of how to transfer‘

• 'Tried and recognized know-how'


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Motivation and skill

MOTIVATION

ABILITIES

Field of performance

KNOWLEDGE

BEHAVIOUR PATTERNS

Activities performed more or

less successfully

Field of skillsField of training assets

Relevant and tested utilisation


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The group skill of a team

• Find modes of organisation which are appropriate and variable over time

• Draw lessons from experience• Conceptualise the problems and analyse the

malfunctions and mistakes• Divide up and coordinate the various functions• Implement processes of mutual training• Maintain ties of internal solidarity• Negotiate the internal conflicts which can arise• Quickly cope with uncertainties and internal

turnover• Collectively take initiatives and risks


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A combination of coordinated methods

• Training is only one of the methods of producing skills, so the other ones available must be identified and analysed

• Any training arrangement or system must be integrated into a broader set of methods and its contribution must be established

• To be relevant, trade union training fills a gap between the necessary and actual skills: it assumes an analysis of these gaps

• The analysis of the skills gaps must be conducted based on what already exists, over the medium and long term.


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Managing the Quality of the process

• The 'training policy' aspect

• The 'training engineering' aspect

• The 'performance of training' aspect


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Implementation of skills

Policy aspect Engineering aspect Engineering

Performance aspect

Implementation aspect

Quality of orientation

Quality of design Quality of interface

Quality of implementation

Predominant indicators▪Relevance▪Strategic steering

Predominant indicators▪Coherence▪Synchronisation▪Efficiency▪Consistency

Predominant indicators▪Educational effectiveness▪Involvement of learners

Predominant indicators▪Transfer of assets▪Effectiveness▪Adaptability of skills▪Maintenance


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Implementation of skills

Contractors

Service providers Learners

Project specifications

Conditions of asset transfer

Teaching progression


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Modelising the system

Expert subsystem

Research/innovation

Advice

Information/documentation

STRATEGIC subsystem

EDUCATIONAL subsystem

INFORMATION/MANAGEMENT subsystem

Direction, plans, projects, problems

The arrangement's goals, means

MULTI-

ANNUAL

TRAINING

PLAN

PROJECT SPECIFICA-

TIONS

ASSESSMENT OF EFFECTS

Policy, overall training needs

Educational design

Performance Educational assessment

NEEDS

Informing the stakeholders

Choice of trainees

Logistical organisation

Manage-mentReporting


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A pedagogical choice

Expert subsystem

Research/innovation

Advice

Information/documentation

STRATEGIC subsystem

EDUCATIONAL subsystem

INFORMATION/MANAGEMENT subsystem

Direction, plans, projects, problems

The arrangement's goals, means

MULTI-

ANNUAL

TRAINING

PLAN

PROJECT SPECIFICA-

TIONS

ASSESSMENT OF EFFECTS

Policy, overall training needs

Educational design

Performance Educational assessment

NEEDS

Informing the stakeholders

Choice of trainees

Logistical organisation

Manage-mentReporting


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National

Activity

Basic Training

National

Activity

National

Activity

EUROTRAINEREUROTRAINER

Level ILevel I

EUROTRAINEREUROTRAINER

Level IILevel II

ACTIVITYACTIVITY

ETUI-REHSETUI-REHS

SPECIALISEDSPECIALISED

WORKSHOPSWORKSHOPS

ETUI Eurotrainers’ Curricula


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The pyramidal contract

Institution

Organisation

You :Deviser

Learners

How was the contract drawn up between ETUCO and your organisation ?

How are the exchanges established between the learners and ETUCO ? What are the reciprocal obligations ?

What proportion of your time has your organisation placed at the disposal of ETUCO ?Has the contract been clarified ?

What are the reciprocal commitments between you and the learners to achieve the objectives ?

How does your role fit in with respect to ETUCO?


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An engineering approach to training

• "Ensuring that there are always enough skilled and motivated people available to carry out the necessary work in such a way as enables them to make the most of their talents whilst resulting in a high level of performance and quality at a cost that is compatible with budget requirements and in as advantageous a social atmosphere as possible."

• “Engineering' can be defined, in general, as a group of coordinated activities that allow the information needed for designing and carrying out a task to be organised and synthesised with a view to:

– optimising the right investment;

– ensuring conditions of visibility.

• On the basis of this general definition, the engineering of training may be said to be a group of coordinated method-based tasks for designing and implementing training systems."


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Golden Rules

• Skill requirements do not exist in their own right. A system of reference is required to identify exactly what skills are needed.

• Training needs are the resources (knowledge, expertise, representation, etc.) that can be acquired through training and are necessary for building up skills.

• The process of engineering is about designing and implementing procedures that will enable learners to acquire resources and to practise

• The problems linked to evaluating training can only be properly resolved if they are dealt with when the training actions are being designed. Objectives must be formulated in such a way as to render it easy to evaluate whether they have been achieved.


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Golden Rules (2)

• All tailor-made training actions require a specific set of 'Terms of Reference', when designing and implementing the corresponding teaching programme.

• The Terms of Reference are used as guidelines but do not infringe on the educator's area of responsibility.

• Decisions regarding training must not only be relevant and coherent but also be taken at the appropriate time.

• Officers in charge will only take a supporting role in the phase of building up skills after training if they have been involved in the preliminary phases


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Factors influencing the process

• The organisation's strategy – in some cases that of ETUC, but also those of its affiliates (political project, strategic plan, objectives and guidelines).

• Technological investment (computer and multimedia technology) and working methods (changes in leadership practices).

• Recurrent problems and flaws.• Changes within the organisations (management,

mergers, restructuring).• Regulations and financial measures.• Internal cultural shifts (new relationship with trade

unionism, new groups).• Offers of training at national or European level.


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The process

• Why? – What are the aims of the training?• In what context? – What is the current

situation? Where do we want to go from here?• How?• Who? – Who is to receive the training?• To do what? – What does the training

involve?• Why? – What are the objectives?• How? – What are the procedure and training

methods involved?


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The process (2)

When launching a training action, there must always be consistency between the different components, i.e.:

– Aims and objectives – Target groups– Procedure– Programme and contents– Teaching methods– Expected outcome– Evaluation

Documents

EDUCATION PED 752.58 Quality approach of training Slides1©gschnell2007 The QUALITY APPROACH of trade union Education