Competency Management for Continuous Professional Development Eduard Podgayskiy

Competency Management for Continuous Professional Development Eduard Podgayskiy, VLMG-5 training event, Beijing, China, 17 July 2010

Why RSHU in this topic? n n n Development of the new generation of educational standards in RF – 2007 -2009 Change of educational paradigm – competency-based teaching from 2009 Shift to mandatory two-cycle higher education from 2010

Paradigm is changing

Three lines of growth Wider use of new educational technologies n Quality assurance n Competency-based models n

Departure from the content (what a teacher has to teach) to outcomes (what students should know and be able to do after graduation)

Competency n n n The ability to perform a specific task, action or function successfully Competencies consist of a description of the essential skills, knowledge, attitudes/behaviors required for effective performance of a real-world task or activity. These activities may be related to any domain of life, though have typically been linked to the field of work and to social survival in a new environment (Mrowicki) Competency = Knowledge + Skill + Attitude/Behaviour

Competencies (main components) n n n Knowledge is an organized body of information, usually of a factual or procedural nature of subject matter, facts, and principles, that when applied makes successful performance of the task possible (in other words, what a practitioner needs to know). Skill – proficient manual, verbal or mental manipulation of data or things. Attitude - the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasm, motivation, responsibility

Learning Outcome Typology 1. Cognitive (knowledge) 1. Verbal Knowledge - factual and declarative knowledge 2. Knowledge Organization - how information and concepts are mentally arranged 3. Metacognitive Strategies - allocation and regulation of cognitive resources 2. Psychomotor (skill-based) 1. Compilation - routine development and procedure linkage 2. Automaticity - ability to perform a task without Conscious monitoring and with other tasks 3. Affective (attitudes) 1. Attitude about learning, self-efficacy, perception about ability to perform, and goal setting 2. Motivation - motivational disposition

Example: categories of professional behavior/attitude n n n 1 - Negotiation with clients (task clarification). 2 - Problem solving (in what concerns attitude to solve the problem). 3 - Accepting the responsibility for the outcome (the maturity of the person). 4 - Interpersonal skills (ability to work in a group). 5 - Project management (organizing the task to meet the expected schedules and performance).

Competency-based education n n A statement of desired competencies; A set of specific procedures for assessing the achievement of the competencies; The design of learning experiences that facilitate the achievement of competencies Competency-based education is outcomedirected and assessment-oriented There are generic and specific (professional=organizational+technical) competencies

“Combat-Meteo” project www. combat-meteo. net n n n Development of competency-based two-level curricula in Meteorology under the EC TEMPUS grant The essential part of the project was surveying employers, employees and academia on the list of main competencies a meteorology graduate has to possess to be successful in the career. There is a significant difference between what competencies academics and employers think were most important

Some project conclusions Those generic competencies undervalued by academics were teamwork, decision-making and capacity for applying knowledge in practical situations (for BSc level) and capacity for analysis and synthesis and decision-making for MSc level. The same competencies were highly valued by recent graduates. In most cases, improvements were possible either by introducing new ways of delivery (promoting group assignments, role games, etc) or by introduction new courses.

Next step – Quali. Met project n The project is aimed at the development of internationally agreed framework of qualifications in meteorology (Quali. Met), setting a system of recognition and award of qualifications up to Doctoral level based on standards of knowledge, skill and competence acquired by learners.

The Quali. Met specific objectives n n To develop standards of knowledge, skills and competence for all qualifications up to Doctoral level needed in all possible occupations meteorology learner can undertake, by July 2011 To develop reciprocally recognized rubrics, criteria, methods and tools for assessing the compliance with the developed standards (quality assurance), by July 2012 To set the network of Centers of Excellence as the primary designer of sample education programs and learning experiences, both in brick-and-mortar and distant setting of delivery, leading to achievement of the developed standards, by December 2012 To set a system of mutual international recognition and award of qualifications in meteorology based on the developed procedures and establishment of self-regulatory public organization, by December 2012

Qualification Framework n n A tool for qualification development and classification in accordance to a set of criteria with regard to education and training levels It links existing qualifications of various levels and types based on n n Common and agreed descriptors of qualificaitons Qualification level and type criteria.

Formal learning: Provided by educational institutions Structured in terms of learning objectives and duration of study Upon completion, a certificate/ Diploma is awarded

Non-formal learning Takes place outside educational institutions Structured in terms of learning objectives, guidance, duration of study No certificate normally is given upon completion of study

Informal learning Happens through life. Can be related to work, family or leisure Non-structured in terms of learning objectives, guidance or duration of study No certificate is given

The goals of National Qualificaitons Framework n To ensure: n n Recognition of non-formal and informal education and training; Transparency and access; Continuity of general/higher education and professional training; Quality

What makes NQF? n NQF contains generic attitude, skill and knowledge descriptors developed through corresponding descriptors of professional activity: n n n Scope of responsibilities and cost of error; Complexity of activity; Knowledge content and innovativeness of activity

Qualification levels Level 1 The learning outcomes relevant to Level 1 are basic general knowledge the ability to apply basic skills to carry out simple tasks the competence to work or study under direct supervision in a structured context Level 2 The learning outcomes relevant to Level 2 are basic factual knowledge of a field of work or study the ability to apply basic cognitive and practical skills to use relevant information to carry out tasks and to solve routine problems using simple rules and tools the competence to work or study under supervision with some autonomy Level 3 The learning outcomes relevant to Level 3 are knowledge of facts, principles, processes and general concepts, in a field of work or study. the ability to apply a range of cognitive and practical skills in accomplishing tasks and solving problems by selecting and applying basic methods, tools, materials and information the competence to take responsibility for completion of tasks in work or study the competence to adapt own behaviour to circumstances in solving problems

Qualification levels Level 7 The learning outcomes relevant to Level 7 are Level 8 The learning outcomes relevant to Level 8 are highly specialised knowledge, some of which is at the forefront of knowledge in a field of work or study, as the basis for original thinking critical awareness of knowledge issues in a field and at the interface between different fields knowledge at the most advanced frontier of a field of work or study and at the interface between fields the ability to apply specialised problem-solving skills in research and/or innovation to develop new knowledge and procedures and to integrate knowledge from different fields the ability to apply the most advanced and specialised skills and techniques, including synthesis and evaluation, to solve critical problems in research and/or innovation and to extend and redefine existing knowledge or professional practice competence in managing and transforming work or study contexts that are complex, unpredictable and require new strategic approaches the competence to take responsibility for contributing to professional knowledge and practice and/or for reviewing the strategic performance of teams competence at the forefront in work or study, including research contexts, demonstrating substantial authority, innovation, autonomy, scholarly or professional integrity and sustained commitment to the development of new ideas or processes

Relation between National and Sectoral Qualification Framerwork n n NQF is an average – can differ substantially from situation in various sectors Sectoral Qualification Framework (SQF) reflects particuliarities of NQF application in each sector: n Some levels can be skipped n Professional sub-levels can be introduced n Changes in descriptors are possible

Model ”as is” n n No competency management People are assigned to jobs/projects spontaneously When assessing competencies, the key criterion is experience (often in years) Learning is based on bosses’ opinion or staff motivation

Standardization n Development of a competencies database for key project roles, inclusion into the latter into project management n Integrated training of project staff in project management tools n Project plans for personnel management include qualification requirements for project staff n Provision of projects with competent managers and human resources using the competencies database

Measurement n Assessment of project staff is done with regard to roles requirements n Career planning is formalized n Training in project management tools is performed with regard to future projects objectives n Competencies database is regularly updated based on the project results n System of incentives takes into account the project work and development opportunities

Competency level scale 0 Absent 1 Elementary 2 Basic 3 Standard 4 Professional 5 Expert

Competency profiles Position 1 Competency Model 1 Competency Group 1 Competency 2 Competency Group 1 Competency 2 Position N

Determination of competencies to be included in professional profile Competencies of current job profile Competencies of other job profiles Competencies not needed at the moment Basic profile Extended profile Full profile V V V

Determination of competency level The result of assessment, % Level of the competency mastering Absent Elementary Basic Standard Professional Expert

Requirements in training Specialist Profile Competency Model 1 Competency Group 1 Competency 2 Competency Group 1 Competency 2 Position Profile

Usage of competency management in LMS n n Competency model of organization Levels of competencies Profile of competencies Competency-based approach to training via LMS

MOOMIS Modular Object-Orientated Management Information System n n n n Communication Competency Manager CPD (continuous professional development) Events Manager Groups Performance Manager Report Creator http: //www. aardpress. com/moomis. php

谢谢！ Thank you for your attention! podgaisky@rshu. ru http: //meteovlab. meteorf. ru