CVET PROVIDERS Analysis of 4 professional profiles. CVET Trainer Training Plan designer Training consultant Training centre Director

Transcription

1 CVET PROVIDERS Analysis of 4 professional profiles CVET Trainer Training Plan designer Training consultant Training centre Director Subgroup 2 Leader Centre INFFO Thessaloniki, december 2007

2 Thanks to the 10 following countries : Belgium France Germany Ireland Italy Latvia Nederlands United Kingdom Slovakia The Czech Republic

3 General definition CVET is targeted to adults and/or built on top of acquired qualification. These teachers and trainers may work in/ or for CVET providers which can be either public or private organizations. The target groups are adults engaged in a process of professional training which can lead to a qualification or a diploma, but not necessarily.

4 Subgroup 2 : professionnal actors in CVET training providers CVET trainer Pedagogical coordinator Training programs or plans designer Head of department or training manager Training consultant employed Training consultant freelance -Consulting and training advice -Design training strategy -Identify training objectives and needs -Developing training programmes -Evaluating Director Private and public customers companies and state Strategy and operational objectives Competency needs Training objectives

5 Choice of profiles After first study (2006) Recurrency in interviews (2007) General context of CVET providers Globalization, market and profit orientation, increased competition, people as a resource, «cost killing» Need to update competency continuously Externalisation of training activities Need for tailor-made and competence based training strategies, programmes Emergence of Unemployment and/or wish of self-employment Training centre director Training consultant Training plan designer CVET trainer

6 CVET trainer Definition The CVET subject trainer trains people in specific knowledge areas, general ot technical (linguistics, marketing, accountancy, communication techniques, etc.) and / or skills, often in link with others (subject) trainers. He may be full or part time employed or free-lance.

7 Administration activities (12%) Analyses trainees needs Plans and designs training activities Recruits, coordinates and evaluates trainees Manages financial aspects of projects Knowledge Training needs methodologies Training Design principles Recruitment and evaluation criteria Budgeting principles and tools Skills Identify and assess training needs Prepare and plan training activities Recruit and select trainees and some subject colleagues Communicate and negotiate Identify the relevant training project costs

8 Training Activities (60%) Performs direct training Plans and manages training projects Facilitates the learning process and/or perform a coaching function (counselling, mentoring, tutoring) Knowledge Adult learning theories and practices Training methods for adult people Pedagogy and psychology of education main principles Training design methods Pedagogical tools How to facilitate to support learners and learning processes How to evaluate learning outcomes Skills Train groups of individuals within traditional approach Training pathways : modularization, individualization Sometimes to use open and distance learning and to manage ICT based settings Manage trainees relationships (and sometimes conflicts) Assess learning outcomes and training results Create and design a training pathway in the company or institutional context Development of new forms of training Motivate and encourage the participants (above all the disadvantaged) Monitor trainees progresses Promote the empathy

9 Self Development activities (15%) Cares own professional development (exceptionally) supervises others trainers as coordinator Knowledge New training methods in self educational development Select and read training offers Management methods Team working Skills Be opened on new training methods and ability, on curiosity, humility and desire of discovering new ways of training Be sensitive on psychology and sociology : trainees often lack of self confidence (losers) Be a good leader Be a professional and consensual colleague Have human qualities

10 QA activities (8%) Participates in QA audits Knowledge QA principles (quality management manual) Audit training Quality Audit tools Skills Identify and follow QA audit procedures Coordinate feedbackrounds with trainees Analyzes training measures/courses in according to QA Operates and contributes to the organization s quality cycle General knowledge of quality assurance systems Analyze the training, the mistakes and prevent failure Self analyze and peer assessment Know the global organization Behave as a Professional conscientious

11 Network activities (5%) Knowledge Skills Cooperates with training and labour market actors (institutions, social partners, others education providers,...) Local, national and European training networks Measure the impact of the networks in training Communicate Have an open attitude to other visions and learning methods Speak foreign languages Is involved in national or international projects The different institutions which propose calls for tender (CE, Cedefop, Unesco ) Work in groups, share information and best practices Speak foreign languages

12 Problems and challenges Too many participants in the courses, Not enough time, Not enough financial resources for self development, Young specialists trainers to be involved, Not enough adapted methodologies to the disadvantaged groups Mastering new technologies, performance on international level are always a challenge, above all for the seniors Participating to international projects is very stimulating : necessity to create community for soft skills trainers Ensuring quality training, keeping up to date with the best practices are essential. Subsist above all the problems of recognition and attractiveness of the job.

13 CVET training plan designer Definition Also called responsable pédagogique or concepteur ou ingénieur pédagogique in France, the training plan designer realizes training course planning and design which include analysis of training needs, project design, coordination of trainers and implementation monitoring as well as assessment of training impact. He works in most cases in training organizations public or private and is generally employed fulltime.

14 Administration activities (25%) Recruits trainers and manages them Knows ICT (Trainee monitoring system) or e- learning Translates training needs in training/curricula and programmes Manages relationship with companies / Marketing Knowledge Specific job profile Recruitment and management tools (contracts and agreements) ICT tools Training needs tools Entrepreneurial world Training networks Skills Manage working teams in his structure Leadership Motivate and support staff Communicate Facilitate Network with technical competences Identify training needs (in companies and in situ ) Design new planning learning programmes Communicate and Sell training programmes Manages financial aspects Software Budgeting principles Financial resources Follow the training processes account the budget Analyse the financial situation

15 Training competency statement activities (20%) Translates training needs in training/curricula and programmes Knowledge Train needs tools Theoretical principles Skills Analyze train needs (in companies and in situ ) Lead programmes and train them Design new planning learning programmes Supervises : -trainers -chiefs projects -consulting -results Trainers jobs principles European project management Consulting principles Continuous monitoring of the programme and results Assessment knowledge and competences Manage work teams Work in co-production with many partners Listen, communicate, share experiences Reflect professional practices about strategy for training and assessment

16 Self development activities (15%) Knowledge Skills Improves own skills and competences Supervises others trainers Training offer on communication, leadership and motivational aspects Educational science and pedagogy CVET Management methods Team working Acquire new communication skills Be sensitive on psychology and sociology Reflect on his-her own development Be flexibible Be a good leader Acquire human skills Organize work team Knows customer services Commercial and marketing principles Financial aspects Communicate Use software

17 Quality assurance activities (15%) Knowledge Skills Participates in quality project groups Identifies and analyzes strong and weak points of the training process QA principles Quality tools Quality assurance system Take part to the QA system on the organization Know the global work organization in the company or institution Transform outcomes of feedback in changes an innovation strategies

18 Establishing and maintaining networks activities (27,5%) Cooperates with another network Is involved in national or international projects Knowledge Local, national and European training networks Measure the impact of the networks in training The different institutions which propose calls for tender (CE, Cedefop, Unesco ) Call for tender answer methods Financial aspects Skills Communicate, have an open attitude towards other visions and learning methods Listen Speak english Manage cooperative networks Design training programmes in partnership Improve foreign languages to work with trans national partners

19 Problems and challenges The density of working day, time management speeding and demands of customers give more and more stress Some of plan designers have to improve their ability to motivate the new learners, for instance a new generation of graphic sector entrepreneurs and to use ICT competencies in the practice of e-training Some of them are a little anxious about the change of national standards if the EQF is a new reference. The market conquest and the evolution of training ask training plan designers to maintain a high level of quality and human values. It seems more and more pertinent to develop an European or international network, mastering the intercultural context, training needs in companies to develop a new pool. It s also important to develop in harmony long life learning in each country, respecting identity, culture, tradition.

20 Training consultant - General definition Helps solving individual or organizational "problems" the solution of which has to do with qualification, competences, through training systems, for companies, states, regions, is external to them, may be freelance or employed by a consultancy or a training provider. Markets prospects and acquires clients. Makes proposals and negotiates contracts Analyses situations, identifies training issues, diagnoses, proposes and designs training strategies fitting the identified needs. Delivers and assesses training May manage budgets and teams (for a specific project)

21 The number of activities may look quite important In general all activities are not developed each time a training consultant works on a specific assignment Some of them are specialized in a specific activity: coach, mentor, diagnosis.. When experienced, he may have been involved in all described activities, through different contracts.

22 Administration activities (10 to 33 %) Develops business and acquires new clients : «tailor made» proposals Participates to international partnerships, projects) Manages the consultancy Recruits and selects training staff or trainees Elaborates budgets and calculates cost of training concept/measure/project Manages infrastructure PC-rooms, open learning Does examinations/ assessments Liaises with Awarding Bodies and Standardssetting agencies Knowledge Training market trends Contracts principles Cost calculation Commercial and client orientation Recruitment procedures and techniques Budgeting and cost calculation Multiple selection / assessment principles, methodologies, System-, process- and decision-making analysis E-learning systems Skills Scan the environment of training Conceive, present, cost proposals Negotiate contracts Assess and recruit trainees, training people for a training programme, project, Elaborate budgets and control their achievement Plan and Organize Lead a team

23 Consulting and Training" activities (40 to 90 %) Knowledge Skills Provides consultancy and training advice to clients through audit, assessment diagnosis, studies and surveys Designs systems or tools for human resource development Guides development teams, Facilitates groups, Provides management mentoring Designs train the trainer training programmes Understanding of the functioning of organizations Culture of performance, of results, Management principles and practices Methodologies of diagnosis, problemsolving and decision making Aspects of employment law, equality legislation, Listen to the requirements of the customer (Commercial orientation) Support an ethical, technical, methodological position towards the client Write and negotiate training proposals, reports and calls for tender Advise and counsel Design, manage and or realize surveys, audits, diagnosis

24 Detects competencies needs Identifies training needs Designs a training strategy Designs a training plan/learning strategy/system Designs training programmes, modules, monitoring and evaluation systems, Develops training materials Organizes and plans training, assessments Delivers training, Reviews progress and achievement during the training Work analysis, Training needs analysis methodology Competency approaches and systems Design of training strategies, programme, How people learn How to facilitate and individualize the learning process How to motivate trainees Planning, time management principles and techniques Direct, on line training Role, techniques, positions of the trainer Identify customer s competency needs Do a training needs analysis Design a training strategy Design a training programme, individualized training paths Integrate peer learning approach in the training process Conceive and produce tmaterial, e-learning modules Organize, plan surveys, trainings, peer learning Monitor logistic aspects, evaluations Deliver training (direct, on line), Listen and respond to trainee s learning needs, support trainees demands, anxiety, deal with stress,

25 Provides coaching, tutoring, mentoring Assesses trainees Evaluates learning processes, training programmes results Elaborates and controls budget achievements Coaching, tutoring, mentoring principles and techniques Methodologies for assessment, evaluation Performance management principles Financial control and budgeting Coach, tutor, mentor individuals, support managers and trainees, Design evaluation systems Calculate cost Elaborate budget and invoices Training consultant needs also to be able to : - deal with complexity, - work with foreign languages, in intercultural situations - work with an action-research orientation - work with result oriented ness - manage projects, have teams working on projects, - reflect owns practice, theorize owns training practice, make links between theories and practice - receive criticism - update the domains he (she) is in charge

26 Self development activities (10 %) Cares on own professional development and keeps up-to-date on key issues Attends seminars, training courses to keep up with all the developments in their activities. Attends information events sponsored by government agencies and others Guides development teams, trains trainers, coaches, tutors, new trainers Participates to professional workgroups, confronts with other professionals, Knowledge Changes in the environment of training, globalization, business and work organization, Changes in trainees behaviour, expectations, trainer s role Evolution of ICT and learning styles Professional sectors, networks offering development opportunities. Skills Scan and look after evolutions in the entrepreneurial world, in the world of training Deal with complexity, Reflect one s practice Keep updated on new trends in assessing Train, coach, tutor trainers and training consultants Communicate and listen and respond to trainee s learning needs open attitude toward others providers and actors Communicate Receive criticism

27 QA activities (5 to 10 %) Schedules assessments, monitoring of progression for learning Assesses, verifies onthe-job assessments to meet vocational standards. Assesses results of trainees, training programmes, learning approaches, Reviews training material on a regular basis to ensure it meets clients needs Self assesses Knowledge QA principles (quality management manual) Quality Audit tools The process used when conducting an evaluation Limits of QA measurement Plan, organize Skills Verify quality of assessment through grids, questionnaires, surveys, etc. Define criteria and approach for QA measuring Design strategies for the assessment of learning Participate to QA measurement processes Evaluate trainers Conceive and implement data collection Assess owns work through exchange with trainees, clients, satisfaction questionnaires, etc.

28 Network activities little time spent Cooperates with : - Schools, universities, suppliers of the e-learning tools, training institutions, employment agency, - Consultant and trainer networks - Employers, training managers within companies/organizations, training institutions - Former colleagues, consultants acting as partners Works with other small consultancies, with trans national partners, on joint projects Belongs to a professional network Knowledge Local, national and European training networks institutions, organizations proposing calls for tender (CE, Cedefop, Unesco ) Local, national and European professional sectors, networks devoted to training actors and issues Skills Initiate contacts and communicate with other members in Networks, Develop awareness of other networks Speak foreign languages (included English) Listen to and understand others, Learn from others, Share experience and reflection

29 Mains problems and challenges Necessity to take into account the companies time constraint, their demand for quick solutions given to their training problems Failure to recognize that psychological changes implied for the trainees in a training process need time More and more frequent comsumer s attitude from the trainees. Pressure of companies on the trainees make them tense, stressed during the training Growing influence of the B to B buyers in the negotiations. Predominance and perversions of quality systems The maintenance /development of new skills and competences (how to cope with fast changes and developments in the training area) Work overload, especially without sufficient administrative support Lack of time for the trainers to exchange and reflect their practice with peers Development of an ability to work on a european (intercultural) area, no real competence to deal the right way with european and intercultural questions Tackling with the evolution of the trainer s role To survive as a single person training provider

30 Training Centre Director General definition Defines the global policy of the provider ; Determines services provided by the organization, its clients, partners ; Organizes and manages provider's resources : human, financial, technical ; Manages line managers to achieve organizational objectives ; Contributes to acquiring clients, making training proposals ; Watches over the image of the organization.

31 May be either Employed, Training Centre Director status Owner of the training provider When small organization (few people or the owner only) functioning is similar to free-lance or self-employed training consultants or trainers.

32 Administration activities (20 to 50 %) Develops business Markets, presents training proposals, Negotiates contracts Manages training centre Develops strategic plans/ policies Manages budget, recruits adequate people Organizes and plans training / assessment Looks after allocation of trainers Manages QA, performance of the training centre and staff, Liaises with Awarding Bodies and other agencies Knowledge Rapid changes in the world of work-based learning Human Resource management, Financial management, control and budgeting Quality management in relation to achievement of national standards Time management Laws, regulations linked with training Skills Develop business Prepare, present and cost proposals, Negotiate Manage a training centre Organize, manage, develop teams Elaborate, control budget achievement Do planning, Self-learns to keep upto-date

33 Training Activities 50-65% of time or 0-5% Assesses training & development needs of client Develops programmes, training material, assessments Knowledge Training needs analysis methodology Pedagogy, work-based occupation, computer based learning Skills Identify the needs of the client and produce a training course specifically to meet their needs Design and develop training programmes Delivers training solutions Training delivery Deliver training, teaching Assess learners Coaches trainees or managers Assists managers and employees through coaching and facilitation both one to one and with groups. Coaching principles Time Management and organization Tutor, counsel Communicate face-toface/small group, Lead or participate to group discussion, Work as member of a team Assesses training results of trainings and training centre Assessment techniques and systems, Performance Management principles Evaluate results and implement relevant strategies

34 Activities (10 to 15 %) Knowledge Skills Self-development Attends professional development sessions Manages, guides, supervises other colleagues or training staff Quality Deploys quality functions Assesses and reviews training on a regular basis to ensure it meets clients needs Keeps in link with QA and Standards-setting agencies; New entrepreneurial challenges Trends in training issues New training methods, systems Training offers QA principles (quality management manual The process used when conducting an evaluation Quality Audit tools Inform oneself about new trends in training or learning methods, context labour market evolution, attending personal development events Attend specific courses to update specific skills Communicate Define criteria and approaches for QA measuring Design strategies and verify quality of learning assessment

35 Network activities (15%) Maintains professional network with : -training and labour market actors, - other overseas consultants, - other professionals in academics and HR Knowledge Existing networks, local, regional, national, international Existing organisations offering (through invitation to tender for example) opportunities for cooperation on joint projects on national and/or international basis. Skills Become involved within a professional network Initiate contacts and communicate with other members in Networks, Be open and able to network Keep up to date Collaborate with others in preparing proposals for a project of work Communicate with other members in Networks

36 Main problems and challenges Training seen as a classroom activity and not as an essential integrated part of organisational effectiveness and development Maintaining high profile for quality training and meeting business targets, have time and energy to provide quality service Develop the use of e-learning as an alternative training approach, try to paint the picture of what e-learning is Potential isolation Secure adequate funding for the Training Centre, volatility of the funding bodies, respond to Government policy initiatives International agreements and cooperation Maintain and improve the credibility of the Training Profession Keep up to date, spotting trends and giving time to self development

37 Profiles' activities / training continuum, from the competency needs to the evaluation of the training solutions implemented

38 Activities Business development, Scanning the environment of training Present proposals to clients, budget and cost negotiate contracts Develop strategic plans/ policies for the organization Manage centre and staff, line management of Departmental Heads, assess centre results Trainer Training manager Director Training consultant Financial management Consultancy and training advice, Team and coaching management Assess Training & Development needs of client Design a training strategy Training needs analysis

39 Activities Ter T M Dor T C Translate training needs in training/curricula and programmes Produce material development, Learning resources, Training pathways Organize/plan training, assessments Deliver training, monitor learners and learning processes, support learners and learning processes Assess, evaluate trainees, Assess training results, programmes, manage performance Quality assurance Self development

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