© Gesellschaft für Ausbildungsforschung und Berufsentwicklung GbR mbH08-2007 Lindwurmstr. 41/43, T: 0049-89 24417910

© Gesellschaft für Ausbildungsforschung und Berufsentwicklung GbR mbH 08-2007

Lindwurmstr. 41/43, T: 0049-89 24417910www.gab-muenchen.de

CompServ

Development of Competences Through

Self-Learning in Service SME

www.compserv.org

http://www.gab-muenchen.de/

Seite 2 www.gab-muenchen.de© GAB München, Gesellschaft für Ausbildungsforschung und Berufsentwicklung GbRCompServ SME, Lisboa Conference, September 2007

PLAN OF PRESENTATION

From teaching to learning

CompServ Project:

- concept

- results


From teaching to learning:„Triangle of Learning“

TRIANGLE OF LEARNING

Organised Learning

Objectives being set and controlled by teachers, trainers – from the outside

Self- (directed) Learning

Objectives self-defined, ways of learning self-organised

Learning from and for Experience

… from life, work, reality, on basis of challenges, non-intentional, non-formal


From teaching to learning: Facilitator

For facilitators, learners shall:

a) become more and more capable for self-directed and even self-organised processes of learning,

b) should be increasingly able to learn within and from their day-to-day situations, questions, problems, experiences etc., and should be able to learn

c) on, or at least close to their workplace,


From teaching to learning: Facilitator

Facilitators basic tasks and responsibilities (=competences) allow him to:

discover and detect the chances for learning within those day-to-day situations, questions, problems, experiences etc. in the enterprise.

discover and detect situations, which usually are considered to be of technical, organisational etc. nature and “feel”, which chances for learning are embedded in them (actual, relevant)

be able to diagnose the needs for learning – even if the situation/problem was not conceived to be a learning-question


From teaching to learning: Facilitation

Then FACILITATING LEARNING means

to support the development of competences of self-learning of individuals as well as of organisations.

learning must be closely linked to the real needs of individuals and organisations. (the more it takes place within the real (working) situation the more effective)

“Facilitators” detect those situations and needs

don’t teach or instruct, but create, arrange and support individual and organisational processes of experience-based self-learning.


CompServ Project

Aim:

to develop and test

a package of instruments for facilitators of learning

by using a set of self-learning instruments

which support competencies development

of SME workers in services sector


CompServ Project

Specific objectives are:

To investigate the state of the art in each region involved to produce more user oriented products .

To develop a facilitation guide for facilitators to support the learning process implementation in SME

To develop a set of self-learning instruments to create self-reflection processes to support development of competencies of workers and improvement in the organisation

To test the set of tools in different sub-sectors in at least 5 organisations by region involved and to compare the results


Basic Goals of “Facilitation Guide“

THE „FACILITATION GUIDE“ AIMS:

1. …to introduce and support self-learning to and in SME

2. … to „create“ Facilitators

3. … to make Facilitators create their own„Facilitation Guide“


FACILITATION GUIDE

SECTION A: “THEORY” - EXPLANATIONS, SUGGESTIONS, HINTS

INTRODUCTION + USER’S MANUAL

Module 1: CHANGE AS THE CHALLENGE: CHANGE MANAGEMENT BY LEARNING

Module 2: LEARNING NEEDS ANALYSIS (LNA) - “PUTTING ON LEARNING GLASSES”

Module 3: FACILITATING LEARNING MEASURES ON THE BASIS OF LNA

SECTION B: “PRACTICE” – INSTRUMENTS, TOOLSMATERIALS: Instruments / Tools for Modules 2 and 3

Table of Contents


Facilitation Guide

INTRODUCTION / USER‘S MANUAL:

1 - „Facilitation“

2 - „Facilitators“/Target Groups

This kind of learning needs to be „piloted“ by either

-- „INTERNALS“ of an SME, or

-- „EXTERNALS“ of a training provider,

-- or BOTH (in cooperation)


Facilitation Guide

INTRODUCTION / USER’S MANUAL 3: Methodology

MAIN METHODOLOGICAL HINT:

The FG does not offer receipts! “Internal” and “External” facilitators need to be most sensitive for situations and real needs of SME.

Concerning methods and instruments the facilitator’s main task – and challenge – is a task of composition


Facilitation Guide

MODULE 1:

CHANGE AS THE CHALLENGE: CHANGE MANAGEMENT BY LEARNING

MAIN MESSAGE:

LEARNING IS A FACTOR WHICH MUST NO LONGER BE NEGLECTED BY SME!

THEY MUST TACKLE THE PROBLEM OF “INTRODUCING LEARNING” INTO THEIR ORGANISATIONAL PROCESSES.


FG: SECTION A, Module 1/2

Whenever something is going wrong in a business, it is PEOPLE who have been doing something “wrong”. This does NOT mean: blame people, but recognise their needs!

Learning happens anyways – for the good or the worse! The largest part happens in informal ways. But: Informal / spontaneous learning very often is not supported, not even noticed consciously.

“Learning” must be understood as a normal – and the only – strategy to survive in an environment of dynamic and permanent change.



MODULE 2:

LEARNING NEEDS ANALYSIS (LNA)– BY PUTTING ON “LEARNING GLASSES”

MAIN OBJECTIVE:

TO BECOME FAMILIAR WITH DIFFERENT WAYS OF LNA AND ITS PRACTICAL APPLICATION TO SME



TWO BASIC APPROACHES TO LNA:

(Learning) Needs defined via work-requirements

(Learning) Needs defined via person-related, developmental requirements

FG suggests: Person-related developmental needs are equally important as work-defined requirements

(= Human Resource Development)!



MODULE 3:

FACILITATING LEARNING MEASURES ON THE BASIS OF LNA

MAIN OBJECTIVE:

HOW TO IMPLEMENT = FACILITATE LEARNING PROCESSES ON BASIS OF LNA?



GENERAL PERSPECTIVE:

Once learning needs are assessed it is highly recommendable to check out in the first place, whether these qualifications can be trained / learned in work-integrated ways

In most cases work-integrated learning meets the needs of SME far better than the ways of institutionalised training / learning … unless it meets the real needs and situations / questions of the business


FG: SECTION B

SEcTION B:

„PRACTICE“ – INSTRUMENTS, TOOLS

for MODULES 2 and 3

Concerning methods and instruments the facilitator’s main task – and challenge – is a task of composition …


„ADAPTATION“ OF FG

LEVEL I:

„MASTER GUIDE“ (EN)

TESTING: … in all partner countries

LEVEL II:

“NATIONAL AND CULTURALLY ADAPTED, EVEN LOCALISED VERSIONS” for all partner countries and languages

LEVEL III:

GOAL: “INDIVIDUALISED GUIDES OF FACILITATION”


Thank you very much

for your attention !

[email protected]

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© Gesellschaft für Ausbildungsforschung und Berufsentwicklung GbR mbH08-2007 Lindwurmstr. 41/43, T: 0049-89 24417910