portfolio la strada per domani

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OVERVIEW OF PORTFOLIO

Il Portfolio "La strada per domani" contieni tutti i prodotti - intermedi e finali - realizzati nel corso del progetto Leonardo I/06/B/F/PP-154148 che ha inteso promuovere un confronto tra i partner di Italia, Francia, Lituania, Belgio e Finlandia sulla formazione in servizio dei manager del settore dell’istruzione e formazione professionale, a partire da un’analisi dei fabbisogni

formativi per arrivare fino ad una proposta di valutazione degli apprendimenti esperienziali. Il prodotto principale del progetto è il Referenziale di Formazione.

The "La strada per domani" Portfolio contains all the intermediate and final products realized during the Leonardo project nr. I/06/B/F/PP-154148, whose objective has been to promote a joint work between the partners from Italy, France, Lituania, Belgium and Finland on in-service training for vocational education and training managers, starting from a

survey on their training needs till a proposal for the recognition of competences acquired on the job. The main product of the project is the Training Framework.

Le Portfolio "La strada per domani" contient tous les produits - intermédiaires et finaux - réalisés au cours du projet Leonardo I/06/B/F/PP-154148, dont l’objectif prioritaire a été de promouvoir un travail partagé entre les partenaires d'Italie, France, Lituanie, Belgique et Finlande sur la formation en service des managers du secteur de l'enseignement et de la

formation professionnel, à partir de l’analyse des besoins de formation jusqu'à la proposition d’un modèle de validation d es acquis professionnels. Le produit principal du projet est le Référentiel de Formation.

Indice

5 Il progetto «La strada per domani»: un’esperienza di collaborazione europea Rita Festi, Scuola Centrale Formazione

15 L’analisi dei bisogni formativi dei manager della formazione professionale: quali risultati? Mika Saranpää, Haaga-Helia School of Vocational Teacher Education

21 Un referenziale formativo per il futuro Henri Combi, Crif Formation Conséil

41 La sperimentazione della formazione nel progetto. Il caso italiano: la formazione per una rete di reti di formazione professionale Francesco Arleo, ISRE

47 La sperimentazione della formazione nel progetto. Il caso lituano: il piano strategico dell’Università Stefanjia Alisauskiene, Università di Siauliai

57 La sperimentazione della formazione nel progetto. Il caso belga: la formazione per i direttori e le direttrici delle strutture d’inserimento e di formazione in Vallonia Marie Cahuzière, ACFI-FIAS

63 Un ambiente online al servizio del progetto e dei partner: quali opportunità? Francesco Arleo, ISRE

67 Imparare dall’esperienza: le lezioni del progetto «La strada per domani». Renata Purpura, CIVIFORM (SCF)

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1. Il progetto «La strada per domani»: un’esperienza collaborazione europea

Nel presente contributo si vuole illustrare la filosofia del progetto Le-onardo “La strada per domani”, la sua struttura e come si è svolto nel biennio ottobre 2006 - settembre 2008. Nelle pagine che seguiranno, si darà conto non solo delle singole attività realizzate, dei principali prodotti ottenuti grazie alla coopera-zione degli organismi europei partner del progetto, ma anche delle lezioni apprese.

Prima di iniziare con la presentazione del progetto “La strada per domani” è importante sottolineare un elemento che a prima vista apparirebbe scontato in un progetto europeo, ma che nella realtà non lo è affatto: la fattiva e piena collaborazione tra i partner, che con atteggiamento di apertura e di messa in discussione hanno con-diviso appieno conoscenze, metodologie e strumenti per arrivare all’elaborazione di un prodotto “nuovo”, anzitutto per noi e – questo è l’auspicio – per quanti operano nel mondo dell’istruzione e della formazione professionale. Certo i prodotti e questo stesso rapporto non possono rendere conto della ricchezza degli scambi avvenuti tra i partner durante questi due anni di progetto, ma ci auguriamo che il dibattito avviato con “La strada per domani” possa continuare a coinvolgere anche altri interlocutori. Il ringraziamento va, dunque, a tutte le persone e le organizzazioni che hanno lavorato in questo progetto, consapevoli che la condivi-sione prima ed il lavoro comune poi sono lo strumento necessario per costruire quella società e quella economia europea basata sulla conoscenza di cui tanto si parla a livello comunitario.

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Obiettivo principale perseguito dal progetto “La strada per doma-ni” (numero di convenzione I/06/B/F/PP-154148) è stato la modelliz-zazione di interventi di formazione in servizio rivolti al management dell’istruzione e della formazione professionale, in un’accezione am-pia del termine e non limitatamente alle direzioni dei centri e agenzie di formazione. Il progetto, approvato nell’anno 2006 nell’ambito dell’ultimo avviso del programma Leonardo da Vinci previsto dalla vecchia programmazio-ne comunitaria 2000-2006, era centrato sulla seconda priorità strate-gica del programma Leonardo «Migliorare la qualità dei sistemi e del-le prassi nel settore dell’istruzione e della formazione professionale».

La qualificazione e lo sviluppo professionale della dirigenza e dei quadri dei servizi formativi in una prospettiva di long life learning – è questa la tesi sottostante il progetto – costituisce una condizione di successo sia per l’implementazione delle innovazioni e delle riorga-nizzazioni in atto nel sistema sia soprattutto per accompagnare i pro-cessi necessari per assicurare il raggiungimento degli obiettivi fissati a Lisbona e ribaditi con vigore nei documenti successivi. Le politiche dell’istruzione e della formazione sono al centro della creazione e della trasmissione delle conoscenze e sono un elemen-to determinante delle potenzialità d’innovazione di ogni società: il management dell’IFP deve, quindi, possedere conoscenze e compe-tenze necessarie per governare tali processi all’interno delle proprie strutture, in stretto raccordo con tutte le parti interessate. Il progetto “La strada per domani” ha insistito dunque sulla necessità di accelerare i processi di cambiamento dei sistemi di istruzione e formazione professionale a partire dalla “testa” delle organizzazioni: in altre parole, il progetto ha agito proprio sull’adeguamento o me-glio l’aggiornamento costante delle competenze di chi è preposto al governo di tali processi.Il progetto, di durata 24 mesi, ha coinvolto partner provenienti da 5 diversi paesi dell’Unione Europea: Italia, Francia, Belgio, Lituania e Finlandia.

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Caratteristica fondante di questo partenariato è la conoscenza tra i partner: infatti, tutti gli organismi che hanno costruito e realizzato il progetto avevano già avuto la possibilità di collaborare in passato almeno con il soggetto titolare e coordinatore, Scuola Centrale For-mazione; elemento questo non di poco conto se si considerano le fatiche implicite in una collaborazione a livello internazionale. Questa conoscenza – che è andata rafforzandosi con il progetto Leonardo – è certamente un elemento di forza del progetto stesso.

I partner del progetto sono quindi:

Scuola Centrale Formazione - SCF (http://www.scformazione.it/):è titolare e coordinatore del progetto Leonardo. SCF è ente nazio-nale senza scopo di lucro, che promuove e gestisce attività di for-mazione professionale, culturale, di aggiornamento, secondo le leggi regionali, nazionali e norme comunitarie in materia e secondo le linee statutarie. SCF è un’Associazione nata nel 1975 e successivamente riconosciuta come ente nazionale di formazione ai sensi della Legge 40/87, che riunisce Associazioni ed Enti gestori di centri e strutture di formazione professionale operanti in Italia. E’ iscritta allo scheda-rio anagrafe nazionale ricerche con il numero di codice definitivo n. H18907UT. Attualmente, SCF è presente sul territorio nazionale con oltre 40 Enti che agiscono in 11 regioni, attraverso oltre 90 centri di formazione professionale per un totale di oltre 1.600 operatori che formano circa 20mila persone ogni anno. SCF fa parte di CONFAP (partner del progetto) e del Comité Européen de Coordination (CEC) con sede a Bruxelles.

Istituto Superiore Internazionale Salesiano di Ricerca Educativa -ISRE (http://isre.edinf.com/CMS/index.php):opera soprattutto nel campo dell’educazione e formazione organiz-zando attività di studio e ricerca, formazione dei formatori, corsi di alta formazione; ospita programmi per la conoscenza e sperimenta-zione di esperienze e buone pratiche a livello nazionale e internazio-nale. Tramite la Scuola Superiore Internazionale di Scienze della For-mazione, aggregata all’Università Pontificia Salesiana di Roma, forma

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con appositi curricoli di durata annuale o biennale i formatori dei for-matori. ISRE è membro dell’Organizzazione mondiale delle Istituzioni Universitarie Salesiane (43 in totale) sparse in Europa, Asia e America Latina. ISRE è membro, dal 2000 anno di fondazione, di Ttnet-Italia.

Confederazione Nazionale Formazione AggiornamentoProfessionale - CONFAP (http://www.confap.it/):si è costituita nel 1974 su iniziativa della Conferenza Episcopale Italia-na allo scopo di offrire un riferimento organico ed unitario agli enti di formazione professionale d’ispirazione cristiana nel loro servizio formativo rivolto a giovani ed adulti. CONFAP è tra i soci fondatori dell’Associazione FORMA, nata nel 1999, che riunisce tutto il mon-do della formazione professionale d’ispirazione cristiana (CONFAP, ENAIP-ACLI, IAL-CISL, CIF, INIPA-Coldiretti..), allo scopo di presen-tarsi uniti nelle varie sedi istituzionali. Partecipa con propri rappre-sentanti al Consiglio Nazionale della Scuola Cattolica e alle Consulte ecclesiali nazionali e regionali. Geograficamente è diffusa in tutto il paese: attualmente aderiscono alla CONFAP 40 enti e associazioni, con un totale di 269 centri di formazione professionale, oltre 8.000 operatori e 70.000 allievi formati ogni anno. CONFAP pubblica il pe-riodico bimestrale «Presenza CONFAP» e i «Quaderni CONFAP».

ACFI – Action Coordonnée Formation Insertion(http://www.acfi.be/):è una federazione che raggruppa una quarantina di strutture di for-mazione e d’inserimento sociale e professionale. Gli organismi asso-ciati hanno come finalità quella di offrire maggiori opportunità di in-tegrazione sociale e professionale ad adulti poco scolarizzati, esclusi dal mercato del lavoro, in un’ottica di emancipazione e di educazio-ne permanente. ACFI è membro di una serie di organismi regionali e nazionali (CENM, UFENM, CESSOC, FESEFA, Interfédération des EFT–OISP, FEBISP, SAW, CREDAL, RES, Business & Society…), oltre ad essere socio fondatore del Comité Européen de Coordination (CEC), con sede a Bruxelles, di cui fa parte anche Scuola Centrale Forma-zione.

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CRIF Formation Conséil (http://www.crif-formation.com/):dalla sua creazione nel 1984, la mission è quella di favorire la transizio-ne e l’inserimento professionale delle persone attive, dei disoccupati o dei lavoratori. Grazie ad un forte investimento nella ricerca e nello sviluppo di prodotti e metodologie/prassi pedagogiche, il CRIF è in grado di promuovere innovazione in vari settori d’attività: lotta con-tro l’analfabetismo, orientamento professionale, bilancio delle com-petenze, formazione attraverso l’impresa simulata, la qualificazione degli operatori delle imprese sociali. CRIF ha maturato competenze riconosciute nella progettazione e sviluppo di formazioni finalizzate alla qualifica. Il CRIF è anche accreditato per l’accompagnamento alla VAE (Validation des acquis de l’expérience).

Haaga-Helia School of Vocational Teacher Education(http://www.haaga-helia.fi/en):è una delle 5 scuole di formazione per formatori in Finlandia; Haaga-Helia offre percorsi formativi per politecnici, istituti professionali, orga-nismi di formazione per gli adulti, centri e agenzie di formazione pro-fessionale ed altre associazioni. La formazione dei formatori è intesa sia come formazione al ruolo, che come formazione in servizio; i programmi educativi comprendono 60 crediti. E’ parte integrante di Haaga-Helia Università delle Scienze Applicate, la cui offerta formativa a livello di laurea, Master e studi specialistici, comprende settori quali: economia, gestione del turismo, information technology, giornalismo, manage-ment delle attività sportive, ecc...distribuiti su sei differenti campus.

Università di Siauliai (http://www.su.lt/en):fondata nel 1997 da pre-esistenti strutture di alta formazione, l’Uni-versità di Šiauliai è la più giovane università della Lituania. Oggi comprende 8 facoltà: Scienze dell’Educazione, Scienze Umanistiche, Scienze Naturali, Informatica e Matematica, Arte, Scienze Sociali, Wel-fare sociale e studi sulla disabilità e Tecnologia oltre all’Istituto per gli Studi continui. L’Università ha sviluppato un’ampia rete di partenariati nell’ambito di programmi quali Eureka, Leonardo da Vinci, Phare, So-crates, FP6, FP5, Asemduo-Korea, Interreg III, Youth, Equal, Consiglio dei Ministri del Mare del Nord.

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Come si vede, il partenariato presenta elementi di forte complemen-tarietà, ma anche di diversità, dati soprattutto dai contesti di appar-tenenza, che hanno influito in modo significativo sull’andamento del progetto ed in ultima analisi dunque anche sul risultato finale. Nella parte conclusiva di questo rapporto, si cercherà di delineare meglio ciò che abbiamo imparato dal progetto stesso: certamente la possi-bilità di dedicare più tempo e spazi adeguati al confronto tra i partner è un dato da tenere sempre in debita considerazione nei progetti di cooperazione, soprattutto laddove si agisce sul terreno della ricerca-azione, dove è fondamentale acquisire non tanto una stessa logica od un medesimo approccio, quanto invece una capacità dialogante di mediazione e comprensione reciproca.

Un tratto distintivo del lavoro svolto in questi due anni è stato la valo-rizzazione di quanto già realizzato in questo settore, soprattutto per quanto concerne esperienze di successo di management education e ricerche in corso od effettuate rispetto sia al fabbisogno formati-vo del gruppo target del progetto (che ricordiamo essere il mana-gement dei centri ed agenzie formative, in un’accezione ampia del termine) sia di definizione del referenziale di competenze, trasversale ai diversi profili: si pensi a lavori riconducibili al Cedefop (Agenzia eu-ropea per la promozione dell’istruzione e formazione professionale in Europa nata nel 1975: http://www.cedefop.europa.eu/) o al lavoro della rete europea Ttnet (rete di reti nazionali creata dal Cedefop nel 1998: http://www.trainingvillage.gr/etv/Projects_Networks/TTNet/).

Già dalla fase iniziale di rilevazione del fabbisogno formativo del ma-nagement della FP nei 5 paesi partner si è fatto riferimento ai lavori della citata rete Ttnet ed in particolare la ricerca dal titolo “Defining VET professions in line with the European qualification framework”. L’indagine, come verrà di seguito meglio descritto nel capitolo 2, è stata condotta attraverso la somministrazione di un questionario arti-colato in 5 sezioni, con risposte a scelta multipla secondo una scala di valori predefiniti. Il questionario, elaborato in lingua inglese, è stato poi tradotto nelle lingue dei partner; complessivamente sono stati

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raccolti 193 questionari. L’indagine ha evidenziato alcune competenze chiave comuni ai diversi profili professionali di management, nonché fabbisogni formativi comuni: i risultati di questa indagine sono stati la base per le successive fasi di modellizzazione e sperimentazione.

In relazione alla prima, si è proceduto alla rilevazione di storie di suc-cesso di formazione del management della formazione professionale nei cinque paesi partner, con l’obiettivo di evidenziarne i punti di forza e di innovazione e tenere presente le difficoltà e criticità incontrate nelle diverse esperienze realizzate. L’analisi comparativa dei casi di successo ha permesso di identificare gli elementi delle competenze chiave, punto di riferimento importante – oltre all’analisi dei fabbiso-gni formativi iniziale – per la strutturazione del referenziale formativo.

In particolare, è stata elaborata una griglia di comparazione in grado di esplicitare, in ogni storia di successo, il tipo di ruolo/figura/profilo professionale coinvolto nell’azione formativa, gli obiettivi formativi, le metodologie didattiche, la tipologia di criteri di valutazione e gli ele-menti innovativi e di trasferibilità.

Il training framework, risultante da un processo di convergenza della partnership su un modello condiviso, oltre ad esplicitare una articola-zione di macroaree comuni di attività di riferimento (referenziale pro-fessionale), declinate in termini di competenze (anche in relazione con le indicazioni emerse in sede di confronto con i partner di progetto e alcuni risultati di ricerca del CEDEFOP), ha permesso di definire anche le relative Unità formative ed i contenuti essenziali, indican-do alcune linee guida di metodologie formative, nonché i criteri di valutazione di processo e di risultato. Al successivo capitolo 3 viene descritto in dettaglio l’articolazione del referenziale ed il processo di definizione dello stesso.

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Contestualmente, si sono definiti i contenuti di dettaglio di 3 unità d’apprendimento, che sono state oggetto della sperimentazione in tre dei paesi partner: Italia, Lituania e Belgio, di cui si troverà una spe-cifica descrizione nei successivi capitoli 4, 5 e 6.

Le unità d’apprendimento:

• “Competenze per sviluppare la visione strategica”

• “Competenze per sviluppare la pianificazione strategica”

• “Strumenti per il management condiviso”

sono state strutturate in:

• Risultati d’apprendimento attesi

• Finalità

• Contenuti principali.

A partire da questo documento elaborato congiuntamente dai part-ner, ciascuna organizzazione impegnata nella sperimentazione a livel-lo nazionale ha proceduto a declinare l’unità o le unità formative (UF) da realizzarsi in loco in termini di risultati di apprendimento attesi ed obiettivi, tenendo presente che per ogni UF il tempo totale di speri-mentazione era di 24 ore. Si è trattato, dunque, di adeguare i risultati e gli obiettivi a soglie di padronanza e di conoscenza raggiungibili entro i tempi qui richiamati oltre che alle caratteristiche dei parteci-panti in formazione. La sperimentazione si è svolta in Belgio, Italia e Lituania tra aprile e settembre 2008, con un calendario ed una orga-nizzazione diversa a seconda dei paesi. Nel capitolo 7, si cercherà di delineare alcune “lezioni” che abbiamo appreso dalla sperimentazio-ne per suggerire in particolare metodologie ed elementi organizzati-vi della formazione utili per il futuro.Trattandosi di formazione in servizio di figure direzionali della forma-zione professionale, i partner hanno anche elaborato una proposta di riconoscimento delle competenze acquisite sul lavoro, a partire

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dall’esperienza francese (VAP: Validation des Acquis professionnels). La proposta si colloca piuttosto sul piano del “riconoscimento” delle competenze per l’accesso alla formazione, con l’obiettivo di perso-nalizzare il percorso e modulare maggiormente i contenuti affinché siano rispondenti alla “condizione” individuale di ciascun partecipan-te. Allo stato attuale della situazione, tale riconoscimento è affidato all’organismo che promuove e realizza la formazione, ma il dibattito è aperto rispetto ad altre forme di certificazione.

Tutti i prodotti sviluppati nel corso di questi due anni di lavoro sono disponibili nel sito del progetto all’indirizzo:http://lastradaperdomani.eu Ci auguriamo possano essere di supporto per tutti coloro che sono impegnati nella formazione di quadri e dirigenti anche in altri settori.

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2. L’analisi dei bisogni formativi dei manager della formazione professionale: quali risultati?

Nella primavera del 2007, dopo la fase di avviamento, durante la quale vennero determinate la struttura generale dell’intervento e del piano di sviluppo, è stata condotta un’analisi dei bisogni formativi. Questa analisi è stata incentrata nell’identificare, quantificare e definire le esi-genze formative dei manager che operano nei settori dell’istruzione e della formazione professionale. Di fatto, come primo passo di un processo complesso di pianificazione formativa, l’indagine sui biso-gni formativi si è rivelata un momento cruciale per il seguente imple-mento di iniziative di successo.

Così come ogni altra fase del progetto, l’analisi fu concepita e porta-ta a termine con il contributo di tutti i partner, condividendo la me-todologia di ricerca, l’identificazione del campione, gli strumenti di raccolta e la modalità di presentazione dei dati.

L’indagine sui bisogni formativi compiuta su un campione di manager della formazione, è stata condotta inviando per posta il medesimo questionario, strutturato in inglese, a tutti i partner, con l’intenzione di raccogliere informazioni di tipo qualitativo e quantitativo. Il que-stionario era stato redatto dai partner finlandesi, italiani e francesi.

Il questionario era diviso in cinque sezioni. Con riferimento ai setto-ri principali, prevedeva risposte a scelta multipla sulla base di valori predeterminati. Per ogni domanda, il compilatore del questionario doveva selezionare un valore, sulla scala di quattro valori: 1=profon-damente contrario; 2=contrario; 3=d’accordo; 4=profondamente d’accordo. Era esclusa la possibilità: “Non so”.

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La prima parte del questionario consisteva in una griglia da compilare con informazioni riguardanti il centro di formazione (luogo, numero di dipendenti, settori di attività) e dati personali del compilatore (posizio-ne all’interno dell’organizzazione, titoli di studio, durata del servizio).

Le altre parti riguardavano settori specifici:

AAmministrazione e pianificazione

BSviluppo e formazione

CQualità

DLavoro in rete con attori chiave

Queste quattro aree sono state selezionate da un rapporto di ricerca Cedefop, il documento pubblicato come 9° annuario della conferen-za Ttnet.1 Tale rapporto è servito come punto di partenza per definire le competenze dei manager nei diversi settori della formazione pro-fessionale. Siccome la sintesi pubblicata nel rapporto prevedeva un elenco di competenze collegate ad ogni diverso settore, abbiamo usato quelle competenze come obiettivo delle nostre domande. Allo stesso tempo, però, sembravano esserci delle competenze non in-cluse in quel documento, ma che erano importanti dal punto di vista dei partner del progetto ‘La strada per domani’ e che furono, quindi, incluse nel questionario.

Ogni parte del questionario presentava tre domande fondamentali. La prima domanda mirava a identificare – tra le competenze indicate

1Salonicco, 7 e 8 dicembre 2006. Il rapporto presenta i risultati finali del progetto pilota TTnet “Definire le professioni IFP in linea con il quadro di riferimento europeo per le qualifiche professionali”.

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nel questionario – le competenze generali, caratteristiche di ogni ma-nager, e competenze più specifiche, caratteristiche del profilo profes-sionale di riferimento e altre competenze che influenzano il lavoro di ogni giorno. La seconda domanda richiedeva un’autovalutazione del grado di padronanza di quelle stesse competenze e mirava a riflette-re il livello di abilità professionale espresso dal compilatore.

La terza ed ultima domanda richiedeva una riflessione sulla perce-zione a livello individuale delle proprie lacune formative rispetto alla mancanza di conoscenze specifiche e di analisi critica in ciascuna area tematica del questionario.

Lo schema proposto presentava una struttura semplice e intuitiva: il rapporto era quello del confronto tra il modello teorico del profilo professionale di riferimento e le competenze professionali che ha e usa chi compila il questionario, con l’intenzione di fargli descrivere il proprio bisogno di Formazione/Aggiornamento.

In breve, per un professionista che si dedica alla formazione, le sue lacune e i bisogni formativi che ne conseguono dipendono dal diffe-renziale esistente tra l’importanza attribuita dal singolo compilatore alle competenze necessarie a svolgere il lavoro di ogni giorno e il proprio grado di padronanza di esse, come percepito e valutato dal compilatore stesso.

Per quanto riguarda il modo in cui il questionario è stato sottoposto al campione di manager, ogni partner ha scelto i centri di formazione da contattare e coinvolgere nella raccolta di dati, sulla base delle ca-ratteristiche del sistema nazionale di formazione e di quanto stabilito dai partner.

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Esiti del questionario

Il nostro questionario ha aperto una prospettiva da cui è stato faci-le definire le competenze, che possono essere viste come il punto di partenza per programmare il modello di formazione per manager dell’istruzione e formazione professionale.Questa è la lista delle competenze che è stata raccolta grazie al que-stionario a campione descritto sopra:ALa capacità di percepire i segnali di cambiamento e le tendenze (3, 20)BLa conoscenza della teoria dell’anticipazione e della previsione (3, 09)DLa capacità di negoziazione (3, 07)CLa capacità di utilizzare i risultati della valutazione a fini di sviluppo (3, 06)

Dai risultati da noi ottenuti queste sono i quattro campi in cui la for-mazione è parsa più necessaria.

I partner di progetto pensano che sia possibile provvedere alla for-mazione in tutti quattro i campi. E’ anche possibile interpretarli come parti di una stessa unità formativa: possono infatti essere considerati come differenti angolazioni di uno stesso programma, per esempio del lavoro di strategia. Possono includere le previsioni sul futuro, as-sieme al personale che interpreta i risultati di un’evoluzione e i meto-di di anticipazione e previsione.

Tutte le competenze dei manager di formazione sono state conside-rate importanti. Queste variano molto, ma alcune tra esse possono essere considerate più importanti di altre per il lavoro che i manager

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si trovano a svolgere. Le competenze di più basso livello di punteggio non sono necessariamente le stesse nelle quali i manager necessita-no di urgente formazione. Dal punto di vista pratico del lavoro questo è molto logico.

La prima domanda di ordine pratico per coloro che iniziarono a pen-sare alla formazione dei manager è stata, prima di tutto: com’è pos-sibile creare percorsi formativi che rispettino le esigenze dei mana-ger che hanno servito da campione nella nostra ricerca? Dovremmo prendere in considerazione un solo punto di vista alla volta? Oppure è meglio cercare di dar vita a una fusione di punti di vista diversi?

La seconda domanda era: che tipo di metodi dovrebbe usare la for-mazione? Non possiamo dimenticare la realtà lavorativa, il carico di lavoro e i limiti di tempo e la necessità di essere al lavoro e non in for-mazione continua. Almeno la formazione dovrebbe usare molti meto-di diversi e non sottovalutare il significato di apprendere ‘on the job’, cioè sul posto di lavoro. Pensare, riflettere sul lavoro di una persona dal punto di vista delle competenze espresse, può essere un modo per insegnare a quella persona a imparare di più dal proprio lavoro.

E la terza domanda – e non è certo stata l’ultima - che il progetto ‘La strada per domani’ si è posto: com’è possibile creare un programma formativo che possa essere fissato e messo in pratica in tutti i paesi partecipanti? Com’è possibile che tale programma formativo si riveli persino un modello per future iniziative di formazione? Le quattro competenze di cui sopra, considerate le più importanti in assoluto tra i bisogni formativi, offrivano molte possibilità. Non erano limitate da restrizioni di ordine nazionale. Inoltre sembravano essere quelle che ben si associavano alle tendenze dell’Europa in tema di formazione e istruzione professionale.

Dagli esiti esposti sopra e dalle idee che hanno preso vita in seguito, abbiamo iniziato a progettare le unità formative e lo stesso referen-ziale.

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3. Un referenziale formativo per il futuro

L’obiettivo operativo del progetto “La strada per domani” consiste nel creare un percorso di formazione accessibile a manager del set-tore della formazione professionale che lavorano in uno o nell’altro dei 5 paesi dove hanno la loro sede i partners del progetto: Belgio, Finlandia, Francia, Italia e Lituania.Precisiamo che, a seconda del paese, il settore indicato qui come “settore della formazione professionale” può includere o meno la for-mazione iniziale.

Il percorso si presenta sottoforma di un referenziale di formazione, ossia di un documento che contiene un elenco di competenze mira-te in maniera specifica per l’insieme dei posti di lavoro occupati da questi manager.

Sin dall’inizio, si è posto il problema della denominazione “manager“: di quali professionisti si tratta? Esiste in questi paesi un pubblico di professionisti che possa essere interessato ad un percorso di forma-zione comune?

I. Un pubblico mirato:a quali “manager” si rivolge il referenziale di formazione?

La rete europea TTnet ha realizzato nel 2005/2006 uno studio compa-rativo intitolato “Defining VET professions”, in 13 paesi europei. Uno degli obiettivi di questo studio era di analizzare i ruoli e le responsa-

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bilità dei mestieri esistenti nell’insegnamento e nella formazione pro-fessionale e di identificare le tendenze che influiscono sullo sviluppo dei mestieri.

Lo studio ha messo in evidenza differenze sensibili tra i paesi, dif-ferenze che dipendono, tra l’altro, dai contesti nazionali d’esercizio di questi mestieri e che danno luogo a denominazioni e a contenuti d’impiego molto eterogenei, sia al livello degli insegnanti o formatori che a quello dei dirigenti o manager.D’altro canto, lo studio di TTneT dimostra che esistono delle conver-genze, ma in un altro campo: in tutti questi paesi, l’insegnamento e la formazione professionale devono “affrontare nuove domande sociali in materia di educazione e di formazione, che si esprimono a livello degli individui, delle imprese e dei territori”. In effetti, tutti questi mestieri sono in larga misura impattati dalla “democratizzazione” della formazione, nella quale le pratiche di formazione tradizionale si evolvono per integrare lezioni, tutoraggio e sostegno. Inoltre, gli studenti e gli stagisti chiedono maggiori autonomia e libertà di scelta dei loro apprendimenti, da cui una domanda crescente di formazio-ne personalizzata, modulare e includente in parti diverse soluzioni di formazione a distanza.

I partner del progetto “La strada per domani” sono quindi partiti dall’idea che queste tendenze hanno un impatto globale sugli enti di formazione professionale e che, in un modo o nell’altro, le compe-tenze e le responsabilità di tutti i professionisti, compresi i manager, sono chiamate ad evolversi.

Di conseguenza, in questo progetto, la nozione di “manager” è da considerarsi in senso lato, in quanto può trattarsi sia di dirigenti sia di responsabili di settore, di capi di progetto, di proggettisti, di coordi-natori; l’elemento in comune tra loro è il fatto di avere delle respon-sabilità in materia di team management.

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Vedremo in seguito che per tener conto del fatto che questi profili professionali sono diversi, la formazione è modulare, cosa che per-mette agli eventuali partecipanti di scegliere un percorso in relazione ai ruoli e alle responsabilità che hanno o che dovranno assumere.

II. I principi di elaborazione del Referenziale

Due principi sono stati alla base dello sviluppo del progetto; i part-ners erano d’accordo per creare:

• un percorso di formazione pertinente ai 5 paesi partecipanti

• un percorso omogeneo, ma non necessariamente uniforme

II.1. La pertinenza del percorso: centrare le competenze chiave

Questo referenziale non considera l’insieme delle competenze ne-cessarie all’esercizio delle funzioni che svolgono i manager nel setto-re dell’insegnamento e della formazione professionale, ma centra più precisamente delle competenze che meritano la denominazione di “competenze distintive”.Con questo termine indichiamo quelle competenze il cui possesso è fondamentale per lo sviluppo delle attività degli enti di formazione, tenendo conto dei cambiamenti presenti e futuri in questo settore di attività.

L’individuazione di queste competenze è stata fatta essenzialmente attraverso le indagini sull’analisi dei bisogni, le cui conclusioni figura-no nella parte precedente di questo rapporto.

Parallelamente, i partner sono partiti dall’idea che queste competen-ze non sono quelle possedute da un qualsiasi manager, indipenden-temente dal settore di attività nel quale lavora (industria, servizi). An-che se è incontestabile che “un manager” è sempre “un manager”, è necessario prendere in considerazione il fatto che il settore della

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formazione professionale presenta determinate specificità e che, di conseguenza, in questo settore ogni manager ha la necessità di sa-per combinare (e non semplicemente giustapporre) delle competen-ze manageriali e delle competenze proprie del settore della forma-zione.

II.2. Un percorso omogeneo, ma non uniforme

Il quadro di formazione comune destinato a questi manager è costi-tuito da più elementi:

• un solo e unico sistema di competenze; rappresenta il “cuore” del referenziale di formazione

• questo referenziale è diviso in 4 campi di competenze, per permet-tere un percorso modulare

• la scelta dei moduli può provenire da un processo preliminare di riconoscimento delle acquisizioni professionali

• i partner hanno adottato i medesimi criteri di valutazione delle ac-quisizioni professionali e delle acquisizioni post formazione

• analogamente è stato fatto per quanto riguarda la valutazione del processo di formazione

• infine, in termini di organizzazione pedagogica, è stato deciso che il percorso avrebbe offerto ai partecipanti 3 tipi di situazioni di ap-prendimento: formazione in presenza, autoformazione on line e ap-prendimento collaborativo.

Scegliendo di strutturare il percorso di formazione intorno a delle competenze mirate e non intorno ai contenuti di formazione, defi-nendo criteri di valutazione comuni, i partner hanno perseguito due intenzioni:

• dare la maggiore visibilità possibile alle competenze che i manager avranno sviluppato attraverso la formazione

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• conferire ad ognuna delle competenze una portata europea, per favorire la mobilità dei professionisti coinvolti.

Tuttavia, era necessario tener conto delle specificità nazionali: l’orga-nizzazione e le politiche di formazione professionale iniziale e conti-nua sono diverse, così come la struttura e la dimensione stessa delle organizzazioni; di conseguenza, i contenuti della formazione propo-sta dai partner non possono essere identici, anche se le competenze mirate sono le stesse. Ecco perché i contenuti della formazione del referenziale sono citati a titolo indicativo. Per quanto riguarda la du-rata della formazione, non è indicata perché risulta, tra l’altro, dalle scelte fatte a livello di contenuti, ma anche dalla composizione, omo-genea o eterogenea, dei gruppi.Inoltre, ogni partner può effettuare un “dosaggio” diverso delle 3 modalità di organizzazione pedagogica; analogamente, i metodi e le tecniche pedagogiche, così come i contenuti, sono citati a titolo indicativo.

III. Le competenze chiave per i manager

Il referenziale divide le competenze chiave in 4 campi che danno luo-go a altrettanti moduli di formazione.

1Management condiviso di un ente di formazione in quanto organiz-zazione che apprende

2Anticipazione dei cambiamenti e attività a carattere strategico in un ente di formazione

3Management attraverso la qualità e lo sviluppo dell’ente di formazio-ne

4Ingegneria della formazione e gestione delle risorse dell’ente di for-mazione

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Le delucidazioni inerenti ai campi 1, 3 e 4 sono quelle che maggior-mente fanno apparire la necessità della combinazione delle compe-tenze manageriali da una parte e di quelle pedagogiche dall’altra.

III.1. Le competenze del campo “Management condiviso di un ente di formazione in quanto organizzazione che apprende

La formulazione delle competenze di questa area traduce una con-cezione del management secondo la quale, nel settore della forma-zione professionale, i metodi di management “classici” (per obiettivi) non possono essere pienamente efficaci se non vengono associati ad un altro approccio per il quale ciò che produce l’efficacia e lo svi-luppo degli enti di formazione è l’esistenza di valori e di un progetto condiviso, di una cultura comune e di una stretta cooperazione.

Le competenze sono divise in 4 gruppi:

Management del progetto dell’ente di formazione:

• Favorire gli scambi in seno all’ente di formazione intorno ai valori portati dall’ente

• Promuovere una cultura di organizzazione che apprende in seno all’ente di formazione

• Supportare lo staff nel sentire come proprie le finalità ed il progetto condiviso dell’ente di formazione

Leadership:

• Sviluppare degli stili di comportamento e di leadership coerenti con la cultura dell’ente di formazione

• Condurre riunioni di staff efficaci

Sviluppo del potenziale dello staff:

• Incoraggiare l’impegno e la responsabilizzazione dei membri dello staff attraverso la delegazione e ”l’empowerment”

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• Costituire, motivare e animare il gruppo con riferimento alle finalità e al progetto dell’ente di formazione

• Favorire un’atmosfera positiva e di cooperazione nel gruppo

• Garantire la gestione del sapere e facilitare l’apprendimento coo-perativo tra i membri del gruppo

III.2. Le competenze del campo “Anticipazione dei cambiamenti e attività a carattere strategico”

In questo campo di competenze chiave, si cerca di favorire nei ma-nager l’attivazione di un approccio anticipatore dei cambiamenti e di una strategia di sviluppo deliberatamente orientata alla ricerca e alla negoziazione di partnership.

Si tratta di affrontare due tendenze che appaiono in modo sempre più netto:

• Sul mercato del lavoro e della formazione i cambiamenti sono più rapidi e di conseguenza la capacità di anticipazione acquisisce un’importanza maggiore

• la complessità e la dimensione delle problematiche è tale che un ente di formazione ha sempre meno la capacità e le risorse per ri-spondere da solo ad alcune domande; la partnership diventa quin-di una condizione indispensabile per il successo

Le competenze si dividono in 3 gruppi:

Attenzione preventiva e anticipazione:

• Assicurare un’attenzione preventiva ai cambiamenti in corso sul mercato del lavoro e della formazione

• Rilevare le tendenze future e le priorità a livello locale, nazionale e globale

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Strategie di sviluppo:

• Identificare delle opportunità di sviluppo strategico o di migliora-mento dell’offerta formativa (sul mercato)

• Adottare in modo sistematico una visione strategica nelle attività per lo sviluppo dell’ente di formazione (non solo seguire, ma anti-cipare)

• Integrare e adattare alla strategia i valori e le precondizioni esterne

Partnership:

• Promuovere una cultura di partnership per sviluppare e migliorare l’offerta formativa

• Favorire lo sviluppo dell’ente di formazione attraverso il lavoro di rete a diversi livelli (locale, nazionale, internazionale)

• Negoziare e contrattare delle partnership tenendo conto degli inte-ressi e degli obiettivi dell’ente di formazione

III.3. Le competenze del campo “Management attraverso la qualità e lo sviluppo dell’ente di formazione”

Il modo in cui le competenze di questo modulo sono state formulate risponde ad un’intenzione ben precisa: si tratta di permettere ai ma-nager di inserire le loro attività di ingegneria di progetti in una pratica di management dei gruppi attraverso la valutazione e la qualità. In questo caso, la qualità è dunque considerata non solamente come un obiettivo da raggiungere, ma come una vera propria modalità di management, con tutte le conseguenze che questo implica (organiz-zative, strategiche, pedagogiche).Alla base si ritrova l’idea che è proprio la combinazione delle compe-tenze manageriali e pedagogiche a determinare l’efficacia del mana-gement.

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Valutazione, qualità e innovazione

• Definire o supervisionare la strategia per assicurare la qualità e le sue priorità

• Impiantare una cultura della qualità (cultura dell’autovalutazione e del reporting)

• Migliorare la qualità delle operazioni, dei processi e dei progetti

• Creare o integrare gli indicatori di qualità e gli strumenti atti a defi-nire il valore aggiunto per la progettazione dell’offerta formativa

• Implicare lo staff nella ricerca di punti di miglioramento, nella pro-posta di nuove soluzioni e di progetti innovativi

• Applicare metodi di management di progetti al contesto

• Creare nelle relazioni con i clienti e gli utenti una relazione positiva

• Valutare i risultati dei progetti e integrarli in una prospettiva strate-gica

Concezione e conduzione di progetti

• Progettare, formalizzare e realizzare progetti (in dimensioni diverse: politica, educativa/formativa, finanziaria…) e assicurarne il resocon-to finanziario

• Sviluppare progetti innovativi associando le informazioni, le diret-tive e le proposte provenienti dal management e quelle risultanti dalle relazioni e dalle osservazioni empiriche fatte da chi lavora sul terreno (insegnanti/formatori)

III.4. Le competenze del campo “Ingegneria della formazione e ge-stione delle risorse dell’ente di formazione”

Se confrontiamo questo campo di competenze ai precedenti, che im-plicano dalla parte del manager un certo distacco dalle attività quoti-

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diane, osserviamo che qui si fa riferimento ad attività più prettamente operative.Anche in questo caso, è nella combinazione di competenze in mana-gement e nel mestiere della formazione professionale che risiede la chiave del successo.

Ingegneria della formazione

• Conoscere la struttura dei programmi e sviluppare nuovi program-mi di formazione

• Capire e adottare nuovi approcci e nuovi strumenti didattici (per esempio apprendimento in rete, apprendimento sul posto di lavo-ro, ecc.)

• Essere capace di creare nuovi programmi e di sviluppare l’offerta formativa

• Essere capace di coordinare i diversi gruppi di insegnanti/formatori e di favorire le pratiche pedagogiche

Gestione delle risorse

• Gestire le risorse finanziarie e assicurarne il rendiconto

• Assumere uno staff e degli esperti esterni utilizzando tecniche e strumenti di reclutamento e selezione del personale

• Assicurare e supervisionare la gestione amministrativa delle risorse umane

• Essere capace di valutare e supervisionare lo sviluppo del poten-ziale dello staff

• Fare l’analisi dei bisogni delle risorse umane verificando la coerenza tra questi bisogni, la strategia e le capacità di risposta dell’ente di formazione

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IV. A monte del percorso, un dispositivo di riconoscimento delle acquisizioni professionali

La configurazione di questo dispositivo si ispira a quanto è stato di-sposto in Francia nel 1992 dalla legge sulla “Validazione delle Ac-quisizioni Professionali”. Il suo obiettivo era di facilitare l’accesso alle persone che non possedevano i diplomi richiesti (per esempio, in Francia il diploma di maturità) ad alcune formazioni dell’insegnamen-to superiore. Queste persone possono entrare in queste formazioni ma sono esonerate da alcuni moduli. Tuttavia, questo esonero può essere solo parziale: la legge del 1992 limita così la portata della va-lidazione delle acquisizioni: un diploma non può essere interamente ottenuto in questo modo. Il candidato deve contemporaneamente costruire un progetto di formazione complementare che permetta di ottenere il diploma desiderato. [1]

I partner del progetto “La strada per domani“ si sono ispirati a quest’idea per concepire un dispositivo di “riconoscimento delle ac-quisizioni professionali” che permetta ai futuri partecipanti di otte-nere l’esonero da un modulo e quindi di beneficiare di un percorso modulare.A questo scopo, i candidati dovranno completare un dossier struttu-rato per aiutarli a descrivere e ad analizzare la loro esperienza profes-sionale nei campi che sono in relazione con quelli indicati nel referen-ziale di formazione del progetto “La strada per domani”

Un colloquio di valutazione completerà questa procedura.

1Questo sistema è diverso da quello disposto a partire dal 2001; denominato “Validazione delle Acquisizioni dell’Esperienza”, può permettere ad ogni candidato di ottenere un diploma di insegnamento secondario tecnologico o professionale, senza seguire nessuna parte della formazione corrispondente.

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V. Criteri identici per la valutazione degli apprendimenti e delle competenze

Questa scelta risponde alla necessità di coerenza che deve guidare l’intera prassi di valutazione dell’esperienza: quando si tratta di valu-tare delle competenze, è logico adottare gli stessi criteri indipenden-temente dalla tappa del percorso alla quale ci si trova.Sul piano teorico, l’approccio di valutazione degli apprendimenti (professionali o teorici) è basato su una definizione precisa della no-zione di “competenza” (al singolare): l’idea che sottintende a questa nozione è che non esistono situazioni lavorative identiche, nemmeno quando si tratta di portare a termine lo stesso compito. Altrimenti detto, l’attività di ogni dipendente non è mai una semplice esecu-zione di procedure, di consegne, di direttive o di regole fissate in precedenza. Egli deve tener conto della situazione nella quale si trova in quanto, per essere efficace, deve affrontare gli avvenimenti e gli imprevisti che si presentano. Così facendo, sviluppa un processo co-gnitivo per il quale muove la sua intelligenza, la sua inventiva, la sua capacità di prendere delle decisioni, le sue conoscenze e le abilità che ha acquisito in precedenza; tutto questo per raggiungere degli obiettivi, per rendere applicabili le regole e le procedure che gli sono state imposte ossia per compensare una loro mancanza o inadegua-tezza. Questo processo si chiama “la competenza”.

La competenza si riconosce grazie a quanto indicato nei tre punti seguenti:

• Il suo rapporto con l’azione: si fa, si sviluppa, si attualizza nell’azione, attraverso l’attività lavorativa.

• Il suo rapporto con il contesto: si è competenti in una data situazio-ne per risolvere un dato problema e non in generale.

• La sua natura: la competenza è un processo di combinazione, di in-tegrazione di diversi elementi: conoscenze, abilità, comportamento,

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ma anche comprensione della situazione, dei modi di cooperazio-ne, delle informazioni che caratterizzano una situazione a differenza di un’altra.

Questo approccio alla nozione di competenza ha condotto i partner ad adottare criteri di valutazione degli apprendimenti che ne tengo-no conto.Sono stati adottati quattro criteri, tutti basati sull’idea che la compe-tenza si valuta in rapporto alle situazioni lavorative.

Per valutare le acquisizioni, si tratterà dunque di sapere se i candidati sono capaci:Adi tener conto, nelle loro decisioni strategiche, dei dati relativi all’am-biente circostante Bdi tener conto nelle loro decisioni delle caratteristiche dei membri dello staff e degli esterni Cdi adottare una distanza critica dalle situazioni di lavoro Ddi fare riferimento alla rappresentazione che hanno del loro ruolo in seno all’ente di formazione quando prendono delle decisioni

Per quanto riguarda la valutazione degli apprendimenti è stato ag-giunto un quinto criterio: si tratterà di sapere se i candidati fanno prova di

Eproprietà lessicale (tecnica) nelle loro produzioni scritte o orali, con riferimento alle conoscenze oggetto della formazione

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VI. La valutazione del processo di formazione

Il metodo si ispira alle opere di un ricercatore francese, Guy LE BO-TERF, che auspica la formazione dei manager attraverso una prassi-qualità. [1]

In quest’ottica, si considera che la formazione (azione di formazione, dispositivo, piano di formazione) rappresenta un sistema a sua volta conglobato in un sistema più vasto: l’impresa.I sistemi “impresa” e “formazione” si compongono di diversi elemen-ti che sono messi in interazione per formare un “processo” capace di produrre degli “effetti attesi” (prodotti).

È dunque la qualità del funzionamento del processo, vale a dire il modo in cui i diversi elementi che compongono i due sistemi intera-giscono tra loro, che determina l’importanza e la qualità degli effetti.

Questo approccio presenta un triplo vantaggio:

• Pur essendo fondato su una concezione teorica (management attra-verso la qualità) vuole tuttavia essere pragmatico: i criteri proposti permettono di rendere facilmente operativo il metodo di valutazio-ne.

• Rilevando l’interdipendenza tra il processo e gli effetti, attira l’atten-zione sull’importanza che ha il fatto di prendere in considerazione le questioni di valutazione sin dalla fase della progettazione.

• La valutazione è vista come un processo che funziona in continuo e che permette di fare un ragionamento circolare: la valutazione degli effetti porta ad interrogarsi sul funzionamento del processo, per correggerlo continuamente; la valutazione del funzionamento del processo permette di valutare e di ottimizzare gli effetti.

1 Guy LE BOTERF, « L’ingénierie et l’évaluation de la formation », Editions d’Organisation, 1990.

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LE BOTERF propone più criteri utilizzabili nell’ambito di questa pra-tica.

EFFICACIAIl criterio di efficacia della formazione ha effetti diretti e indiretti, pre-visti e non previsti dagli individui, dai gruppi o dalle organizzazioni.Questi possono essere valutati a tre livelli:

• a livello della formazione stessa: capacità sviluppate e conoscenze acquisite dai partecipanti, competenze sviluppate in situazioni lavo-rative

• a livello delle situazioni lavorative: competenze sviluppate e messe in pratica nella situazione lavorativa

• a livello del sistema “impresa”: per esempio i cambiamenti nell’or-ganizzazione del lavoro, l’evoluzione del volume d’affari.

La realizzazione delle condizioni di trasferimento delle competenze occupa un ruolo determinante se si vuole che gli effetti della forma-zione non si riducano a semplici apprendimenti acquisiti in classe e mai reinvestiti nel lavoro.Il sistema di formazione deve perciò essere “orientato al trasferimento”.

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Diversi criteri, relativi al processo di formazione permettono di valu-tare questa caratteristica: pertinenza, opportunità, accettazione, co-erenza, sincronizzazione.

PERTINENZALa pertinenza di una formazione si valuta nelle relazioni che essa ha con i bisogni, i problemi, i progetti, gli obiettivi dei lavoratori e dell’or-ganizzazione che li assume. In quest’ottica, la formazione è articolata sui progetti degli attori e non su una logica di offerta a catalogo. Per concretizzare questo criterio, sarà necessario procedere ad un’analisi dei bisogni prima ancora di concepire il dispositivo di formazione. Gli obiettivi, per come sono definiti e formulati, offrono degli indicatori utili per valutare il criterio di pertinenza.

In ogni modo, il criterio di pertinenza può essere valutato sia in cor-so di formazione sia a posteriori: in effetti, nel caso dei dispositivi di formazione di una certa durata, è possibile che alcuni elementi del contesto conoscano delle evoluzioni, che possono far sì che uno o un altro elemento del dispositivo (obiettivo del programma di un modu-lo, ecc.) sia sorpassato o abbia bisogno di essere corretto.

OPPORTUNITÀLa formazione non è necessariamente una risposta appropriata ai progetti e agli obiettivi dei dipendenti e dell’organizzazione che li assume. Si tratta dunque di verificare se altre soluzioni (cambiamenti nell’organizzazione del lavoro, nel management, ecc.) non siano più adatte al contesto.

COERENZALa coerenza detta “esterna” si verifica quando la formazione, nei suoi obiettivi, contenuti, metodi, ecc. è coerente con gli altri sottosistemi della politica di gestione delle risorse umane dell’impresa e più glo-balmente con la sua strategia generale.

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La coerenza interna esprime la concordanza dei diversi elementi del-la formazione tra loro: coerenza tra gli obiettivi e i contenuti, tra i contenuti e le capacità o le competenze mirate, ecc.

ACCETTAZIONELa concretizzazione di questo criterio è condizionata dall’esistenza, all’inizio e in corso di formazione, del processo di concertazione e di consultazione tra gli attori coinvolti al momento della concezione, della realizzazione e del monitoraggio in itinere della formazione.

• La gerarchia operativa è stata implicata nell’individuazione dei bi-sogni della formazione, nel monitoraggio in itinere?

• Come sono stati informati e consultati i dipendenti?

• Sono state riunite le condizioni per sviluppare il piacere di apprendere?

SINCRONIZZAZIONE Questo criterio indica l’intervallo temporale che intercorre tra il mo-mento in cui si svolge la formazione e il momento in cui i dipendenti possono utilizzare quanto appreso.

A questi criteri “orientati al trasferimento”, LE BOTERF ne aggiunge due: la conformità e l’efficienza.

CONFORMITÀEsprime il grado di conformità tra come si è effettivamente svolta la formazione (modulo, azione, dispositivo, piano) e come era inizial-mente prevista, con riferimento a:

• capitolato d’oneri

• legislazione in vigore

• calendario preventivo

• ecc.

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RAPPORTO COSTO/EFFICACIAEsprime il rapporto tra i costi necessari per mettere in atto la forma-zione e l’efficacia che questa ha registrato. Si tratta di sapere se è possibile fare meglio ad un costo inferiore.

VI. Un’organizzazione pedagogica omogenea

Si è convenuto che il percorso offrisse ai partecipanti 3 tipi di situazio-ni di apprendimento: formazione in presenza, autoformazione on line e apprendimento collaborativo.

Questa scelta è stata dettata anche dalle conclusioni dello studio della rete TTnet già citata; è chiaro che la formazione in presenza non rappresenta più la sola e unica risposta efficace, specialmente quando ci si rivolge a degli adulti che hanno un’attività professiona-le. L’apprendimento collaborativo può permettere loro di sviluppare competenze grazie agli scambi sulle pratiche e alla cooperazione du-rante l’apprendimento. Inoltre, l’autoformazione on line, ben inteso a condizione che sia assistita, risponde meglio agli obblighi che pesa-no sulle agende dei manager.

I partner inoltre, hanno voluto conservare dei margini di movimento all’interno di questo quadro organizzativo per adattare l’organizza-zione della formazione ai contesti nazionali.

VII. Mantenere margini di movimento per tener conto delle specificità nazionali

VII.1. Dosare in maniera diversa le modalità di organizzazione pe-dagogica

Tra i partecipanti al corso, le abitudini di formazione a distanza e di apprendimento collaborativo sono diffuse in modo diverso nei paesi

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coinvolti e non tutti gli enti di formazione hanno integrato questi stru-menti, sia per formare i loro clienti che per il proprio personale.

Ogni partner può effettuare un “dosaggio” diverso delle tre modali-tà di organizzazione pedagogica.

VII.2. Libertà nella scelta dei contenuti di formazione

Poiché la base di programmi formativi che saranno dispensati in ogni paese è formata dalle stesse competenze, è possibile, a livello nazio-nale, selezionare contenuti di formazione specifici pur conservando ciò che è essenziale, ossia gli obiettivi comuni della formazione.

Perchè contenuti specifici?

• perchè alcune conoscenze, come quelle che riguardano le politi-che del lavoro, della formazione, dell’organizzazione dei dispositivi sono necessariamente “nazionali”

• perchè possono sempre esistere “vie” diverse in termini di conte-nuti di formazione, per raggiungere un medesimo obiettivo forma-tivo.

Ciò nondimeno, per garantire un quadro comune, i contenuti inerenti alle 4 aree di competenze del referenziale sono stati semplicemente divisi in 11 unità formative.

Modulo 1: Management condiviso di un ente di formazione in quanto organizzazione che apprende:

• Analisi dell’ente di formazione

• Azioni per migliorare il management pedagogico

• Pianificazione dei processi di valutazione

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Modulo 2: Anticipazione dei cambiamenti e attività a carattere strate-gico nell’ente di formazione:

• Anticipazione delle tendenze, delle necessità e delle competenze future

• Strategia di costruzione

• Lavoro di rete e partnership in fase di costruzione e di gestione

Modulo 3: Management attraverso la qualità e lo sviluppo dell’ente di formazione:

• Filosofia della qualità e attività di qualità nell’ente di formazione

• Individuazione delle possibilità di sviluppo

• Management di progetti di sviluppo

Modulo 4: Ingegneria della formazione e management delle risorse dell’ente di formazione:

• Ingegneria della formazione

• Management delle risorse umane, tecniche e finanziarie

VII.3. Libertà di scelta delle metodologie pedagogiche

Nel referenziale, le metodologie sono citate a titolo indicativo. Questo non impedisce che quelle attive (studio di casi individuale o in grup-po, conduzione di progetti) siano maggiormente raccomandate.

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4. La sperimentazione della formazione nel progetto. Il caso italiano: la formazione per una rete di reti di formazione professionale

Finalità

In relazione ad alcune delle abilità identificate nel Training Framework, precedentemente descritto, sono qui declinati, in termini di risultati di apprendimento attesi, gli obiettivi delle due Unità Formative spe-rimentate. Gli obiettivi sono stati declinati tenendo presente che per ogni UF il tempo totale di sperimentazione era di 24 ore (16 ore in aula e 8 ore di auto-apprendimento on line). Si è trattato dunque di adeguare gli obiettivi a soglie di padronanza e di conoscenza rag-giungibili entro i tempi qui richiamati.

Unità 1 (Il management condiviso)

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Unità 2 (La Visione strategica nella formazione)

Risultati d’apprendimento

I partecipanti alle attività formative sono stati 18: direttori, coordina-tori di settore e staff di direzione dei Centri di formazione professio-nale aderenti al partner di progetto CONFAP (Confederazione Na-zionale Formazione e Aggiornamento Professionale). Il background professionale e le competenze in ingresso, nonché l’età anagrafica dei partecipanti era abbastanza diversificata. Il gruppo di apprendi-mento è risultato dunque molto eterogeneo e le differenze interne hanno, quindi, orientato le attività didattiche sviluppate.

I formatori intervenuti nelle attività sono stati 3. I primi due esperti, in-terventi nella prima Unità Formativa (Il management condiviso) sono stati rispettivamente

• prof. Alberto De Toni - Preside della Facoltà di Ingegneria dell’Uni-versità di Udine e Professore Ordinario di Strategia della Produzio-ne e Gestione della Produzione, esperto internazionale di manage-ment, organizzazioni e modelli organizzativi complessi

• prof. Alberto Turchini – presidente AIF (Associazione Italiana For-matori) nella Regione Friuli Venezia Giulia ed esperto in change and learning management

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La seconda Unità Formativa (La Visione strategica nella formazione) ha visto il coinvolgimento del prof. Domenico Lipari docente universi-tario di sociologia delle organizzazioni ed esperto di apprendimento organizzativo, comunità di pratica e pratiche riflessive nella forma-zione.

Contenuti

Nella prima Unità Formativa - Il management condiviso – sono stati sviluppati i seguenti contenuti:

• Gli strumenti di analisi dei modelli organizzativi semplici e com-plessi

• I principi e i modelli dell’auto-organizzazione

• Differenze e strumenti di analisi e lettura del management e della leadership

• Gli strumenti per migliorare le capacità di delega, di empowerment e team-working per il raggiungimento dei risultati

• Introduzione ai modelli di management partecipativo: dalla vision all’empowerment

• La visione e l’empowerment in un caso di studio sugli Enti di FP

• La costruzione di un team e il lavoro di gruppo nell’organizzazione

La seconda Unità Formativa - La Visione strategica nella formazione – ha visto lo sviluppo dei seguenti contenuti:

• La costruzione condivisa del significato dei termini chiave: visione, strategia, formazione

• Le capacità di anticipazione di trend e le capacità di “attivazione di ambienti” innovativi come competenze strategiche

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• Esercitazioni su autocasi organizzativi e modelli di analisi della vi-sion

• Le comunità di pratica e reti basati sulla pratica come veicolo di costruzione locale della conoscenza, di circolazione del sapere e di innovazione.

Metodologie e criteri di valutazione

Le due unità formative sono state sviluppate attraverso un approccio blended prevedendo, infatti, una parte di lavoro in presenza e alcune attività collaborative di apprendimento on line.

Nell’Unità 1sono state previste una sessione teorica introduttiva ai modelli orga-nizzativi innovativi e complessi, nonché:

• condivisione e lavoro di gruppo in aula

• Presentazione di materiale multimediale video per l’analisi di stili di leadership e management condiviso

La sessione di valutazione degli apprendimenti è stata affrontata con una esercitazione on line che prevedeva l’applicazione di una griglia di analisi dei modelli organizzativi presenti nel contesto di provenien-za di ciascun partecipante.

Nell’Unità 2è stata messa al centro l’esperienza professionale e il contesto di pro-venienza di ciascun partecipante aprendo così:

• una sessione di brainstorming sui termini chiave dell’unità formativa (visione, strategia, formazione, organizzazione, comunità, pratica, apprendimento)

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• una sessione di presentazione di autocasi interni al gruppo

• una sessione di analisi degli autocasi emblematici scelti

Il lavoro di questa unità ha previsto l’uso della piattaforma web di progetto, per avviare un’attività collaborativa tra partecipanti ed es-perto, finalizzata ad approfondire la costruzione di un glossario signi-ficativo dei termini chiave affrontati in aula.

Nella piattaforma web, inoltre, è stata implementata una bibliome-diateca per il management della FP in cui gli esperti hanno fornito riferimenti bibliografici e multimediali inerenti i contenuti delle due Unità Formative affrontate.

Periodo

• UF1 5-7 giugno 2008 (16 ore) – Mestre (VE) - e 8 ore di autoappren-dimento on line, utilizzando l’ambiente didattico online del progetto Leonardo pilota:http://www.lastradaperdomani.eu

• UF2 10-12 luglio 2008 (16 ore)– Roma – e 8 autoapprendimento on line, utilizzando l’ambiente didattico online del progetto Leonardo pilota: http://www.lastradaperdomani.eu

Valutazione (punti di forza e criticità)

Per le attività di assessment sono stati utilizzati i seguenti strumenti: un questionario di gradimento cartaceo finale per ogni UF, un ques-tionario finale on line di gradimento e una discussione di gruppo ad ogni UF.

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Sulla base dei risultati congiunti ottenuti attraverso l’uso dei 3 stru-menti indicati e per quanto concerne una valutazione generale delle attività svolte è possibile identificare alcuni punti di forza e alcune criticità o punti di debolezza interni:

Punti di forza:

• Le esperienze professionali diversicate, presenti nel gruppo di ap-prendimento, hanno permesso di arricchire le attività didattiche cooperative

• L’approccio didattico degli esperti è stato diretto ad una valorizza-zione delle esperienze professionali dei partecipanti

• L’utilizzo di strumenti di presentazione e di lavoro (video, casi di stu-dio, esperienze dirette) diversificati hanno agevolato la compren-sione dei contenuti formativi

• L’approccio formativo blended ha permesso di approfondire, anche a distanza, alcuni elementi chiave dei contributi formativi affrontati in aula

• Un’attenzione al contesto professionale dei partecipanti, da parte degli esperti, ha permesso di comparare modelli organizzativi e di management afferenti altri contesti diversi della formazione

Criticità/Punti di debolezza:

• Le attività didattiche in aula hanno mostrato gradi di flessione dell’interesse soprattutto quando i modelli di riferimento degli es-perti erano mutuati da campi professionali diversi dalla formazione professionale

• Le sessioni di lavoro on line hanno visto una flessione di partecipa-zione nelle attività collaborative previste e una maggiore concentra-zione nella ricerca di materiale informativo e di approfondimento.

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5. Descrizione della sperimentazione a livello nazionale del modulo “La visione strategica”: l’esperienza lituana

I Requisiti Professionali e Formativi 1 dei Manager del sistema di istru-zione e formazione professionale sono inclusi nel sistema generale del Ministero della Pubblica Istruzione (dell’Amministrazione Pubbli-ca per l’Ordinamento agli Studi). In Lituania, i manager della forma-zione con titolo di laurea semplice o con master (con specializzazione in diversi campi) vengono preparati alle seguenti facoltà: 1) Economia aziendale 2) Amministrazione Pubblica. I corsi di primo grado acca-demico in Economia e Commercio sono frequentati da studenti che mirano solitamente ad entrare nel campo degli affari di vario tipo (logistica, gestione di aziende di produzione, gestione di aziende che operano nel turismo, ecc.), mentre quelli che frequentano i corsi di Amministrazione Pubblica tendono ad entrare nell’amministrazio-ne degli enti statali e di altri settori del pubblico impiego (come, ad esempio, l’istruzione).

1I Requisiti Formativi (‘Training standards’ o quadro di riferimento formativo, detto anche curriculum formativo) sono un INSIEME di requisiti – conoscenze, competenze e abilità personali – ad un particolare livello di qualifica e titolo, cioè requisiti di qualifica profes-sionale, di abilità sociali e di sviluppo personale.Tale insieme di standard formativi consente, così, di operare un collegamento tra un programma formativo e le abilità che devono essere sviluppate per ogni tipo di impiego (profilo occupazionale) in un dato settore (network) professionale. I requisiti formativi devono essere utilizzati per elaborare il piano formativo (programma) e/o nella prepara-zione di progetti formativi. Il quadro di riferimento formativo o curriculum formativo o, ancora, standard di formazio-ne professionale, come vogliamo chiamarlo, è anche necessario per valutare l’apprendi-mento dei partecipanti al corso all’inizio, durante e alla fine del percorso formativo.Il quadro di riferimento professionale (‘Employment frame of reference’) descrive un determinato profilo professionale o impiego. Lo si può ottenere unendo l’insieme dei compiti che il partecipante già svolge durante il lavoro – descrizione del posto di lavoro, delle attività svolte e delle abilità necessarie, ecc. – ai compiti futuri – l’evoluzione nelle abilità e attività che ci si attende dal formando.

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I manager che gestiscono enti d’istruzione e formazione possono conseguire un master in Gestione dell’Istruzione o Gestione delle Risorse Umane; in ogni caso, chi opera come dirigente all’università appartiene ad un gruppo particolare di manager. I capi dei vari di-partimenti, i direttori di facoltà, ecc. vengono eletti o nominati per un periodo limitato (di 4-5 anni) e spesso non hanno alcuna forma-zione specifica nell’area della gestione, o management. Per questa ragione il progetto “La strada per domani”, che si è concentrato sulla formazione di direttori amministrativi all’interno dell’Università o di dirigenti universitari, è stato giudicato molto attuale e ha suscitato grande interesse. L’unità formativa “La visione strategica”, pensata per il personale am-ministrativo che opera in ambito universitario, è di necessaria appli-cazione, in quanto l’Università sottostà a continui cambiamenti e ab-bisogna di programmazione strategica.

Nel contesto della riforma dell’istruzione superiore, la pianificazione strategica acquisisce importanza particolare visto che l’economia del-la Lituania non garantisce un sistema efficace di pubblica istruzione o di sviluppo sociale. Normalmente lo Stato non è in grado di finanziare l’intero comparto dell’istruzione superiore (stando ai dati relativi al PIL, un abitante lituano riceve il 30% dei fondi che, in media, riceve un cittadino dell’Unione Europea). La parte più consistente dei fondi universitari vengono destinati agli stipendi, mentre le risorse per mantenere le strutture, l’acquisizione di strumenti di studio e il rinnovamento degli edifici devono esse-re procurati dall’università stessa. In altre parole, le strutture adibite all’istruzione e allo studio non sono rinnovabili. Lo stato assicura il di-ritto allo studio gratuito solo alla metà degli studenti, i restanti devo-no provvedere al pagamento dei propri studi in parte o totalmente.

All’università tutte le facoltà applicano piani strategici per le attività in programma; il Gruppo per la Pianificazione Strategica è composto da personale amministrativo e si occupa di preparare e rivedere il Piano Strategico.

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Oltre al Gruppo per la Pianificazione Strategica, il ruolo più impor-tante nella pianificazione delle attività universitarie è svolto dal Dipar-timento di Economia, mentre le liste delle materie e i programmi di studio sono pianificati dai dipartimenti di Pedagogia e Scienze della Formazione. La pianificazione strategica a livello universitario si svol-ge in settori separati (facoltà, istituti), diviene perciò molto importan-te che il personale coinvolto nei progetti e i manager di settori diver-si abbiano una formazione comune, secondo determinati principi di pianificazione strategica, al fine di dare vita a programmi e coordinare progetti in modo appropriato.

Gli obiettivi. L’obbiettivo principale dell’unità formativa di sperimen-tazione “La Visione Strategica” è stato quello di sostenere il processo di pianificazione strategica all’interno dell’istituzione di appartenenza (usare la visione strategica per sviluppare piani strategici a livello uni-versitario).

Struttura dell’Unità Formativa. L’unità formativa è stata divisa in tre seminari (24 ore) condotti dal Prof. Ricardas Malkevicius:

• I Seminario organizzato in sessioni di 3 giorni, dal 2 al 4 aprile 2008, per un totale di 10 partecipanti, presidi di facoltà, personale del

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Rettorato, capi di dipartimento (tutti i materiali formativi sono stati presentati in lingua lituana, tradotti in inglese e allegati ai materiali di resoconto del progetto).

• II Seminario con un’unica sessione tenutasi il 20 giugno 2008 per 5 partecipanti: il Rettore dell’Università e 4 Vice Rettori. Lo scopo di questa sessione era di usare la visione strategica per sviluppare un piano strategico per l’istituzione universitaria di appartenenza (il piano strategico è stato redatto durante questo seminario, ma rivisto solo alla fine del 3° seminario).

• III Seminario organizzato in sessioni di 3 giorni, dal 10 al 12 set-tembre 2008, per tutto il personale amministrativo dell’Università di Siauliai (seminario comune).

Le persone coinvolte (docenti e partecipanti). Il Prof. Ricardas Mal-kevicius è un professore universitario di fama nazionale nel campo del management. Opera come consulente dell’Associazione Litua-na per la Formazione della Pubblica Amministrazione. È esperto nel condurre corsi sul management (soprattutto nei temi della pianifi-cazione strategica e della creazione di una visione strategica). Prima di presentare questa unità formativa all’Università di Siauliai, il Prof. Malkevicius ha preso in attenta considerazione i contenuti formativi e le competenze che il progetto “La strada per domani” e l’unità “La Visione Strategica” presentavano, facendoli propri.

I partecipanti:15 sono stati i partecipanti tra il personale accademico e amministra-tivo dell’Università di Siauliai.

Considerando il fatto che l’Università è una struttura complessa, co-stituita da diversi settori, dove le competenze e le funzioni del perso-nale coinvolto nella pianificazione strategica sono diverse, si è deciso di organizzare i corsi formativi a seconda dei tre gruppi di partecipan-ti: a) corso per manager capi di ufficio e dipartimento; b) corso per manager di facoltà (presidi); c) corso per membri del Rettorato.

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Dopo aver trattato l’unità formativa nei 3 diversi gruppi, è stato tenu-to il seminario comune di pratica, nel quale si è effettivamente pro-ceduto a redigere un piano strategico specifico per l’Università di Siauliai per gli anni 2009-2013.Hanno partecipato a questa attività di formazione 15 persone: ap-partenenti all’Istituto per la Formazione Continua SU, alla Facoltà di Umanistica, all’ufficio personale, all’ufficio amministrativo, al Diparti-mento di Scienze della Formazione, ecc.

I Contenuti. Durante le attività formative è stata data particolare rile-vanza alle seguenti competenze:

• Valutare i processi e le attività che promuovono il cambiamento

• Percepire segnali di cambiamento e nuove tendenze

• Rafforzare le strategie per pensare al futuro

• Creare collaborazioni e un sistema in rete

Gli argomenti principali dell’unità formativa erano:

• I principi essenziali della visione strategica

• Le funzioni principali del leader all’interno di un’organizzazione

• L’approccio sistemico al management / gestione di situazioni critiche

• Le principali categorie di valori nell’organizzazione

• I principi per lavorare in gruppo

• La strategia personale:

• principali provvedimenti strutturali

lista delle attività

lista delle aspirazioni

scala dei valori, priorità

armonizzazione di valori e obiettivi

lista degli obiettivi

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principali atteggiamenti interni

le regole dell’implementazione

• Le fasi della pianificazione strategica

• La struttura della pianificazione strategica

• Il contesto organizzativo

• I modelli del processo decisorio (“decision making”)

• Il perché delle decisioni deboli

• Il metodo del “brain storming” nella pianificazione strategica

• Un modello di pianificazione strategica

• Sviluppare pianificazione strategica

Metodologie e criteri di valutazione

I seminari sono stati organizzati con le modalità dell’incontro “faccia a faccia”:

• per i capi di dipartimento e il personale amministrativo

• per il personale del Rettorato

e con le modalità della normale riunione unendo il personale am-ministrativo, i capi di dipartimento e il personale del Rettorato.

I seminari sono stati organizzati usando metodi di apprendimento atti-vo (“role play”, discussione e riflessione, studio di auto-caso, elementi di pensiero critico) basati su situazioni reali e pratiche che si verifica-no all’interno dell’organizzazione di appartenenza dei partecipanti.

Il processo di valutazione (raccolta dei dati e analisi delle interviste ef-fettuate) è iniziato dopo il 1° seminario ed è continuato fino a che ha avu-to temine, in settembre, il programma di sperimentazione formativa.

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Per la valutazione dell’unità formativa si è tenuto conto della pianifi-cazione strategica applicata all’Istituto ospitante sviluppata durante il corso grazie ai processi di “cooperative learning” e rivista nel terzo seminario di settembre.


Al termine dei corsi di formazione, come dalle disposizioni dell’unità di progetto “La Visione Strategica”, 15 persone, che avevano par-tecipato al corso, sono state intervistate col metodo dell’intervista semi-strutturata. Il fine dell’intervista era stabilire quale fosse l’atteg-giamento dei partecipanti verso il mutamento nelle loro proprie com-petenze, in termini di pianificazione strategica; e anche riguardo alle competenze che seguono, menzionate dai partner di progetto come tra le più importanti in questo ambito: valutare la prestazione orga-nizzativa e l’ambiente operativo esterno; percepire segnali di cambia-mento e nuove tendenze; rafforzare le strategie per pensare al futuro; creare collaborazioni e un sistema in rete.

Dopo aver tratto le somme dai risultati di queste interviste, è emerso che: i partecipanti alle attività formative giudicano in maniera diver-sa le competenze possedute individualmente e il mutare di queste in base ai concetti della pianificazione strategica, a seconda della loro esperienza lavorativa e del grado d’istruzione o tipo di prepa-razione. È possibile trarre le seguenti conclusioni:

• I manager degli uffici dell’Università con una formazione in ambito gestionale considerano buone le proprie competenze teoriche in materia, ma, comunque, riconoscono di non essere spesso in gra-do di applicare le loro conoscenze a particolari problemi incontrati nella pianificazione strategica all’interno dell’organizzazione e del settore in cui operano (“in teoria eravamo consapevoli delle fasi, delle strutture e dei metodi della pianificazione strategica, ma il cor-so ci ha permesso di discutere i concetti teorici tenendo conto di

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alcuni piani specifici e della realtà universitaria.”). Questi manager non mettono in discussione la necessità di avvalersi della pianifica-zione strategica né il beneficio che questa comporta (“la necessità di avvalersi della pianificazione strategica ci era nota prima di fre-quentare il seminario. Ad ogni modo, è stato importante constatare quali fossero le nostre conoscenze al proposito per poter appren-dere nuovi concetti. Il seminario ha fatto chiarezza, identificando e descrivendo alcuni concetti e processi, che, in precedenza, solo immaginavo e seguivo ad istinto. Ho anche compreso a cosa sono dovuti determinati problemi che insorgono”).

• I manager degli uffici dell’Università senza una formazione in ambi-to gestionale hanno appreso i principi e le strutture della pianifica-zione strategica, valutando le proprie competenze si sono persuasi della necessità di conoscere e approfondire tale argomento, di mi-gliorarsi in questo campo (“dopo il corso mi sento ancora più com-petente. Sono persino giunto alla conclusione che il management sia una scienza e che devo ottenere un master in management. La scoperta è stata di tale portata, ho compreso che tutto deve essere pianificato, non ci può essere programmazione di un’attività, singo-la, bensì di questa in rapporto ad altre.”)

Tutti i partecipanti al seminario, indipendentemente dalla loro espe-rienza lavorativa, dalla loro specializzazione, area di gestione e grado di istruzione e formazione, hanno soprattutto messo in evidenza la convinzione maturata durante il corso dell’importanza del lavorare in gruppo e del lavorare in rete. È stato percepito come importante il fatto che la pianificazione strategica debba coinvolgere il più alto nu-mero possible di membri dell’organizzazione e che non possa essere il compito e il “lavoro” di un numero ristretto di persone: il manager o dirigente non solo deve saper delegare le proprie funzioni ad un particolare settore o ad un suo sottoposto, ma essere a sua volta attivamente coinvolto nel processo di pianificazione e farsene coor-dinatore (“eravamo abituati a considerare che solo il dirigente fosse responsabile della pianificazione strategica. Ma è emerso che il ma-

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nager deve essere in grado di coinvolgere tutto il personale. Poiché chi non partecipa e contribuisce ad un progetto non può sentirsene responsabile, si deve formare una squadra di lavoro e il lavoro do-vrebbe essere sempre condotto in team”).

Punti di forza:

• l’applicazione del “cooperative learning” da parte del personale vario coinvolto nel processo vero e proprio di pianificazione strate-gica, all’interno dell’organizzazione di appartenenza

• l’enfasi posta sugli atteggiamenti positivi verso il lavoro di squadra nelle attività di pianificazione/visione strategica

• l’evidente beneficio derivato dalla condivisione delle responsabili-tà

• le conoscenze aggiornate, le abilità e le competenze personali am-pliate, lo stimolo alla riflessione

• lo stimolo a soddisfare ulteriori bisogni formativi

Punti di debolezza:

• riunioni separate a seconda del personale universitario coinvolto (può essere visto come un punto di debolezza in questo caso spe-cifico, essendo stato giudicato tale dai partecipanti)

• la resistenza/passività dimostrata da alcuni manager coinvolti nella sperimentazione

• il professore/formatore esterno non è interessato a ricevere il feed-back dei partecipanti ai seminari.

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Lezioni apprese:

• la visione strategica realizzata attraverso il cooperative learning, nella pratica di situazioni reali, fornisce l’opportunità di sviluppare competenze di gestione (per aggiornare e rinnovare le conoscen-ze, per esaminare e mettere alla prova le abilità, per riflettere sulle risorse interne: valori ed atteggiamenti);

• la visione strategica nella pianificazione strategica dovrebbe essere un processo condotto con continuità (non saltuario attraverso se-minari sporadici).

• I professori che tengono i seminari dovrebbero essere motivati a partecipare in questo processo continuo di formazione e di valuta-zione dei risultati finali.

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6. La sperimentazione della formazione nel progetto. Il caso belga: la formazione per i direttori e le direttrici delle strutture d’inserimento e di formazione in Vallonia

Finalità

Gli obiettivi del testing in Belgio erano: 1Imparare a conoscersi meglio (punti forti e punti deboli, soprattutto le potenzialità).La formazione punta a permettere a ciascuno di stabilire un bilancio personale all’interno del suo funzionamento attuale come responsa-bile.2Imparare a conoscere meglio i propri collaboratori, il proprio staff. La formazione propone delle griglie di analisi per capire meglio il fun-zionamento di uno (del proprio) staff di professionisti e/o volontari.3Arricchire la propria visione del “management”La formazione permette a ciascuno di collocarsi in rapporto alle teo-rie esistenti e di costruire la propria visione della funzione di respon-sabilità nell’ambiente del non-commerciale.4Acquisire strumenti indispensabili per un manager delnon-commercialeLa formazione proporne strumenti pratici per migliorare la comunica-zione tra i membri dello staff e con ogni lavoratore, per fare progre-dire l’autonomia del collaboratore, per delegare le responsabilità in modo realista, per prendere delle decisioni collettive motivanti, per valutare il lavoro individuale e collettivo …

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I 5 partecipanti alla formazione sono direttori e direttrici di centri di formazione professionale nel Belgio francofono. Le loro esperienze professionali sono diverse e questo ha permesso una condivisione fruttuosa ed un apprendimento reciproco valorizzante per il gruppo.

Il formatore, Alan Kyndt, esperto di dinamica di gruppo, è specia-lizzato nella formazione degli adulti con interventi organizzativi nel settore non-commerciale belga e lussemburghese dal 1995. Da quest’anno è “Consulente per le diversità”, riconosciuto ufficialmente dalla Regione Vallona.

Contenuti

Il modulo “Strumenti per un management condiviso” è stato speri-mentato con i contenuti seguenti: 1Sguardo sulla funzione dirigente

• Il potere e il rapporto di ognuno con quest’ultimo

• L’analisi strategica del potere (Crozier)

• La differenza tra potere gerarchico e leadership

• Statuti, ruoli e attesa dai ruoli

• La funzione direttiva, le sue risorse e le sue costrizioni

• Dirigere con riferimento ad un fine (e non soltanto a degli obiettivi)

• L’organigramma e le descrizioni delle funzioni

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2Sguardo sul collaboratore

• L’effetto specchio (o l’importanza dello sguardo sul collaboratore)

• I profili tipo di collaboratori e le modalità d’intervento più efficaci

• Il feedback utilizzabile

• L’impossibile motivazione dei collaboratori

• Il cambiamento e l’inevitabile resistenza al cambiamento

• La valutazione e il feedback come diritto del lavoratore e come stru-mento della direzione

• Il piano di formazione al servizio dello sviluppo del collaboratore e dell’organizzazione

3 Sguardo sulla performance del team

• Il concetto di team efficace (strumento di diagnosi del funziona-mento di un gruppo)

• L’approccio sistemico della comunicazione interpersonale (scuola di Palo Alto)

• Il gruppo di lavoro efficace

• La presa di decisione in gruppo

• La gestione proattiva dei conflitti

• Il team-building

4Sguardo sul management del non-commerciale

• I cicli progressivi del management situazionale (Hersey & Blan-chard)

• Le condizioni di una delega di qualità

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• I livelli d’intelligibilità di una situazione sociale (Ardoino)

• L’implementazione di un sistema di coaching individualizzato dei collaboratori.

Metodologie e criteri di valutazione1Utilizzo sistematico dell’esperienza sul campo del gruppo di forma-zione2Alternanza di esercizi strutturati, di messa in situazione, di lavori in sotto-gruppi e di tempi di analisi individuale e collettiva3Interventi teorici e/o rinvii ad un sillabo4Utilizzo dell’esperienza dei partecipanti sul loro stesso terreno5Valutazione finale “a caldo” (alla fine delle 24 ore)6Valutazione orale e scritta di ciascuno dei partecipanti attraverso l’ACFI

Periodo

La formazione è stata erogata in due incontri di due giorni: 8-9 Luglio e 14-15 Luglio 2008, ossia 24 ore di formazione complessive.


La valutazione realizzata immediatamente alla fine delle 24 ore indica che i partecipanti dimostrano interesse per aver ricevuto degli stru-menti teorici che permettono loro di “mettere delle parole su cose

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che sentivano senza però poterle esprimere”. Il primo giorno (che mi-rava all’acquisizione di un vocabolario e di riferimenti comuni) era più difficile, ma dal secondo giorno, l’applicazione degli strumenti alle situazioni concrete e vissute dai partecipanti ha reso la formazione più dinamica.Il metodo di formazione ha permesso di prendere una distanza, la formazione perciò era “ancorata sia nella realtà del gruppo sia nella realtà oltre il gruppo”. Il fatto di aver combinato apporti teorici, es-perienze del formatore ed esperienze dei partecipanti è stato molto apprezzato.Per quanto riguarda il numero dei partecipanti, all’inizio alcuni erano dispiaciuti di essere solo in 5; poi, nel corso della formazione, hanno visto in quest’aspetto un reale vantaggio in quanto “non sarebbe stato possibile arrivare così lontano nella fiducia e nello scambio in un gruppo più ampio”. Altri hanno fatto notare che all’inizio della for-mazione avevano poche domande (“avevo un organigramma, delle descrizioni di funzioni e pensavo che andassero bene”) e ritenevano che queste fossero venute soprattutto grazie agli strumenti presen-tati “prima di confrontarsi con la teoria e con le altre esperienze”.

Globalmente, i partecipanti sono soddisfatti della loro formazione, esprimono la volontà di avere incontri regolari di monitoraggio con il formatore per fare il punto sui progressi e le ripercussioni sul campo.

Esprimono infine l’idea di avere un giorno di formazione al mese (agenda adattata, mantenimento del processo di formazione e ri-messa in discussione costante).

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7. Un ambiente online al servizio del progetto e dei partner: quali opportunità?

L’impianto generale dell’ambiente on line

Il progetto “La strada per domani” ha adottato una piattaforma LCMS (Learning Content Management System) open source integrata in grado di supportare attività comunicative e formative on line di tipo sincrono e asincrono. La piattaforma si basa sull’integrazione un Si-stema di gestione dei contenuti (Content Management System)1 e un Sistema di gestione di corsi on line (Course Management System)2.

L’ambiente on line si compone di un’area di comunicazione pubbli-ca in cui sono presenti i report di ricerca (home page comprensiva del logo di progetto e del logo del programma Leonardo da Vinci), una presentazione sintetica di progetto, il logo dei diversi partner di progetto con il loro relativo indirizzo web. Dall’area Community della home page, attraverso le operazioni di registrazione (login), si entra nell’area di management di progetto e gestione delle sezioni relative alle attività formative sperimentali previste.

1Joomla - http://www.joomla.org/ 2Moodle - http://www.moodle.org/

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Figura 1 - Home page www.lastradaperdomani.eu

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Figura 2 - Pagina login area gestione

Dopo le operazioni di registrazione, i diversi partner entrano nell’area comune “Community”. In quest’area sono presenti i diversi mate-riali e strumenti di progetto, nonché alcuni forum collaborativi per la predisposizione on line di sessioni di lavoro e/o la gestione di file, cartelle e documenti di progetto.

Oltre all’area Community è presente un’area training, dove poter at-tivare, lì dove opportuno, alcune aree di lavoro finalizzate ad accom-pagnare le attività formative sperimentali previste dal progetto. È possibile osservare, ad esempio, l’area training della sperimentazione formativa affrontata in Italia denominata “Management Condiviso e Visione Strategica” (dal nome delle due unità formative sperimentali affrontate). In quest’area sono presenti, così come nell’area Commu-nity, diversi strumenti per avviare sessioni di lavoro collaborativo e integrare materiali di approfondimento.

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Nell’area training dei partner italiani, appena citata, è possibile trova-re i materiali didattici utilizzati nella sperimentazione formativa in aula, una bibliomediateca per il management della formazione professio-nale e alcuni forum collaborativi finalizzati allo studio e/o all’esercita-zione formativa prevista nelle attività on line.

Tutte le attività di blended learning previste dal progetto “La strada per domani” sono state attivate e supportate attraverso l’integrazio-ne degli strumenti previsti dall’ambiente on line appena descritto.

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8. Imparare dall’esperienza: le lezioni del progetto «La strada per domani».

Le lezioni apprese dalla realizzazione del progetto «La strada per do-mani» si possono classificare a seconda del livello, dal generale al particolare, in due categorie:

• le lezioni apprese nello svolgimento del progetto e le cui linee sono delineate dal monitoraggio e dall’analisi dei report intermedi e dal-la valutazione in itinere;

• le lezioni apprese durante la cruciale fase della sperimentazione dei moduli formativi che derivano dalla raccolta delle esperienze realizzate nei diversi paesi.

Ad un primo livello, si può asserire che i report di valutazione inter-medi hanno fatto emergere le indicazioni dei diversi componenti del-la partnership relativi all’alta qualità dei processi di coordinamento, alla chiara definizione degli obiettivi e delle responsabilità ed alla ef-ficienza nella comunicazione tra i membri del partenariato. L’indicazione condivisa dal gruppo è quella della rilevanza degli in-contri effettuati e dell’importanza dei contatti interpersonali per la riuscita del progetto. Un’importante lezione per il futuro è legata alle differenze nel definire obiettivi, pur condividendo la strategia, in un contesto multiculturale in cui le diverse esperienze, i diversi contesti normativi e la scelta di una lingua veicolare hanno rappresentato una grande sfida. L’insegnamento che se ne è tratto è stato anche quello di capire che le differenze culturali dei diversi paesi possono porta-re all’esigenza di realizzare prodotti «europei» non necessariamente uguali per tutti i partner. Questo nel profondo rispetto delle specifi-cità e delle differenze di tutti.

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Lo svolgimento delle attività in due anni ha anche messo in evidenza la necessità di trovare nell’ente finanziatore una certa flessibilità nel-la gestione delle risorse economiche (attraverso la possibilità di fare trasferimenti tra voci di costo e tra partner – peraltro accolta questa indicazione nella nuova programmazione 2007-2013 – includere atti-vità non previste all’origine, ecc.), in quanto si tratta di interventi di ricerca-azione innovativi di media durata, per cui non è oggettiva-mente tutto preventivabile a priori al momento del confezionamento della proposta progettuale.L’importante lezione che se ne è tratta è stata quella di pensare che quando si fa’ innovazione bisogna evitare di ingessare il sistema e adattare alle condizioni che possono modificare gli assunti iniziali.

Analizzando, ad un livello più specifico, l’andamento della sperimen-tazione dei moduli formativi, si possono ricavere alcune indicazioni rilevanti.

Prima di tutto l’architettura dei corsi è stata progettata sulle compe-tenze chiave che devono possedere i manager della formazione, la-sciando a ciascun partner la possibilità di sviluppare un proprio speci-fico percorso formativo che sia fortemente mirato alla propria realtà. Si è lasciata anche la facoltà di scegliere i contenuti specifici e le mo-dalità didattiche proprio per rispettare le differenze culturali. L’arti-colazione in competenze da raggiungere ha permesso quindi una libertà interpretativa e realizzativa che ha assecondato la specificità del gruppo classe in termini di omogeneità, esperienza e struttura organizzativa di appartenenza.

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Per quanto riguarda invece la sperimentazione della formazione tout court, si possono trarre i seguenti spunti:In primis, trattandosi di processi medio-lunghi (pensando all’intero percorso formativo proposto dal progetto), si possono prevedere al-meno 3 fasi:

• nella fase iniziale è bene considerare di realizzare più sessioni in presenza, al fine di favorire un clima di fiducia tra i partecipanti, soprattutto se il gruppo è formato da persone provenienti da strut-ture diverse;

• in una seconda fase, potrebbe essere prevalente la formazione a distanza (senza escludere la presenza);

• infine, è importante riportare sempre la formazione effettuata in aula ad un lavoro individuale che riguarda la propria organizzazione di appartenenza.

Seguendo poi le indicazioni dei manager della formazione che hanno partecipato alla sperimentazione, si sono catalogate criticità e positi-vità che hanno messo in luce alcuni suggerimenti per il futuro:

• sono preferibili metodologie partecipative-collaborative nell’eroga-zione della formazione, trattandosi di un target di adulti occupati;

• è poi importante focalizzarsi sulla applicabilità dei contenuti affron-tati, rapportandoli alle realtà delle organizzazioni di appartenenza dei partecipanti.

Infine, considerando l’intero referenziale formativo emerso dal pro-getto “La strada per domani”, si suggerisce che alcuni moduli e con-tenuti siano preferibilmente da affrontare in gruppi omogenei e altri che invece possono trarre vantaggio/beneficio dal fatto che il grup-po sia composto da profili e ruoli professionali diversi.

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La sperimentazione ha anche evidenziato che la formazione con i ma-nager della formazione necessita di continuità e non si può risolvere in seminari episodici; i manager necessitano di formazione continua e di confronto; le esperienze professionali diversificate sono una ric-chezza da condividere attraverso un vocabolario comune, una forma-zione mista (blended) e la possibilità di confronto guidato.

L’ultimo elemento da menzionare è quello del riconoscimento del percorso formativo ovvero la sua validazione e ripetibilità in diversi contesti. Questo aspetto apre un dibattito profondo e molto sentito a livello europeo, in quanto riassume l’importanza di effettuare dei percorsi chiaramente riconosciuti in tutti i paesi e che, ci si auspica, portino alla certificazione delle competenze. E forse questa è la lezio-ne più importante per il futuro.

New and flexible training programmes and toolsto qualify European vocational education and training managers

Analisis of the training needs of education and vocational training managers.Final research report

Preface 5

Backgounds of the reportMethodological approach: target characteristics and data collection toolsThe report

1. THE SAMPLE 91.1 Overview of the collection1.2 About the managers involved1.3 Some channelling details about the sample

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2. THE NUMBERS 13

3. READING OF NUMBERS 153.1 Importance ot the competencies in everyday work3.2 Self assessment of the competencies3.3 Training needs of the managers of vocational education

151719

4. CONCLUSIONS 21

5. APPENDIX 23

contents

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BACkGROUNDS OF THE REPORT

The Leonardo da Vinci pilot project “La strada per domani” aims at defining a trai-ning model addressed to vocational training managers in the different countries of the partnership. Partners are from Belgium, Finland, France, Italy and Lithuania.

The priority of the intervention is to achieve a shared and transferable model of training courses for the qualification/specialisation/updating of all the managers working in the field of vocational training (general managers, coordinators, etc.). One point of view is to seek quality standards regarding methodologies, training strategies and acknowledgement of the training achieved, within the new Euro-pean qualification framework.

Following such objectives, after the phase of Start up, in which the general struc-ture of the intervention and of the development plan has been established, there has been the phase of Analysis centred on identifying, quantifying and defining the training needs of the managers of the education and training sector.

Within the whole set of activities included in the project, the phase of Analysis plays a double function:

preparatory to the succeeding research and reflection on innovative training courses and initiativesInstrumental for the implementation of a training model allowing to constantly updating the professional profile of the managers of the training centres in the different countries involved in the partnership.

In fact, as the first step of a complex process of training design, the survey on training needs is a crucial moment for the following implementation of successful initiatives.

Like all the other project phases, also the Analysis has been devised and achieved with the contribution of all partners, who shared the research methodology, the identification of the sample, the data collection tools and the modality to submit them.

»

»

Preface 5

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METHODOLOGICAL APPROACH:TARGET CHARACTERISTICS AND DATA COLLECTION TOOLS

In the perspective of using a common research method, the survey on the training needs of the selected sample has been carried out by sending the same structured postal questionnaire in English to all partners, with the intent to gather qualitative and quantitative information. The questionnaire was made by the co-operation of the Finnish, Italian and French partners.

Divided into five sections, the questionnaire allows multiple choice answers on a scale of pre-determined values. For each question, a value had to be selected, based on a four-level scale: 1 = strongly disagree; 2 = disagree; 3 = agree; 4 = strongly agree. There was no possibility of “I don’t know”.

The first section is a grid demanding information on the training centre (location, number of employees, sectors of activity) and personal data on the respondent (post within the organization, educational qualification, length of service).

Each of the remaining four sections concerns a specific area: A. Administration and PlanningB. Development and EducationC. Quality assuranceD. Networking with key actors

These four areas are taken from Cedefop research report that was published as a work document in 9th annual TTnet conference1. The report worked as a starting point on defining competences of the managers in different sections of vocational education. As the synthesis on the TTnet report these four areas were divided in to the competences. We used those competences as a target of our questioning. Anyway, there seemed to be some competences that were not included but that seemed important from the points of view of the La strada per domani partners. Those were included in the questionnaire.

All sections are divided into three fundamental questions. The first question aims at detecting - among all the competences indicated in the questionnaire – the general competences characterising all managers and more specific competen-

1 Thessaloniki, 7 and 8 December 200�. Report presents the final results of TTnet pilot project “Defining VET professions in line with the European qualification framework”.

7New and flexible training programmes and tools

to qualify European vocationaleducation and training managers

ces characterising the professional profile referred to and competences mostly affecting everyday work. The second question asks for a self-assessment of the degree of mastery of those same competences and is aimed at mirroring the level of professional ability expressed by the respondent.Finally, the third question calls for a reflection on the perception of the individual training gap regarding the missing or more critical knowledge and competences in each thematic area of the questionnaire.

The proposed scheme presents an easy and intuitive structure: the ratio seems to be that of the confrontation between the theoretical model of the professional profile referred to and the professional competences the interviewee owns and uses, with the intent to describe his/her need for Qualification/Re-qualification/Updating.

Shortly, the knowledge gap and the subsequent training needs depend on the dif-ferential existing between the importance attached to the competences which are necessary for everyday work and the degree of mastery of them, as it is perceived and assessed by each interviewee.

As for the ways in which the questionnaire has been submitted to the selected sample, each partner has chosen the centres to be contacted and involved in data collection, on the basis of the characteristics of the national training system and of the agreements established when designing the project.

The partners themselves represent or belong to Networks of vocational training national associations, or operate within Quality Supporting Systems in the field of Vocational Education and Training, and as such they can behave as means of diffusion and valorisation of the results and the outcomes of the project.

THE REPORT

This report contains the outcomes of the research, presented in three chapters.

The first chapter describes the sample with respect to age, gender, educational qualifications, length of service, organisation etc., so to have a profile of the ma-nagers involved and then compare it with the indications stemmed from the re-search.

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In the second chapter the quantitative findings on all the responses to each the-matic area of the questionnaire are schematically presented. All numbers are pre-sented in appendix.

In the third chapter is presented analysis of the quantitative results and some qualitative conclusions. On this chapter the numbers are presented as means. It also provides a qualitative reading of the valuable information derived from the responses. In this case, the analysis has moved from the specificity of national re-sults to the competences generally (It, Fr, Be, Lt, Fi) considered as strategic and to the training demands of the whole sample. Analysis has used the national reports as a starting point, but it has tried to move from the national level to the common or even European level.

In the fourth chapter come the final conclusions.

Accordingly, it has been possible – in the first case - to sketch a sort of “ideal mo-del” of the “package of competences” that training managers should have, and in the second case to identify what is missing and so focus on the training needs. All these findings have then allowed providing useful information for guiding training project design and tracing hypothetic working procedures.

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1.1. OvERvIEw OF THE COLLECTION

The sample was collected from five participating countries: Belgium (n. 20), Fin-land (n. 21), France (n. 23), Italy (n. 11�) and Lithuania (n. 13). The size of the whole sample is 193. The Italian number might a little distort the results but it is treated here as a whole. The first goal was to collect 100 questionnaires and the number of the Italy should be 30. Anyway, it is 11� and in this report it is included to the whole sample as such.

In each participating country the ones who were responsible for the questionnaire, had to make up how they would do the collecting. The methods of collecting vary from digital (e-mail) to paper versions (letter, training situation) and even to inter-views. From the point of view of this report the way of collecting is not important. What is important is to have the answers collected and to have the numbers. Due to the time restrictions it was impossible to try to have any scientific uniformity to the methods.

All partners had the same questionnaire in English. This brings in another difficul-ty: all partners had to translate the questionnaire to their national language. This has to be taken into account if one thinks the reliability of the results. There must have been some misunderstandings. And even if not misunderstandings, there must have been some wrong conceptual choices. It is difficult to make and use a questionnaire in one language from beginning to the end. More troubles come in when we are working on multinational levels.

Despite all these problems the samples have been collected. First they represent the opinions of the people of the certain country. On this report all the opinions are put together and mixed. The results may speak for themselves. They may speak European.

1.2. ABOUT THE MANAGERS INvOLvED

It was agreed in the Roman meeting of the project, that every partner could de-cide, who would be the target group. Only limitation was that the sample should somehow represent the managers of the vocational education in each country. As a whole it can be said, that we have quite a large sample of opinions of the mana-gers of the vocational education.

1. THE SAMPLE 9

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Two main groups can be seen: first there are the managers who work within the education or training of the young people, and second, there are the managers who work within training or education of the adults. These groups are treated here together. It can be said that both groups have same strategic goals and that’s why they have same problems as leaders. It might be that the differences in finances and economics can raise different problems within the processes of management. These differences are here ignored.

Also, on this report we have ignored the national differences within vocational education. Our aim is to produce a model for training of the managers of the vo-cational education. We can’t let the national differences get too heavy influence on the report. More over, we will have to see through those differences and try to detect the shared needs of the managers of the vocational education in each participating country.

The posts of the answerers are very varied. The target group varies from the team leaders to the principals, from project coordinators to the general managers of the institutes of the vocational studies. Linking factor can be found on very common level. We can think all these managers as implementers of certain needs of na-tional policy and the needs of the labour market (and as a labour market we can understand both the companies and the workers). Requirements of these clients of the vocational education can be seen from the points of views of qualifications or competencies that are needed now and in the future in work life.

After common level there can be seen some tasks, that all managers have to per-form in one way or another. These tasks are defining and designing of strategies, programming and planning in different levels of organization, managing structures and processes, managing human resources, materials and economics and finally evaluate results and somehow control the quality. Of course on more common level these tasks can be interpreted as planning, executing, evaluating and deve-loping. And these are the tasks any manager in any organization should somehow perform or watch over.

This interpretation gives us the possibility to take our research seriously and as gi-ving us important information about the opinions of the managers of the vocational education. Of course we realize that the differences we are here ignoring can be very remarkable on some other situations. Anyway, this is not the place to be too pedantic.

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THE SAMPLE

New and flexible training programmes and toolsto qualify European vocational

education and training managers

1.3. SOME CHANNELLING DETAILS ABOUT THE SAMPLE

We asked the size of the organizations in which managers worked. The number of the employed varied from 1 to 220. It can be somehow considerable that the largest organizations are from Finland. Both organizations involved have over 1�0 employees (another 1�4 and another 220). In French sample there were 14 diffe-rent organizations and the number of employees in those organizations varied form 1 to 9. These are two extremes of the sample.

The size of the organizations may draw out different problems and it also may draw out different kinds of answers. This is one point of view. Another, maybe even more interesting could be the change in the work life and change in the vocational edu-cation institutes. In Finland centralization to bigger units has been the way of the 90’s and it has kept going in the new millennium. Small schools have disappeared and vocational education and training are produced in large organizations. It has been quite easy to argue for this because of the changes in the labour organiza-tions. Groups have got bigger and bigger.

It may be that the most relevant point here is the state economy: it is common belief that bigger units give bigger savings. At least this is the belief that has quite large diffusion in Finland. This belief has been contradicted by resent researches from the communal standpoints. The researches has pointed out that there are limits after which costs start to rise again. So the bigger does not necessarily mean the cheaper, nor does the smaller mean the more expensive. There are relativities that has to be figured out.

We can only speculate if the same shift is about to happen in all European coun-tries. The managers of the vocational education are facing this issue. If the change is not the same as in Finnish model, the change itself is a fact in the area of the vocational training and education. In France very interesting statistical fact is that the organizations within vocational training are very unstable: a ministerial study published in 2005 shows that one out of four organizations was created after 2000; those organizations that were created before 1990 represent no more than 19% of the strength.

One thing to think about here could be the changes required by the EU. I leave it here to one reminder: even this report represents the ideas of the EU. It might be that there should be formed common European qualification framework even for the managers of the vocational education. This report doesn’t respond to that

12

need. Even though it’s starting point was the Cedefop research on competences of the teachers and trainers of vocational education and on competences of mana-gers of vocational training and education.

Change seems to be the phenomenon that is all European and all managers in vocational education have to live with it. How can the managers cope with it? The managers of our sample – not to include some exceptions – have come to the field of vocational education in the times of changes (if there have been some other times). Most of the managers involved have from 10 to 15 years length of service. They might have seen the good old times as teachers but not as managers. Their normal condition is the change management.

It has been argued that the change is something that women can cope with better than men. If it is so, the distribution of sex in our sample is comforting. As a whole there are 98 female (50,8%) and 95 male (49,2%) answerers. This is quite good number compared to for example those of the business companies and even the numbers of public administration. And to make conclusions of our sample might be the representation of some sort of equality.

The qualifications of the answerers are most commonly very high. High school diploma or university degrees are the most common qualifications. In the sample there are also quite many certificates named. Only very little of them include lea-dership or management training. Anyway, as we can see later, our representatives of the vocational education management seems to have education and also seem to believe in it.

13

On this chapter is presented the means of the answers that were collected. They are placed to the table as four investigated areas and as three views we had to those areas.

The first view asked the importance of the competences in everyday work. Second view asked the assessment of the competences if one compares his/hers own competence on a particular area to the need of everyday work. Thirdly there is a question of training needs.

The numbers represent the opinions of the answerers and they can’t be seen as statistical fact. More over they are to be interpreted but anyway they give some kind of guidance to the planning of the training module. By calculating only the means it was tried to bring out the most evident differences within the results. For example the dispersion has not been taken into account, even though it can be seen from the numbers in the appendix.

All numbers are added as an appendix at the end of the report. Reader can find there the numbers and percentages if they are needed. In the appendix all num-bers are divided according to the questions. First there are the numbers that con-cern the sample. Then there are all areas in the first question, next comes second question and finally is presented the area of training needs.

This competence

has strong affect on my

everyday work

My own competence on this area

is good enough for

my daily needs

I should have training

on this particular

competence

A. Administration and planning MEAN MEAN MEAN1. Knowledge of legislation 3,38 2,88 2,97

2. Knowledge of anticipation and forecasting theory

3,18 2,7� 3,09

3. Knowledge of educational policy and priorities

3,5� 3,11 3,05

4. Knowledge of finances and economics 3,12 2,81 2,97

5. Ability to analyse and synthesise data 3,49 3,08 2,9

�. Reporting skills 3,39 3,14 2,84

2. THE NUMBERS 13

14

7. Ability to detect signals of change and trends 3,�7 3,0� 3,20

B – Development and education MEAN MEAN MEAN1. Knowledge of legislation and regulations (on human resources management)

3,15 2,�8 2,94

2. Knowledge of human resource management theories

3,13 2,74 2,91

3. Leadership skills 3,42 2,85 2,99

4. Conflict management skills 3,43 2,79 2,98

5. Communication skills 3,�7 3,04 2,89

�. Human skills, e.g. sensitivity to emotions, willingness to listen, empathy

3,�1 3,14 2,71

7. Ability to organize and manage projects 3,59 3,0� 2,94

8. Knowledge of teaching / learning approaches, systems, methods etc.

3,25 2,9� 2,82

9. Programming and planning skills 3,54 2,99 2,95

C. Quality assurance MEAN MEAN MEAN1. Knowledge of quality assurance ideology, systems, theory and tools

2,9� 2,�8 2,83

2. Ability to adapt quality assurance theory into practice

3,14 2,72 2,91

3. Ability to utilize evaluation results for development

3,34 2,75 3,0�

D. Networking with key actors MEAN MEAN MEAN1. Knowledge of the developments in one’s own field and society at large

3,4� 2,88 2,99

2. Networking skills (e.g. setting up and maintaining contacts)

3,5� 2,97 2,92

3. Ability to search and process new vocational information from the field/craft

3,47 2,84 2,9�

4. Ability to manage meetings with parents, colleagues and other stakeholders

2,48 3,13 2,78

5. Communication skills 3,� 3,07 2,9

�. Inter-personal skills 3,54 3,13 2,82

7. Problem-solving skills 3,�1 3,0� 2,92

8. Team working skills 3,59 3,12 3

9. Negotiation skills 3,57 2,98 3,07

153. READING OF NUMBERS

3.1. IMPORTANCE OF THE COMPETENCIES IN EvERyDAy wORk

If one thing is sure, all mentioned competences are important in everyday work. Only one competence doesn’t seem to have so much influence on everyday work. It is ability to manage meetings with parents, colleagues and other stakeholders. This is natural. First of all there were quite many adult educators in the sample. And second, it is not an everyday job to manage meetings with these groups of people.

The next ones in the lowest of importance were knowledge based competencies: knowledge of quality assurance ideology, systems, theory and tools, knowledge of finances and economics and knowledge of human resources management theories.

This seems to argue that to manage vocational education is seen as a practical job. It has its theoretical needs but the theoretical needs are not academic. More over, theoretical needs arise from the practice of everyday work.

This is implicated by the fact, that the highest position in importance has ability to detect signals of change and trends. This is of course capability that has theoretical roots. But at the same time the core of this theoretical perspective is in everyday practice of vocational education. Its core lies in the strategic work, in the way to see strategy as practice. Knowledge is important but only from the perspectives of applying.

It is not the human resource management theories that have possibilities of application in the rush of work. Rather it is those theoretical and knowledge based skills that has immediate place in everyday work. From the point of view of human resources management, theories aren’t first to be needed. The first are communication skills, human skills and problem solving skills. Theories of human resource management are involved in these things. But it may be that one has to think these more from the perspectives of leadership than pure management.

If the results of research are thought from the perspectives of money, it is not the knowledge of finances and economics that is most important. Resources within the education and training are more concrete than just pure money. Resources are the time of the people and the equipment. Managers don’t firstly think finances and economics, even though they are important. Managers think through human

15

1�

resources, through the time that is used (time is money could be here a relevant saying).

On the list of competences there seem to be missing all concrete phrases to reveal the real meaning of economics in vocational education. It is not knowledge in the first place. It is more concrete. Maybe there should be a skill to adapt money into to the strategies? Budgeting within strategic frames? Or maybe all “to know” competences should be converted to “know how to do” competences and to change the view to theories? Managers do realize the need of theories. But theories can not be for theories sake. Practice creates theories of everyday work. Not the other way around.

It seems that the most importance in the everyday practice of managing vocational education is the knowledge that has strategic nature and skills that help you to get along with people. In other words, you have to know the goals and you have to be able to lead the people to achieve those goals. Vocational education and training are human intensive. The work of managers on these fields must have the same core. Vocational education and training must have goals. So must have the organizations. This is what these numbers also indicate.

Importance of the competences, from the highest to the lowest: A. Ability to detect signals of change and trends (3, �7)B. Communication skills (3, �7)B. Human skills, e.g. sensitivity to emotions, willingness to listen, empathy (3, �1)D. Problem solving skills (3, �1)D. Communication skills (3, �)B. Ability to organize and manage projects (3, 59)D. Team working skills (3, 59)D. Negotiation skills (3, 57)A. Knowledge of educational policy and priorities (3, 5�)D. Networking skills (e.g. setting up and maintaining contacts) (3, 5�)B. Programming and planning skills (3, 54)D. Inter-personal skills (3,54)...C. Ability to adapt quality assurance theory into practice (3, 14) B. Knowledge of human resources management theories (3, 13)A. Knowledge of finances and economics (3, 12)

17

READING OF NUMBERS



C. Knowledge of quality assurance ideology, systems, theory and tools (2, 9�)D. Ability to manage meetings with parents, colleagues and other stakeholders (2, 48)

3.2. SELF ASSESSMENT OF THE COMPETENCIES

From the point of view of daily needs managers of our sample seems to have quite good competence. This is reasonable from the fact that the answerers have already long work careers. Most of them have worked outside vocational education as practitioners of their own craft before they have come to the field of education and training. From the average point of view it might be possible to think that only those who already have the competencies of management want to start the work of vocational education management.

Highest competence managers of the sample seem to have on the area of reporting skills and human skills. These are skills that develop within the work. Of course one can improve these skills in training but only practice will learn one to really master these skills. Long work career explains a lot here. Same can be said about inter-personal skills and team working skills. You learn most of them in practice.

A little bit funny is this that the least important competence (ability to manage meetings…) is the one which has the second highest competence. This could be read as if from their own point of view these people are very good at something that is so unimportant. But we must remember that the point of view was also the everyday work. From that point of view it is good to notice that the answerers recognize their own competencies even though they aren’t so important.

The lowest ones on this question area are two knowledge based competencies: knowledge of quality assurance ideology, systems, theory and tools and knowledge of legislation and regulations (on human resources management). As it was so that these competencies don’t have too much influence on everyday work, it is also that the answerers recognize their own lack of competence on these fields. This might give an idea that to know the theories better could mean that their importance in everyday work would rise. And it might also have an impact to the quality of work.

One important point on this list might also be that all the competencies in quality assurance are here on top five (1-3-5). Quality is the word of vocational education and training in EU. On the list of training needs there is quality on top four (4).

18

And again it is not the theoretical need, but it is practical, even though here self assessments point a little to another direction. “Knowledge of quality” and “how to adapt quality assurance theory into practice” both point to the world where theory comes first and then practice.

This can be interpreted as philosophical hair-splitting, but this hair-splitting can have serious effects when planning the training for managers. Hair-splitting breeds a motto: first practice, then theory. Even though theories are important it is not the theories that managers have time to think. All conceptual nonsense has to be immersed in the practical standpoints.

Anyway, it is interesting to compare, if the same competences that are seen as lowest will be those that will be named as the ones on which the training is needed.

The self-assessment of the competences from lowest to the highest:C. Knowledge of quality assurance ideology, systems, theory and tools (2, �8)B. Knowledge of legislation and regulations (on human resources management) (2, �8)C. Ability to adapt quality assurance theory into practice (2, 72)B. Knowledge of human resources management theories (2, 74)C. Ability to utilize evaluation results for development (2, 75)A. Knowledge of anticipation and forecasting theory (2, 7�)B. Conflict management skills (2, 79)A. Knowledge of finances and economics (2, 81)D. Ability to search and process new vocational information from the field/craft (2,84)B. Leadership skills (2, 85)A. Knowledge of legislation (2, 88)D. Knowledge of the developments in one’s own field and society at large (2, 88)B. Knowledge of teaching/learning approaches, systems, methods etc. (2, 9�)D. Networking skills (2, 97)D. Negotiation skills (2, 98)B. Programming and planning skills (2, 99)...A. Knowledge of educational policy and priorities (3, 11)D. Team working skills (3, 12)

19

READING OF NUMBERS



D. Inter-personal skills (3, 13)D. Ability to manage meetings with parents, colleagues and other stakeholders (3, 13)A. Reporting skills (3, 14)B. Human skills, e.g. sensitivity to emotions, willingness to listen, empathy (3, 14)

3.3. TRAINING NEEDS OF THE MANAGERS OF vOCATIONAL EDUCATION To start from the question – “are the lowest on the assessments list highest on the training needs list?” - that was implicated before, the answer is yes and no. There is only one of the lowest estimated competences, which are seen as privileged when training is needed. This competence is knowledge of anticipation and forecasting theories. It is second highest on the list. The highest is the competence that is in line with the second one: ability to detect signals of change and trends. This one gets clearly the highest number. It is also highest on the importance.

It seems that these two knowledge based competences are the ones that represent the importance of strategy work: how to find out the future and how to arrange the functions of the organization so that the future is done and achieved – managers must help the organization to make the future, not just to adjust the future that is made elsewhere. This is where help is needed. Even though the self-assessment don’t point that ability to detect signals of change and trends is low. In fact it seems to be quit high, (at least over the average when compared to other competencies). And still it is clearly the highest in training needs.

It can be seen also, that the ability to adapt quality assurance theory into practice is quite low on self-assessments. And it is pointed here as a fourth on training needs. These notices argue for the fact that even though theory based knowledge was abandoned in the list of importance, theories are not abandoned for good. This was already implicated before, when analysing the low competences of quality assurance.

It is possible to think that the question that was asked in the questionnaire might have been a little misleading. One may think that by training is meant classroom training only. This can be one explanation for that that very practical skills are here lowest on the list. These are mostly skills that you learn in practice.

Of course here we must look at the self-assessments too. For example inter-

20

personal skills seem to be very good on the assessments and here they are low. This seems logical. Team working skills are �th on this list. On the self-assessment list they are 5th from the top. Managers are quite good team workers. And still they need training on that. Is this logical? From the point of view of importance, yes. It is just as logical as is the need to have training on knowledge of educational policy and priorities. This was estimated as a good competence, but still it is listed here as a need of training. This competence has also meaning on strategy work.

Simplistic logic might not be the right angel to see the result. At least training needs don’t follow the logic of causality. There may be some other kind of rationality at work here. The logic of everyday work is much dimmer than the logic of causal processes. The logic of training needs follows more the logic of everyday work. And this was also the framework of the question that was asked from the managers.

Managers have clear a vision of their own work. They live it. They live the needs of society and needs of companies. Those needs are expressed to them in many ways. They also live the needs of those to be trained and educated and the needs of those who train and educate. The training needs, which are expressed on this list below have to be interpreted in intercourse with this crossing point: the work of a manager of the vocational education.

To see the manager as a crossing point of needs, as a point where flesh discloses the culture, is the way to give relief to managers. To see competences from this point of view is to see them as joint, as something that is collaborative and that has large participation of staff and clients.

This gives relief to managers but this does not take away the primal responsibility of managers. Managers are those who try to make possible the ideals of education with the help of others. Here managers have crucial mission: they have to help to make conditions such that training is possible. These four highest training needs in the form of competences make sense from this point of view.

A. Ability to detect signals of change and trends (3, 20)A. Knowledge of anticipation and forecasting theory (3, 09)D. Negotiation skills (3, 07)C. Ability to utilize evaluation results for development (3, 0�)A. Knowledge of educational policy and priorities (3, 05)D. Team working skills (3, 00)D. Knowledge of the developments in one’s own field and society at large (2, 99)

214. CONCLUSIONS

We could divide competences from the points of view “know how to be”, “know how to do” and “to know”. According to this sample, the manager is linked to the sphere of “know how to do” and “know how to be” rather than simply “know”. The ability to detect signals of change and trends can be seen from the practical point of view, even though its results (the results of detection) can also be seen as theoretical. It gives elements to work with when building strategies and even when building the curriculum.

All other competencies seem to represent even more clearly the spheres of doing and acting. Communication, problem solving and so called human skills represent as well doing as attitudes of the actors. To be and to do are here linked.

The loss of competence is not where the biggest importance is. As was pointed out earlier, the loss seems to be evaluated reasonably and the assessments do not point out collision. And to move from this sphere to the training needs, it is quite easy to point out the competences, which can be seen as a starting point for plan-ning the training model for the managers of vocational education.

This is the list that is collected from the sample: A. Ability to detect signals of change and trends (3, 20)A. Knowledge of anticipation and forecasting theory (3, 09)D. Negotiation skills (3, 07)C. Ability to utilize evaluation results for development (3, 0�)

These are the four ones that the training is needed the most. It is possible to ar-range training in all of these. It is also possible to see these four ones as the ones that can be mixed and fixed together on one training module. They can be seen as different angels of same thing, for example strategy work. This can include the seeing of the future together with personnel interpreting the results of evolution and the methods of anticipation and forecasting.

All the competencies were estimated important. The competences of managers vary a lot, but some can be pointed out as the best and some can be lift up as the lowest. The lowest ones aren’t necessary the same as the ones where the training need is the most urgent. From the practical view of the work this is very logical.

The practical question for those who start to think the training of the managers is first of all how is it possible to create a substance of the training that can respect the needs of the managers that are expressed in the research? Should we take

21

22

just one point of view at the time? Or should we try to do the mixture of different views?

Second question is what kinds of methods should this training use? We can not forget the reality of work, the workloads and time limits, necessity of being in work and not in the training. We also must not overestimate the negative sides of the everyday work. There are still needs for training. One possible solution is online methods. At least training should use many methods and should not under eva-luate the meaning of on the job learning. To think, to reflect ones work from the point of view of these expressed competences can be one way to learn more from ones work.

And the third question is – and this is not the last and not the least question from the point of view of the La strada per domani project - how is it possible to create a training program that can be arranged and practiced in all participating countries? Even so that we can think this as a model for future training modules? Four com-petences that are valued highest in the training needs give many possibilities. They are not the ones that are restricted by the national demands. Moreover, they seem to be the ones that can be conjoined well with the European trends of vocational training and education.

Methods of this research have served well with the needs of the researchers. We have got the information that we need. It is under interpretations and it is possible to give many interpretations. But still it gives the clear view of chooses that have to be made. No doubt, methods could be criticized from the scientific viewpoin-ts. The needs of this research were not scientific. They were more cartographic in character: to make a first picture of a land we are about to travel. The land is education and training of the managers of vocational education and training. This goal is achieved here.

23

CONCLUSIONS


education and training managersAPPE

ND

IX

Ref

eren

ce d

ata:

OvE

RvI

Ew

Cou

ntry

Bel

gium

(20

), Fi

nlan

d (2

1), F

ranc

e (2

3), I

taly

(11�

) an

d Li

thua

nia

(13)

N 1

93N

umbe

r of

em

ploy

ees

in t

he

orga

niza

tion

Bel

gium

: -Fi

nlan

d: 1

�4

or 2

20 e

mpl

oyee

s in

tw

o di

ffere

nt o

rgan

izat

ions

Fran

ce: a

vera

ge 1

-9 e

mpl

oyee

s in

14

diffe

rent

org

aniz

atio

nsIt

aly:

ave

rage

20

-49

empl

oyee

s in

17

diffe

rent

org

aniz

atio

nsLi

thua

nia:

from

3 to

�2

empl

oyee

s in

one

uni

vers

ityTO

TAL:

Fro

m 1

to 2

20 e

mpl

oyee

sM

ain

sect

ors

of a

ctiv

ities

car

ried

out

by t

he o

rgan

izat

ion

Bel

gium

: Tra

inin

g fo

r m

argi

naliz

ed p

eopl

eFi

nlan

d: v

ocat

iona

l upp

er s

econ

dary

edu

catio

n an

d tr

aini

ng, v

ocat

iona

l ad

ult e

duca

tion

and

trai

ning

Fran

ce: T

he a

reas

of a

ctiv

ities

of t

he o

rgan

izat

ions

are

ver

y di

vers

eIt

aly:

Mai

nly

initi

al v

ocat

iona

l edu

catio

nLi

thua

nia:

Uni

vers

ity s

tudi

es a

nd p

rofe

ssio

nal t

rain

ing

Title

of

the

post

of

the

answ

erer

Bel

gium

: Mai

nly

dire

ctor

s of

a tr

aini

ng c

ente

rFi

nlan

d: G

ener

al m

anag

ers,

coo

rdin

ator

s, te

am m

anag

ers

Fran

ce: M

ainl

y m

anag

ing

dire

ctor

Ital

y: M

ainl

y ge

nera

l man

ager

sLi

thua

nia:

Mai

nly

Hea

d of

Dep

artm

ent i

n Fa

culti

es

24Q

ualifi

catio

ns o

f th

e an

swer

er

(cer

tifica

tes,

deg

rees

etc

)B

elgi

um: O

nly

one

out o

f 20

answ

erer

s ha

s a

mas

ter

degr

ee, o

ther

s ha

ven`

t bee

n gr

adua

ted

or h

ave

no d

iplo

mas

Finl

and:

all

have

mas

ters

deg

ree

and

voca

tiona

l tea

cher

edu

catio

n Fr

ance

: Mai

nly

high

sch

ool g

radu

ates

with

1-8

yea

rs o

f hig

her

educ

atio

n It

aly:

Hig

h sc

hool

dip

lom

a or

uni

vers

ity d

egre

eLi

thua

nia:

Mai

nly

Doc

tors

of s

ocia

l sci

ence

sLe

ngth

of

serv

ice

Bel

gium

: -Fi

nlan

d: M

ainl

y 11

yea

rs o

r m

ore

Fran

ce: B

etw

een

� an

d 20

yea

rsIt

aly:

Ave

rage

9 y

ears

Lith

uani

a: A

vera

ge 2

1 ye

ars

Age

Bel

gium

: Bet

wee

n 30

and

50

year

s ol

dFi

nlan

d: A

vera

ge 4

7 ye

ars

Fran

ce: B

etw

een

2� a

nd �

0 ye

ars

old,

mai

nly

4�

-50

year

s ol

dIt

aly:

Ave

rage

43

year

s ol

dLi

thua

nia:

Bet

wee

n 32

and

5�

year

s, a

vera

ge 4

4 ye

ars

Gen

der

Bel

gium

: 15

fem

ale,

5 m

ale

Finl

and:

1�

fem

ale,

5 m

ale

Fran

ce: 1

2 fe

mal

e, 1

1 m

ale

Ital

y: 4

7 fe

mal

e, �

9 m

ale

Lith

uani

a: 8

fem

ale,

5 m

ale

TOTA

L: 9

8 fe

mal

e (5

0,8

%),

95 m

ale

(49,

2%)

Tota

l res

ults

are

pre

sent

ed in

num

bers

of t

otal

ans

wer

s an

d in

per

cent

ages

(in

bra

cket

s).

25

CONCLUSIONS



1. T

he im

port

ance

of t

he c

ompe

tenc

es in

eve

ryda

y w

ork

A1 -

Thi

s co

mpe

tenc

e ha

s st

rong

aff

ect

on m

y ev

eryd

ay w

ork?

CO

MP

ETEN

CE

1Str

ongl

y D

isag

ree

N,%

2D

isag

ree

N,%

3A

gree

N,%

4Str

ongl

y A

gree

N,%

1.

Kno

wle

dge

of le

gisl

atio

n1

(0.5

%)

� (3

%)

101

(54%

)8

0 (4

3%)

2.

Kno

wle

dge

of a

ntic

ipat

ion

and

fore

cast

ing

theo

ry28

(15%

)9

9 (5

2%)

�3

(33%

)

3.

Kno

wle

dge

of e

duca

tiona

l pol

icy

and

prio

ritie

s7

(4%

)70

(3�%

)11

5 (�

0%)

4.

Kno

wle

dge

of fi

nanc

es a

nd e

cono

mic

s3

(2%

)28

(15%

)10

2 (5

3%)

58

(30%

)

5.

Abi

lity

to a

naly

se a

nd s

ynth

esis

e da

ta1

(0,5

%)

7 (4

%)

80

(42%

)10

2 (5

4%)

�.

Rep

ortin

g sk

ills

1 (0

,5%

)9

(5%

)91

(49%

)87

(4

�%)

7.

Abi

lity

to d

etec

t sig

nals

of c

hang

e an

d tr

ends

1 (0

,5%

)5

(3%

)5

0 (2

�%)

13�

(71%

)

Mis

sing

val

ues:

1. F

ranc

e 1,

Fin

land

1, I

taly

3: C

OU

NT

188

2. F

ranc

e 1,

Fin

land

1, I

taly

1: C

OU

NT

190

3. F

inla

nd 1

: CO

UN

T 19

24.

Bel

gium

1, F

inla

nd 1

: CO

UN

T 19

15.

Fra

nce

1, F

inla

nd 1

, Ita

ly 1

: CO

UN

T 19

0�.

Fra

nce

1, F

inla

nd 1

, Bel

gium

1, I

taly

1: C

OU

NT

189

7. F

ranc

e 1:

CO

UN

T 19

2

2�B1

- T

his

com

pete

nce

has

stro

ng a

ffec

t on

my

ever

yday

wor

k?

CO

MP

ETEN

CE

1Str

ongl

y D

isag

ree

N,%

2D

isag

ree

N,%

3A

gree

N,%

4Str

ongl

y A

gree

N,%

1.

Kno

wle

dge

of le

gisl

atio

n an

d re

gula

tions

(o

n hu

man

res

ourc

es m

anag

emen

t)�

(3%

)23

(12%

)9

8 (5

1%)

�4

(34%

)

2.

Kno

wle

dge

of h

uman

res

ourc

e m

anag

emen

t the

orie

s2

(1%

)32

(1�%

)9

8 (5

1%)

�1 (

32%

)

3.

Lead

ersh

ip s

kills

3 (2

%)

14 (

7%)

74 (3

8%)

102

(53%

)

4.

Con

flict

man

agem

ent s

kills

2 (1

%)

1� (8

%)

72 (3

8%)

102

(53%

)

5.

Com

mun

icat

ion

skill

s2

(1%

)�

0 (3

1%)

130

(�8%

)

�.

Hum

an s

kills

, e.g

. sen

sitiv

ity to

em

otio

ns,

w

illin

gnes

s to

list

en, e

mpa

thy

5 (3

%)

��

(34%

)12

2 (�

3%)

7.

Abi

lity

to o

rgan

ize

and

man

age

proj

ects

1 (1

%)

2 (1

%)

72 (3

7%)

117

(�1%

)

8.

Kno

wle

dge

of te

achi

ng/le

arni

ng a

ppro

ache

s,

syst

ems,

met

hods

etc

.3

(2%

)18

(9%

)10

0 (5

2%)

72 (3

7%

9.

Pro

gram

min

g an

d pl

anni

ng s

kills

5 (3

%)

79 (4

1%)

108

(5�%

)

Mis

sing

val

ue:

1. It

aly

2: C

OU

NT

191

4. F

inla

nd 1

: CO

UN

T 19

25.

Ital

y 1:

CO

UN

T 19

27.

Ital

y 1:

CO

UN

T 19

29.

Ital

y 1:

CO

UN

T 19

2

27

CONCLUSIONS


education and training managersC1

- T

his

com

pete

nce

has

stro

ng a

ffec

t on

my

ever

yday

wor

k?

CO

MP

ETEN

CE

1Str

ongl

y D

isag

ree

N,%

2D

isag

ree

N,%

3A

gree

N,%

4Str

ongl

y A

gree

N,%

1.

Kno

wle

dge

of q

ualit

y as

sura

nce

ideo

logy

,

syst

ems,

theo

ry a

nd to

ols

� (3

%)

3� (1

9%)

109

(57%

)41

(21%

)

2.

Abi

lity

to a

dapt

qua

lity

assu

ranc

e th

eory

into

pra

ctic

e2

(1%

)32

(17%

)9

4 (4

9%)

�3

(33%

)

3.

Abi

lity

to u

tiliz

e ev

alua

tion

resu

lts fo

r de

velo

pmen

t2

(1%

)10

(5%

)10

1 (5

3%)

79 (4

1%)

Mis

sing

val

ue:

1. F

ranc

e 1:

CO

UN

T 19

22.

Fra

nce

1, It

aly

1: C

OU

NT

191

3. F

ranc

e 1:

CO

UN

T 19

2

28D1

- T

his

com

pete

nce

has

stro

ng a

ffec

t on

my

ever

yday

wor

k?

CO

MP

ETEN

CE

1Str

ongl

y D

isag

ree

N,%

2D

isag

ree

N,%

3A

gree

N,%

4Str

ongl

y A

gree

N,%

1.

Kno

wle

dge

of th

e de

velo

pmen

ts in

one

’s

own

field

and

soc

iety

at l

arge

7 (4

%)

87 (4

�%)

95 (5

0%)

2.

Net

wor

king

ski

lls (e

.g. s

ettin

g up

and

mai

ntai

ning

con

tact

s)3

(2%

)78

(41%

)10

9 (5

7%)

3.

Abi

lity

to s

earc

h an

d pr

oces

s ne

w v

ocat

iona

l

info

rmat

ion

from

the

field

/cra

ft�

(3%

)87

(4�%

)95

(51%

)

4.

Abi

lity

to m

anag

e m

eetin

gs w

ith p

aren

ts,

co

lleag

ues

and

othe

r st

akeh

olde

rs8

(4%

)82

(43%

)10

0 (5

3%)

5.

Com

mun

icat

ion

skill

s2

(1%

)71

(37%

)11

7 (�

2%)

�.

Inte

r-pe

rson

al s

kills

4 (2

%)

80

(42%

)10

� (5

�%)

7.

Pro

blem

-sol

ving

ski

lls2

(1%

)70

(37%

)11

8 (�

2%)

8.

Team

wor

king

ski

lls3

(2%

)72

(38%

)11

4 (�

0%)

9.

Neg

otia

tion

skill

s4

(2%

)73

(38%

)11

3 (�

0%)

Mis

sing

val

ue:

1. F

inla

nd 1

, Ita

ly 3

: CO

UN

T 18

92.

Fin

land

1, I

taly

2: C

OU

NT

190

3. F

inla

nd 1

, Lith

uani

a 1,

Ital

y 3:

CO

UN

T 18

84.

Fin

land

1, I

taly

2: C

OU

NT

190

5. F

inla

nd 1

, Ita

ly 2

: CO

UN

T 19

0�.

Fin

land

1, I

taly

2: C

OU

NT

190

7. F

inla

nd 1

, Ita

ly 2

: CO

UN

T 19

08.

Fin

land

1, I

taly

3: C

OU

NT

189

9. F

inla

nd 1

, Ita

ly 2

: CO

UN

T 19

0

29

CONCLUSIONS



2. T

he d

efici

enci

es in

com

pete

ncie

s A

2 -

My

own

com

pete

nce

on t

his

area

is g

ood

enou

gh f

or m

y da

ily n

eeds

?

CO

MP

ETEN

CE

1Str

ongl

y D

isag

ree

N,%

2D

isag

ree

N,%

3A

gree

N,%

4Str

ongl

y A

gree

N,%

1.K

now

ledg

e of

legi

slat

ion

3 (1

%)

40

(21%

)12

7 (�

�%)

23 (1

2%)

2.K

now

ledg

e of

ant

icip

atio

n an

d fo

reca

stin

g th

eory

3 (1

%)

59 (3

1%)

112

(58%

)19

(10%

)

3.K

now

ledg

e of

edu

catio

nal p

olic

y an

d pr

iorit

ies

21 (1

1%)

125

(�7%

)42

(22%

)

4.K

now

ledg

e of

fina

nces

and

eco

nom

ics

9 (5

%)

49 (2

5%)

104

(54%

)31

(1�%

)

5.A

bilit

y to

ana

lyse

and

syn

thes

ise

data

1 (0

,5%

)2

9 (1

5%)

117

(�1%

)4

� (2

4%)

�.R

epor

ting

skill

s2

(1%

)1�

(8%

)13

1 (�

8%)

45 (2

3%)

7.A

bilit

y to

det

ect s

igna

ls o

f cha

nge

and

tren

ds2

(1%

)20

(11%

)13

4 (7

0%)

35 (1

8%)

Mis

sing

val

ue:

3. B

elgi

um 5

: CO

UN

T 18

87.

Ital

y 2:

CO

UN

T 19

1

30B

2 -

My

own

com

pete

nce

on t

his

area

is g

ood

enou

gh f

or m

y da

ily n

eeds

?

CO

MP

ETEN

CE

1Str

ongl

y D

isag

ree

N,%

2D

isag

ree

N,%

3A

gree

N,%

4Str

ongl

y A

gree

N,%

1.

Kno

wle

dge

of le

gisl

atio

n an

d re

gula

tions

(o

n hu

man

res

ourc

es m

anag

emen

t)4

(2%

)�7

(35%

)10

5 (5

5%)

15 (8

%)

2.

Kno

wle

dge

of h

uman

res

ourc

e m

anag

emen

t the

orie

s2

(1%

)�

3 (3

3%)

110

(57%

)17

(9%

)

3.

Lead

ersh

ip s

kills

5 (3

%)

40

(21%

)12

3 (�

5%)

22 (1

1%)

4.

Con

flict

man

agem

ent s

kills

3 (2

%)

5�

(29%

)10

9 (5

7%)

23 (1

2%)

5.

Com

mun

icat

ion

skill

s1

(1%

)3

3 (1

7%)

115

(�0%

)4

3 (2

2%)

�.

Hum

an s

kills

, e.g

. sen

sitiv

ity to

em

otio

ns,

w

illin

gnes

s to

list

en, e

mpa

thy

1 (1

%)

23 (1

2%)

11�

(�0%

)5

3 (2

7%)

7.

Abi

lity

to o

rgan

ize

and

man

age

proj

ects

2 (1

%)

2� (1

3%)

123

(�4%

)42

(22%

)

8.

Kno

wle

dge

of te

achi

ng /

lear

ning

app

roac

hes,

sy

stem

s, m

etho

ds e

tc.

2 (1

%)

42 (2

2%)

111

(57%

)3

8 (2

0%)

9.

Pro

gram

min

g an

d pl

anni

ng s

kills

37 (1

9%)

120

(�3%

)35

(18%

)

Mis

sing

val

ue:

1.Fr

ance

1, F

inla

nd 1

: CO

UN

T 19

12.

Finl

and

1: C

OU

NT

192

3.Li

thua

nia

1, F

inla

nd 2

: CO

UN

T 19

04.

Finl

and

2: C

OU

NT

191

5.Fi

nlan

d 1:

CO

UN

T 19

29.

It

aly

1: C

OU

NT

192

31

CONCLUSIONS


education and training managersC2

-M

y ow

n co

mpe

tenc

e on

thi

s ar

ea is

goo

d en

ough

for

my

daily

nee

ds?

CO

MP

ETEN

CE

1Str

ongl

y D

isag

ree

N,%

2D

isag

ree

N,%

3A

gree

N,%

4Str

ongl

y A

gree

N,%

1.

Kno

wle

dge

of q

ualit

y as

sura

nce

ideo

logy

,

syst

ems,

theo

ry a

nd to

ols

5 (3

%)

�4

(33%

)11

0 (5

7%)

13 (7

%)

2.

Abi

lity

to a

dapt

qua

lity

assu

ranc

e th

eory

into

pra

ctic

e3

(2%

)�5

(34%

)10

� (5

5%)

18 (9

%)

3.

Abi

lity

to u

tiliz

e ev

alua

tion

resu

lts fo

r de

velo

pmen

t4

(2%

)55

(29%

)11

7 (�

1%)

1� (8

%)

Mis

sing

val

ue:

1.Fr

ance

1: C

OU

NT

192

2.Fr

ance

1: C

OU

NT

192

3.Fr

ance

1: C

OU

NT

192

32D

2 -

My

own

com

pete

nce

on t

his

area

is g

ood

enou

gh f

or m

y da

ily n

eeds

?

CO

MP

ETEN

CE

1Str

ongl

y D

isag

ree

N,%

2D

isag

ree

N,%

3A

gree

N,%

4Str

ongl

y A

gree

N,%

1.

Kno

wle

dge

of th

e de

velo

pmen

ts in

one

’s

own

field

and

soc

iety

at l

arge

1 (1

%)

40

(21%

)12

� (�

7%)

20 (1

1%)

2.

Net

wor

king

ski

lls (e

.g. s

ettin

g up

and

mai

ntai

ning

con

tact

s)3

3 (1

7%)

130

(�9%

)27

(14%

)

3.

Abi

lity

to s

earc

h an

d pr

oces

s ne

w v

ocat

iona

l

info

rmat

ion

from

the

field

/cra

ft5

0 (2

�%)

120

(�3%

)20

(11%

)

4.

Abi

lity

to m

anag

e m

eetin

gs w

ith p

aren

ts,

co

lleag

ues

and

othe

r st

akeh

olde

rs12

(�%

)14

1 (7

5%)

37 (1

9%)

5.

Com

mun

icat

ion

skill

s22

(12%

)13

3 (7

0%)

35 (1

8%)

�.

Inte

r-pe

rson

al s

kills

12 (�

%)

140

(75%

)3�

(19%

)

7.

Pro

blem

-sol

ving

ski

lls1

(1%

)22

(12%

)13

2 (�

9%)

35 (1

8%)

8.

Team

wor

king

ski

lls12

(�%

)14

3 (7

�%)

35 (1

8%)

9.

Neg

otia

tion

skill

s3�

(19%

)12

1 (�

4%)

33

(17%

)

Mis

sing

val

ue:

1.Fi

nlan

d 1,

Ital

y 5:

CO

UN

T 18

72.

Finl

and

1, It

aly

2: C

OU

NT

190

3.Fi

nlan

d 1,

Ital

y 2:

CO

UN

T 19

04.

Finl

and

1, It

aly

2: C

OU

NT

190

5.Fi

nlan

d 1,

Ital

y 2:

CO

UN

T 19

0�.

Finl

and

1, It

aly

4: C

OU

NT

188

7.Fi

nlan

d 1,

Ital

y 2:

CO

UN

T 19

08.

Finl

and

1, It

aly

2: C

OU

NT

190

9.Fi

nlan

d 1,

Ital

y 2:

CO

UN

T 19

0

33

CONCLUSIONS



3. T

he e

valu

atio

n of

the

trai

ning

nee

ds

B3

- I

sho

uld

have

tra

inin

g on

thi

s pa

rtic

ular

com

pete

nce?

CO

MP

ETEN

CE

1Str

ongl

y D

isag

ree

N,%

2D

isag

ree

N,%

3A

gree

N,%

4Str

ongl

y A

gree

N,%

1.

Kno

wle

dge

of le

gisl

atio

n an

d re

gula

tions

(o

n hu

man

res

ourc

es m

anag

emen

t)9

(5%

)3

4 (1

9%)

100

(54%

)41

(22%

)

2.

Kno

wle

dge

of h

uman

res

ourc

e m

anag

emen

t the

orie

s8

(4%

)47

(25%

)87

(4�%

)47

(25%

)

3.

Lead

ersh

ip s

kills

4 (2

%)

39 (2

1%)

100

(53%

)45

(24%

)

4.

Con

flict

man

agem

ent s

kills

4 (2

%)

42 (2

2%)

9�

(51%

)4

� (2

5%)

5.

Com

mun

icat

ion

skill

s9

(5%

)4

4 (2

3%)

93 (5

0%)

42 (2

2%)

�.

Hum

an s

kills

, e.g

. sen

sitiv

ity to

em

otio

ns,

w

illin

gnes

s to

list

en, e

mpa

thy

13 (7

%)

�3

(33%

)79

(42%

)3

4 (1

8%)

7.

Abi

lity

to o

rgan

ize

and

man

age

proj

ects

� (3

%)

49 (2

�%)

8�

(45%

)49

(2�%

)

8.

Kno

wle

dge

of te

achi

ng /

lear

ning

app

roac

hes,

sy

stem

s, m

etho

ds e

tc.

9 (5

%)

55 (2

9%)

85

(45%

)39

(21%

)

9.

Pro

gram

min

g an

d pl

anni

ng s

kills

5 (3

%)

49 (2

�%)

85

(45%

)5

0 (2

�%)

34M

issi

ng v

alue

:1.

Ital

y 5,

Finl

and

1, B

elgi

um 3

: CO

UN

T 18

42.

Ital

y 3,

Fin

land

1: C

OU

NT

189

3. It

aly

3, F

inla

nd 1

, Fra

nce

1: C

OU

NT

188

4. It

aly

3, F

inla

nd 1

, Fra

nce

1: C

OU

NT

188

5. It

aly

2, F

inla

nd 2

, Fra

nce

1: C

OU

NT

188

�. It

aly

2, F

inla

nd 1

, Fra

nce

1: C

OU

NT

189

7. It

aly

1, F

inla

nd 1

, Fra

nce

1: C

OU

NT

190

8. It

aly

1, F

inla

nd 1

, Fra

nce

3: C

OU

NT

188

9. It

aly

2, F

inla

nd 1

, Fra

nce

1: C

OU

NT

189

C3

- I

sho

uld

have

tra

inin

g on

thi

s pa

rtic

ular

com

pete

nce?

CO

MP

ETEN

CE

1Str

ongl

y D

isag

ree

N,%

2D

isag

ree

N,%

3A

gree

N,%

4Str

ongl

y A

gree

N,%

1.

Kno

wle

dge

of q

ualit

y as

sura

nce

ideo

logy

,

syst

ems,

theo

ry a

nd to

ols

10 (

�%)

51 (2

7%)

8�

(4�%

)4

0 (2

1%)

2.

Abi

lity

to a

dapt

qua

lity

assu

ranc

e th

eory

into

pra

ctic

e7

(4%

)41

(22%

)10

1 (5

4%)

39 (2

0%)

3.

Abi

lity

to u

tiliz

e ev

alua

tion

resu

lts fo

r de

velo

pmen

t4

(2%

)3

4 (1

8%)

99

(52%

)5

3 (2

8%)

Mis

sing

val

ue:

1. F

ranc

e 3,

Ital

y 3:

CO

UN

T 18

72.

Fra

nce

2, It

aly

3: C

OU

NT

188

3. F

ranc

e 1,

Ital

y 2:

CO

UN

T 19

0

35

CONCLUSIONS


education and training managersD

3 -

I s

houl

d ha

ve t

rain

ing

on t

his

part

icul

ar c

ompe

tenc

e?

CO

MP

ETEN

CE

1Str

ongl

y D

isag

ree

N,%

2D

isag

ree

N,%

3A

gree

N,%

4Str

ongl

y A

gree

N,%

1.

Kno

wle

dge

of th

e de

velo

pmen

ts in

one

’s

own

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“This project has been funded with support from the European Commission. This publication

[communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information

contained therein”.

validation des acquis professionnels

management strategique de l'enseignement et de la formation professionnelle

I/06/B/F/PP-154148

PRÉSENTATION 3

MANAGEMENT STRATÉGIQUE DE L’ENSEIGNEMENT ET DE LA FORMATION PROFESSIONNELLE 9

1o partie.l'(les)emplois de manager que vous (avez) occupe'(s) 11

2o partie.les activites de management que vous exercezou que vous avez exercees 14

3o partie.description et analyse de situations de travail 19

4o partie.question de synthese 25

sommaire

3

Validation des acquis professionnels

Le projet «La strada per domani» prévoit que le dispositif de formation «Manage-ment stratégique de l’enseignement et de la formation professionnelle» (MaSE-FoP) autorise des parcours modulaires (flexibles). Le choix des parcours pourra être fait après une étape préalable de validation des compétences acquises par les managers dans l’exercice de leur travail.

Validation des acquis professionnels:le système Français

Pour faciliter la compréhension des propositions suivantes, nous allons tout d’abord décrire les deux processus de «Validation des acquis» qui existent en France.

Le premier s’appelle «Validation des acquis professionnels» (VAP). Il a été défini dans un texte de loi voté adopté en 1992. Il vise deux objectifs:

faciliter l’accès à certaines formations de l’enseignement supérieur: les >personnes qui ne possèdent pas les diplômes requis (par exemple, en France, le Baccalauréat), peuvent voir leur demande recevable si leurs acquis professionnels sont jugés correspondre aux connaissances, capacités, compétences, … évaluées chez les candidats qui ont obtenu le diplôme qui autorise l’accès aux études supérieures;individualiser les parcours de formation: en faisant évaluér leurs acquis >professionnels, les candidats peuvent être dispensés de suivre un ou plusieurs modules de formation prévus dans le cycle de formation qui conduit à l’obtention d’un diplôme de l’enseignement supérieur ou ou de l’enseignement secondaire technologique et professionnel.

Ces deux objectifs peuvent être complémentaires, autrement dit un candidat peut entrer dans une formation de l’enseignement supérieur sans posséder le diplôme habituellement requis, et de plus, il peut être dispensé de suivre certains modules. Mais cette dispense ne peut être que partielle: la loi de 1992 limite ainsi la portée de la validation d’acquis: un diplôme ne peut pas être intégralement obtenu par cette voie. Le candidat à la VAP doit en même temps construire un projet de for-mation complémentaire permettant d’obtenir le diplôme visé.

Pour aller plus loin dans la reconnaissance de l’expérience, une 2ème loi, adoptée en 2001, a créé un 2° processus, qui s’appelle «Validation des Acquis de l’Ex-périence» (VAE): il peut permettre à tout candidat d’obtenir un diplôme de l’ensei-gnement secondaire technologique et professionnel, sans suivre aucune partie de la formation correspondante. Pour être autorisés à bénéficier d’une VAE, les can-

4

didats doivent justifier d’une durée d’expérience de 3 ans ou plus dans le métier correspondant au diplôme visé.

Les partenaires pensent que le processus n° 1 correspond mieux au contexte du projet «La strada per domani».

Propositions pour la validation

Dans ces deux processus, la question qui se pose pour l’organisme qui délivre les diplômes est de savoir comment évaluer les acquis des candidats. Toutes les démarches d’évaluation qui ont été mises en place en VAP et en VAE ont un point commun: les candidats doivent constituer un dossier qui présente leur «expérience» et sont évalués par un jury.

Les différences se situent à plusieurs niveaux:le dossier demandé pour la VAE est nettement plus centré sur l’analyse de >l’expérience professionnelle des candidats; les formations courtes ou plus longues qu’ils ont éventuellement suivies, même si elles correspondent au métier pour lequel il veulent obtenir le diplôme ne sont pas prises en compte. Le candidat à la VAE est perçu avant tout comme un professionnel qui souhaite faire reconnaître ses compétences en obtenant une certification. En VAP, le candidat est perçu plutôt comme quelqu’un qui a un projet de formation complémentaire permettant d’obtenir un diplôme.En VAE, les Ministères ou les autorités qui délivrent les certifications ont produit >des dossiers qui demandent plus ou moins d’informations aux candidats.La principale différences réside dans ce que les une et les autres nomment >«compétence» et sur les méthodologies d’évaluation des compétences.

Quelle définition donner aux notions de «compétence» et de «compétences»?

La «compétence»

L’idée qui sous-tend la notion de «compétence» (au singulier) est qu’aucune si-tuation de travail n’est identique à une autre, y compris quand il s’agit de réaliser la même tâche. Autrement dit, l’activité de tout travailleur n’est jamais la simple

5


exécution des modes opératoires[1], des procédures ou des règles qui lui sont pre-scrits d’avance. Il doit tenir compte de la situation dans laquelle il se trouve car, pour atteindre l’efficacité, il doit faire face aux événements et aux imprévus qui se présentent.

Ce faisant, il va «actionner» un processus cognitif par lequel il mobilise son intel-ligence, de l’inventivité, de la prise de décision, des connaissances et des savoirs faire qu’il a préalablement acquis, Ceci pour pour atteindre les objectifs, pour ren-dre applicables les règles et les procédures qu’on lui a prescrites, voire pour pallier leur manque ou leur inadéquation. Ce processus se nomme «la compétence».

La compétence se reconnaît au travers des trois points suivants:Son rapport à l’action: > elle se fabrique, se développe, s’actualise dans l’action, à travers la réalisation, la production.Son rapport au contexte: > on est compétent dans une situation donnée pour résoudre un problème donné et non pas en général. La question du transfert de la compétence est un problème encore mal cerné et non pas une évidence.Sa nature: > la compétence est un processus de combinaison, d’intégration de différents éléments: des savoirs, des savoir-faire et des comportements, certes, mais aussi la compréhension de la situation, des modes de coopération, des informations qui viennent caractériser telle situation par rapport à telle autre.≤

Cela signifie que savoir, savoir-faire, comportements… ne sont pas la compétence, mais des éléments de la compétence, dont la nature dans la mobilisation au bon moment et de la bonne manière de ces diverses “capacités”. Cette combinaison est le fruit d’une démarche cognitive[2] adaptée aux problèmes à résoudre. C’est cette activité mentale de guidage et d’organi-sation de l’action qui permet l’action réussie.

[1] Modes opératoires: ensemble des méthodes (procédés, suites logiques d’opérations) et moyens (outillages, équipements, matériaux, matières d’œuvre, consommables) mis en œuvre pour réaliser une tâche.[2] Ce «modèle», on le voit, est effectivement influencé par l’approche cognitive (la compétence, serait une question de démarches cognitives). C’est sur ce même modèle qu’a été élaboré le ROME, notamment pour établir les aires de mobilité. Mais certains auteurs ajoutent, nous le verrons plus loin, que le processus de mobilisation des compétences n’est pas que cognitif.

6

Les «compétences»

Le processus mental de la compétence se traduit dans les comportements que le travailleur met en oeuvre en situation de travail. On décrira des compétences en distant «il est capable de …». Par exemple, on dira d’un assistant de service commercial:

qu’il est capable de «réaliser les opérations administratives liées à l’activité >commerciale (actualisation des données clients, saisie des commandes), de façon à obtenir en temps réel des données fiables, en vue de déclencher en temps utile les procédures commerciales nécessaires. (relances, ...)»;et qu’il sait «effectuer le suivi des commandes de façon à pouvoir répondre >à toute demande ou question d’un client, et traiter rapidement une demande urgente».

processus (mental) demobilisation dela compétence

Comportementsobservables -

=“le compétences”

Capacitésacquises

Informationsprises en compte

Connaissancesacquises

Savoir-faireacquis

7


Que faut-il évaluer: la compétence ou les compétences?

En France, les démarches d’évaluation VAP et VAE se différencient en fonction de l’objet de l’évaluation: les unes cherchent à évaluer la compétence, les autres cherchent à évaluer les compétences.

Les partenaires du projet pensent que c’est la première dé-marche qui est la plus appropriée. Ce qui compte, ce n’est moins de savoir si un professionnel produit un comportement conforme à ce qui est attendu, c’est moins de savoir si ce com-portement produit les résultats voulus. Ce qui compte, c’est de savoir comment ce professionnel s’y prend pour ajuster son action aux variations du contexte, autrement comment «pen-se» son activité de travail. D’autre part, cette démarche est cohérente avec les différents critères d’évaluation qui figurent dans le référentiel MaSEFoP:

Prendre en compte, dans les décisions stratégiques, les 1.

données relatives à leur environnement.Prendre en comte, dans les décisions, des caractéristiques 2.

des membres de l’équipe et des équipes externes.Adopter une distance critique vis-à-vis des situations de tra-3.

vail.Faire référence à la représentation de son rôle au sein de 4.

l’établissement/organisme de formation quand on prend des décisions.Technicité dans les productions écrites ou orales, en réfé-5.

rence aux savoirs dispensés en formation.

Nous aurions ainsi les mêmes critères d’évaluation pour valider les acquis en amont du parcours MaSEFoP, et en cours de parcours (évaluation des acquis pour chaque module). Sauf pour le critère «E» qui bien sûr s’applique uniquement pour l’évaluation de la compétence acquise à travers la formation.

8

Comment évaluer la compétence?

Nous proposons ici un exemple de dossier que les managers auraient à renseigner et à présenter à un jury. Ce dossier est divisé en quatre parties:

La première qui décrit sa fonction. >La deuxième qui décrit les activités de management exercées. >La troisième où le manager fait une analyse de différentes situations de travail. >C’est plus précisément dans cette partie que l’on va trouver des informations qui permettent d’évaluer la compétence du manager. La quatrième qui pose une question de synthèse. >

“MANAGEMENT STRATÉGIQUEDE L’ENSEIGNEMENT ET DE LA

FORMATION PROFESSIONNELLE”

Acquis professionnels

Dossier de présentation

Candidat

Nom

Prénom

1. ANALISI DEL CAMPIONE

10

Ce dossier est destiné à être étudié par un jury présidé par le responsable de la formation «Management stratégique de l’enseignement et de la formation professionnelle», organisée par l’Université Haaga-Helia, SCF, ACFI, l’Université de Siauliai, CRIF Formation & Conseil, ISRE et CONFAP.

Ce dossier servira de support pour un entretien que vous aurez avec ce jury, en vue d’être dispensé d’une partie des modules de formation: vous pourrez lui donner toutes les explications complémentaires lors de votre audition.

Vous avez la possibilité de joindre à ce dossier tout document qui peut permet-tre au jury d’avoir une appréciation plus précise de vos acquis.

Son contenu est confidentiel.

Conseils pour l’elaboration du dossier

TCe descriptif est la partie essentielle de votre dossier. Il va constituer l’un des supports principaux de votre audition par le jury.

Dans ce dossier, vous allez décrire vos activités dans l’ (les) organisme(s) de formation où vous travaillez (ou avez travaillé) en tant que manager.

En outre, vous pouvez compléter votre dossier avec des éléments d’information qui vous semblent utiles pour permettre au jury d’évaluer au vu du dossier les compétences que vous avez acquises.

D’autre part, votre dossier peut comporter des traces directes de votre activité: planning, budgets, schémas ou plans…

Nous vous conseillons d’étudier le référentiel MaSEFoP qui est joint à ce dos-sier. Il vous sera utiles pour le compléter.

11

Rappel: si les emplois de manager de la formation que vous allez décrire ont été occupés dans des organismes différents, vous présenterez chacune de ces organismes et de ces emplois.

Décrivez uniquement, parmi les différents emplois que vous avez occupés, les emplois de manager de la formation professionnele.

1L’organisme qui vous emploie (qui vous a employé)

Dénomination:

Activités:

Nombre de salariés:

Autres informations utiles:

1o partie:l'(les)emplois de managerque vous (avez) occupe'(s)

12

2L’emploi que vous occupez (que vous avez occupé)

Inutilé ou nom de l’emploi:

Date d’entrée dans cet emploi:

Le cas èchéant, date de sortie:

Mission et activités:

Objectifs et responsabilités:

Autres informations utiles:

13


Situez votre emploi dans l’organisme. Vous pouvez, par exemple, réaliser ou joindre un organigramme sur lequel vous situerez votre emploi.

14

Le référentiel qui est joint à ce dossier distingue 4 domaines de compétences:Management partagé d’un établissement/organisme de formation en tant 1. qu’organisation apprenante.Anticipation des changements et activités à caractère stratégique.2. Management par la qualité et développement de l’établissement/organisme de 3. formation.Ingénierie de formation et management des ressources de l’établissement/4. organisme de formation.

Dans les pages suivantes, pour chaque domaine, détaillez les différentes activités que vous êtes (avez été) amené à réaliser dans chacun de ces 4 domaines. Pour faire cet inventaire, vous pouvez vous aider du référentiel MaSEFoP.Cependant nous vous conseillons d’employer les termes qui sont en vigueur dans votre organisme; par exemple, si dans votre structure, les salariés en insertion sont nommés «ou-vriers», utilisez ce terme.

2o partie:les activites de managementque vous exercez ou quevous avez exercees

15


ACTIVITÉS ACCOMPLIES DANS LE CADRE DE VOTRE TRAVAIL

Domaine d’activités: Management partagé d’un établissement/organisme de formation en tant qu’organisation apprenante.

Activités:

16


Domaine d’activités: Anticipation des changements et activités à caractère stratégique.

Activités:

17



Domaine d’activités: Management par la qualité et développement de l’éta-blissement/organisme de formation.

Activités:

18


Domaine d’activités: Ingénierie de formation et management des ressources de l’établissement/organisme de formation.

Activités:

19

Dans les 4 pages précédentes, vous avez détaillé les activités que vous réalisez.

Dans chacun des 4 domaines, choisissez une situation de travail, qui vous paraît caractéristique de chacun de ces domaines.

NB: que signifie le terme «situation de travail»? Une situation est un moment de la pratique professionnelle qui a une durée (début, milieu, fin), une évolution (des évè-nements se passent; la situation se transforme). Une situa-tion est donc contextualisée: elle est localisée dans l’espace et dans le temps. Elle a une structure d’intrigue: elle apparaît lorsque quelque chose se noue, lorsqu’un obstacle est ren-contré, son développement correspond à un enchaînement d’événements, de contingences, d’initiatives qui conduisent à un dénouement plus ou moins «heureux».

Si vous avez exercé différents emplois de manager de la formation au cours des 3 années de référence, vous n’êtes pas dans l’obligation de choisir des situations qui se rapportent uniquement à l’emploi que vous occupez actuellement.

Les consignes

Pour chaque domaine d’activités, A. vous choisirez et décrirez tout d’abord une situation vécue, qui s’est produite une seule fois, ou qui se reproduit périodi-quement en précisant en quoi vous la considérez comme caractéristique.

Vous pouvez, si vous le souhaitez, joindre tout document qui vous semble utile pour accompagner la description de cette situation.

Ensuite, pour chaque situation, vous formulerez une analyseB. sur votre rôle, dans ce type de situation, et d’une manière générale dans les situations qui se

3o partie:description et analyse de situations de travail

20

rapportent à chacun des 4 domaines d’activité. Pour ce faire, vous répondrez aux questions suivantes:

Le contexte1. Dans la situation que vous avez décrite, et plus globalement dans celles se

rapportent au domaine d’activité (1, 2, 3, 4):Quels sont les problèmes que vous pouvez rencontrer? Quelles peuvent en être >les causes? Quelles en sont les contraintes? (concernant autant l’activité économique >que la mission d’insertion: quantités, délais, qualité, normes, respect de l’environnement, règles d’hygiène et de sécurité…)?De quelles informations avez-vous besoin? >Quels sont les moyens dont vous disposez? >

Dans la situation que vous avez décrite, et plus globalement dans celles se rapportent au domaine d’activité (1, 2, 3, 4):

Au sein de votre organisme: avec qui travaillez-vous en coordination? Sous >quelle forme (réunions, entretiens…) et dans quel(s) but(s)?Avec l’extérieur: avec qui travaillez-vous? Dans quelle(s) circonstances et dans >quel(s) but(s)?

Les objectifs à atteindre / votre marge d’autonomie / d’initiative2. Dans la situation que vous avez décrite, et plus globalement dans celles se

rapportent au domaine d’activité (1, 2, 3, 4):Quelles sont les directives que l’on vous donne? >Décrivez les objectifs que vous devez atteindre. Pour chacun d’eux, indiquez si >vous participez à leur définition ou s’il vous sont imposés (dans ce dernier cas, précisez par qui?)Qui en effectue le contrôle / l’évaluation? >Quelles sont les décisions que vous pouvez prendre seul? >Quelles sont celles que vous n’êtes pas habilité à prendre seul? De qui ces >décisions dépendent-elles?

Vos decisions3. Dans la situation que vous avez décrite, et plus globalement dans celles se

rapportent au domaine d’activité (1, 2, 3, 4):What are the decisions which appear to be the most appropriate to the >context? Do you think that other decisions could be possible? Yes/No Why? >

21


Domaine d’activité: Management partagé d’un établissement/organisme de formation en tant qu’organisation apprenante.

Situation caractéristique: description et analyse

22

Domaine d’activité: Anticipation des changements et activités à caractère stratégique.


23


Domaine d’activité: Management par la qualité et développement de l’établissement/organisme de formation.


24

Domaine d’activité: Ingénierie de formation et management des ressources de l’établissement/organisme de formation.


254o partie:question de synthese

A quels principaux changements avez-vous été confronté dans votre travail de manager? Comment y avez vous fait face? Quels changements avez-vous vous-même introduits dans votre travail?

Ce projet a été financé avec le soutiende la Commission européenne.

Cette publication n’engage que son auteuret la Commission n’est pas responsable de l’usage

qui pourrait être fait des informationsqui y sont contenues.

LEARNINGUNIT

I/06/B/F/PP-154148

3

1.Learning outcomes:

To detect future trends and priorities at local, national, and international levels.

This Learning Unit (LU) provides an overview of the strategic vision skills as well as an introduction to the basic tools and techniques that are required to develop vision and strategies for the future. The contents concern internal and external vision of the training service.

2.Main goal:

Anticipation and forecasting are intrinsically linked with strategy planning and decision-making. Main goal of this learning unit is to develop forecasting skills and tools to help making decisions about an uncertain future on the IVET market.

3.Main Contents:

Anticipation and forecasting approach1.Forecasting fundamentals and prediction function principles >Future-casting fundamentals >Willed Future as the pre-figuration/anticipation of the future translated into >a strategy for action.

Anticipation and forecasting methods2.Scenarios techniques >Methods of forming questions and goals >How to select pertinent events >Elaboration of questionnaires >Analysis of key national and international documents >

LEARNING UNIT

SKILLSFORDEVELOPINGSTRATEGICVISION

4STRATEGIC MANAGEMENT OF EDUCATION AND VOCATIONAL TRAINING

Learning Units

Benchmarking3.Benchmarking in the training sector to innovate >Benchmarking types (strategic) and levels >Benchmarking methods (i.e.: CAF model, EFQM, indicators-based system, >…) and tools (i.e.: Microscope, Frame, Index, …)

5


To identify opportunities to develop or improve educational offer (in the market).

2.Main goal:

Anticipation and forecasting are intrinsically intertwined with decision-making and strategy planning. Main goal of this learning unit is to identify and choose criteria for the strategic planning of the educational offer.

3.Main Contents:

Formulate strategic plans to help your organization advance and grow 1.Defining the strategic planning steps >Involving your staff in the ongoing development and progress of your training >organisationAddressing your training organization’s mission and vision >Identifying your training organization’s core competencies >Differentiating your training organization in the marketplace >

Detecting Opportunities and Threats2.Analyzing how competitive and other environmental factors shape your >strategy Identifying the key activities in the value chain in your training organisation >Assessing external forces >Recognizing Strengths and Weaknesses through SWOT analysis >Mapping your internal value chain >Identifying competitive differentiators >

LEARNING UNIT

SKILLSFORDEVELOPINGSTRATEGICPLANNING


Learning Units

Evaluating culture, human resources, skills, processes and structure >Evaluating factors for choosing strategy >Aligning strategies with capabilities of your training organization >

Formulating Your Strategic Plan3.Analyzing and evaluating the options >Satisfying stakeholder requirements >Conducting gap analysis >Linking strategy to actions >Responsibilities of strategic plan formulation >Designing the operating unit plan >Communicating and implementing your strategic plan >

7


To implement a delegation strategy supporting staff involvementTo organize staff activity and the team-workingThis Learning unit provides some essential tools to improve skills of delegation,

empowerment and team-working.

2.Main goal:

The main goal of this learning Unit is to deep how to share the leadership with the staff, how improve a shared vision, how delegate staff for results (confidence, sharing information, negotiation and evaluation) through ongoing monitoring, support and coaching staff group.

3.Main Contents:

Build and work in a team and the art of delegation 1.Delegation criteria and processes >Diagnosing team status: the Tuckman model: forming, storming, norming >and performingFormal and informal teams (committees, problem solving teams, self- >directed and self-managed teams)Using Consensus Building Tools (i.e. Affinity Diagram, Nominal Group >Technique, Prioritization Matrix, …)Optimize organization and work design for successful teams >Communicate with, motivate and empower your team >Recognizing key and positive motivators (achievement, recognition, the >work itself, responsibility, and advancement)Individual and group self-evaluation >

LEARNING UNIT

toolsforsharedmanagement


Learning Units

Management philosophical models2.Presuppositions of management >Management methodologies, for instance decision-making, control, >organisation designThe use of philosophical techniques and skills in management practice >such as dialogue, enquiry, conceptual analysisThe application of philosophical disciplines to issues facing managers >including organisational purpose, performance measurement, the status of ethics, employee privacy, limitations on the right to manage

This project has been funded with supportfrom the European Commission.

This publication reflects the views only of the author, and the Commission cannot be held responsible for

any use which may be made of the information contained therein.

I/06/B/F/PP-154148

MANAGEMENT STRATEGIQUE DE L'ENSEIGNEMENT ET DE LA FORMATION PROFESSIONNELLE

(MaSEFoP)

Introduction 3

1.LE PUBLIC VISE':A QUELS "MANAGERS" S'ADRESSE LE REFERENTIEL DE FORMATION? 4

2.LES PRINCIPES D'ELABORATION DU REFERENTIEL 6

3.DES COMPETENCES-CLES POUR LES MANAGERS 9

4.EN AMONT DU PARCOURS, UN DISPOSITIF DE RECONNAISSANCE DES ACQUIS PROFESSIONNELS 12

5.DES CRITERES IDENTIQUES POUR L'EVALUATION DES ACQUIS PROFESSIONNELS ET DES ACQUIS POST-FORMATION 13

6.UNE ORGANISATION PEDAGOGIQUE HOMOGENE 15

7.PRESERVER DES MARGES DE MANOEUVRE POUR TENIR COMPTE DES SPECIFICITES NATIONALES 16

REFERENTIEL FORMATION 18

UNE PROPOSITION POUR L'EVALUATION 24

sommaire

3

L’objectif opérationnel du projet «La strada per domani» consistait à faire l’ingé-nierie d’un parcours de formation accessible à des managers du secteur de la formation professionnelle qui travaillent dans l’un ou l’autre des 5 pays où sont implantés les partenaires du projet; pour mémoire: la Belgique, la Finlande, la France, l’Italie, et la Lituanie.Précisons que selon le pays concerné, le secteur désigné ici comme «secteur de la formation professionnelle», peut inclure ou non la formation initiale.

Le parcours se présente sous la forme d’un référentiel de formation, autrement dit d’un document qui contient notamment, pour la filière des emplois occupés par ces managers, un inventaire des compétences visées.

Dès le départ, la question de l’homogénéité s’est posée de l’appellation «mana-gers»: de quels professionnels parle-t-on? Existe-t-il, dans ces pays, un public de professionnels susceptible d’être intéressé par un parcours de formation com-mun?

DESCRIPTION DU REFERENTIELDE FORMATION

4

Le réseau européen Ttnet a réalisé en 2005/2006 une étude comparative intitulée «Defining VET professions», dans 13 pays européens. Un des objectifs de cette étude était d’analyser les rôles, et les responsabilités des métiers existants dans l’enseignement et la formation professionnels et d’identifier des tendances qui influent sur le développement de métiers.

L’étude a mis en évidence des différences sensibles entre les pays, différences qui tiennent, entre autres, aux contextes nationaux d’exercice de ces métiers et qui donnent lieu à des appellations et des contenus d’emplois très hétérogènes, que ce soit au niveau des enseignants ou formateurs que des dirigeants ou des autres types de managers.

Par contre, l’étude de Ttnet montre que c’est dans un autre domaine qu’existent des convergences: dans tous ces pays, l’enseignement et la formation professionnels doivent «faire face à de nouvelles demandes sociales en matière d’éducation et de formation, qui s’expriment au niveau des individus, des entreprises et des territoires. En fait, tous ces métiers sont dans une large mesure impactés par la “démocratisation” de la formation, où les pratiques de formation traditionnelles évoluent pour intégrer du coaching, de la guidance, du tutorat et du soutien. De plus, les étudiants et les stagiaires demandent plus d’autonomie et de liberté de choix dans leurs apprentissages, d’où une demande croissante de formations à la carte, modulaires, et incluant pour partie différentes solutions de formation à distance.

Les partenaires du projet «La strada per domani» sont donc partis de l’idée que ces tendances ont un impact global sur les établissements et organismes de formation professionnelle, et que d’une manière ou d’une autre, les compétences et responsabilités de tous les professionnels, y compris les managers, sont appelées à évoluer.

Du coup, dans ce projet, la notion de « manager » est à prendre au sens large, il peut s’agit aussi bien de dirigeants, que de responsables de secteurs d’activité, de chefs de projets, d’ingénieurs de formation, de coordinateurs, le point commun étant que tous ont des responsabilités en matière de management d’équipe(s).

1.LE PUBLIC VISE':A QUELS "MANAGERS" S'ADRESSE LE REFERENTIEL DE FORMATION?

5

Nous verrons plus loin que pour tenir compte du fait que ces profils d’emplois sont différents, la formation est modulaire, ce qui permet aux éventuels stagiaires de choisir un parcours en rapport avec les rôles et responsabilités qu’ils assument ou vont devoir assumer.

6

Deux principes ont présidé au développement du projet: les partenaires étaient en accord pour concevoir:

un parcours de formation qui soit pertinent dans les 5 pays participants, >et pour que ce parcours soit homogène sans toutefois être uniforme. >

2.1.La pertinence du parcours:cibler des compétences clés

Ce référentiel ne cible pas l’ensemble des compétences nécessaires à l’exercice des fonctions qu’occupent les managers dans le secteur de l’enseignement/formation professionnelle, mais plus précisément des compétences qui méritent l’appellation de «compétences-clés».

Par ce terme, on désigne celles dont la maîtrise est primordiale pour le développement des activités des organismes de formation, compte tenu des changements en cours et à venir dans ce secteur d’activité.

Le repérage de ces compétences a été fait essentiellement au moyen des enquêtes réalisées à travers l’analyse des besoins faite au début du projet Leonardo et en tenant compte des conclusions d’autres recherches du CEDEFOP.

Parallèlement, les partenaires sont partis de l’idée que ces compétences ne sont pas identiques à celles que maîtrise tout manager, quel que soit le secteur d’activité (industrie, services) dans lequel il est employé. Même s’il est incontestable que «manager», c’est toujours «manager», il est nécessaire de prendre en compte le fait que le secteur de la formation professionnelle présente certaines spécificités, et que par conséquent dans ce secteur, il est nécessaire pour tout manager de savoir combiner (et non pas simplement juxtaposer) des compétences managériales et des compétences propres au domaine de la formation.

2.LES PRINCIPES D'ELABORATIONDU REFERENTIEL

7

2.2.Un parcours homogène, mais pas uniforme

Le cadre commun de formation destiné à ces managers est constitué de plusieurs éléments:

un seul et même référentiel de compétences; il représente le « cœur » du >référentiel de formationce référentiel est divisé en 4 domaines de compétences, pour permettre un >parcours modulairele choix des modules peut résulter d’un processus préalable de reconnaissance >des acquis professionnelsles partenaires ont adopté les mêmes critères d’évaluation des acquis >professionnels et des acquis post-formationc’est aussi le cas en ce qui concerne l’évaluation du processus de formation >lui-mêmeenfin, en termes d’organisation pédagogique, il a été convenu que le parcours >offrirait aux apprenants 3 types de situations d’apprentissage: formation présentiel, autoformation en ligne, et apprentissage collaboratif.

En faisant le choix de structurer le parcours de formation autour de compétences visées et non pas de contenus de formation, en définissant des critères d’évaluation communs, les partenaires ont poursuivi deux intentions:

donner la meilleure visibilité possible aux compétences que les managers >auront développées à travers la formation,conférer à ces compétences une portée européenne, en vue de favoriser la >mobilité des professionnels concernés.

Néanmoins, il était nécessaire de tenir compte des spécificités nationales: l’organisation et les politiques de formation professionnelle initiale et continue sont différentes, c’est vrai aussi à propos de la structure et la taille même des organisations; par conséquent, les contenus de formation dispensés par les partenaires ne peuvent pas être identiques, même si les compétences visées sont les mêmes. C’est pourquoi les contenus de formation mentionnés dans le référentiel le sont à titre indicatif. Les durées, quant à elles, ne sont pas mentionnées, puisqu’elles résulteront, entre autres, des choix qui seront faits au niveau des contenus, mais aussi de la composition, homogène ou hétérogène des groupes.

D’un autre côté, chaque partenaire peut effectuer un « dosage » différent entre

8MANAGEMENT STRATÉGIQUE DE L’ENSEIGNEMENT ET DE LA FORMATION PROFESSIONNELLE

Référentiel de formations

les 3 modes d’organisation pédagogique; il est en de même en ce qui concerne les méthodes et techniques pédagogiques, qui, comme les contenus, sont citées à titre indicatif.

9

Le référentiel les divise en 4 domaines de compétences-clés, qui donnent lieu à autant de modules de formation:

1.Management partagé d’un établissement/organisme de formation en tant 1. qu’organisation apprenante2.Anticipation des changements et activités à caractère stratégique2. 3.Management par la qualité et développement de l’établissement/organisme 3. de formation4.Ingénierie de formation et management des ressources de l’établissement/4. organisme de formation

Les libellés des domaines 1, 3 et 4 sont ceux qui font le plus apparaître la nécessaire combinaison de compétences managériales d’une part et d’autre part pédagogiques.

3.1.Les competences du domaine “Management partagé

d’un établissement/organisme de formation en tant qu’organisation apprenante”

Les libellés de compétences de ce module traduisent une conception du management selon laquelle, dans le secteur de la formation professionnelle, les méthodes de management « classiques » (par les objectifs) ne peuvent pas atteindre une pleine efficacité sans être associés à une autre approche selon laquelle, ce qui fait l’efficacité et le développement des établissements/organismes de formation, c’est l’existence de valeurs et d’un projet partagé, d’une culture commune et d’une étroite coopération.

Les compétences sont divisées en 3 groupes:Management du projet de l’établissement/organisme de formation >Leadership >Développement du potentiel de l’équipe. >

3.DES COMPETENCES-CLESPOUR LES MANAGERS

10

3.2.Les compétences du domaine “Anticipation des

changements et activités à caractère stratégique”

Dans ce domaine de compétences-clés, on cherche à favoriser, chez les managers, l’appropriation d’une approche anticipatrice des changements et d’une stratégie de développement délibérément orientée sur la recherche et la négociation de partenariats.

Il s’agit de faire face à deux tendances qui se dessinent de manière de plus en plus nette:

sur les marchés du travail et de la formation les mutations s’accélèrent, et par >conséquent la capacité d’anticipation acquiert une importance accrue,la complexité et la dimension des problématiques est telle qu’un établissement/ >organisme de formation a de moins en moins la capacité et les ressources pour répondre seul à certaines demandes; le partenariat devient une condition de réussite incontournable.

Les compétences se répartissent en 3 groupes:Veille et anticipation >Stratégie de développement >Partenariats. >

3.3.Les compétences du domaine “Management par la

qualité et développement de l’établissement/organisme de formation”

La manière dont les compétences de ce module ont été libellées répond à une intention bien précise: il s’agit de permettre aux managers d’inscrire leurs activités d’ingénierie de projets dans une démarche de management des équipes à travers l’évaluation et la qualité. Ici, la qualité est donc considérée comme un mode de management à part entière, avec toutes les conséquences (organisationnelles, stratégiques, pédagogiques,…) que cela implique, et pas seulement comme un simple objectif à atteindre.

En arrière-plan, on retrouve l’idée que c’est bien la combinaison de compétences managériales et pédagogiques qui déterminent l’efficacité du management.



Les compétences sont divisées en 2 groupes:Evaluation, qualité et innovation >- Conception et conduite de projets. >

3.4.Les compétences du domaine «Ingénierie de formation

et management des ressources de l’établissement/organisme de formation»

Comparativement aux précédents, qui impliquent de la part du manager une certaine prise de recul par rapport aux activités quotidiennes, ce dernier domaine de compétences se rapporte à des activités plus directement opérationnelles.

Ici aussi, c’est la combinaison de compétences en management et dans le métier de la formation professionnelle qui est la clé du succès.

Les compétences sont divisées en 2 groupes:Ingénierie de formation >Gestion des ressources. >

12

La configuration de ce dispositif s’inspire de ce qui a été mis en place en Fran-ce en 1992 par la loi sur la « Validation des Acquis Professionnels ». Son objectif était de faciliter l’accès à certaines formations de l’enseignement supérieur pour les personnes qui ne possèdent pas les diplômes requis (par exemple, en France, le Baccalauréat). Elles peuvent entrer dans ces formations en étant dispensées de suivre certains modules. Mais cette dispense ne peut être que partielle: la loi de 1992 limite ainsi la portée de la validation d’acquis: un diplôme ne peut pas être intégralement obtenu par cette voie. Le candidat doit en même temps construire un projet de formation complémentaire permettant d’obtenir le diplôme visé. [1]

Les partenaires du projet «La strada per domani» se sont inspirés de ce dispositif pour concevoir un dispositif de «reconnaissance des acquis professionnels», permettant aux futures stagiaires d’obtenir une dispense de module(s) ou d’une partie, et donc bénéficier d’un parcours modulaire.

Pour ce faire, les candidats devront renseigner un dossier qui est structuré de manière à les aider à décrire et analyser leur expérience professionnelle, dans les domaines qui sont en rapport avec ceux qui sont déclinés dans le référentiel de formation du projet «La strada per domani».

Un entretien d’évaluation viendra compléter cette procédure.

4.EN AMONT DU PARCOURS, UN DISPOSITIF DE RECONNAISSANCE DES ACQUIS PROFESSIONNELS

[1] Ce système est différent de celui qui a été mis en place à partir de 2001; dénommé «Validation des Acquis de l’Expérience», il peut permettre à tout candidat d’obtenir un diplôme de l’enseignement secondaire technologique et professionnel, sans suivre aucune partie de la formation correspondante.

13

Ce choix répond à la nécessité de cohérence qui doit guider toutes les démarches d’évaluation des acquis: à partir du moment où il s’agit d’évaluer des compétences, il est logique d’adopter les mêmes critères quelle que l’étape du parcours à laquelle on se situe.

Sur le plan théorique, l’approche de l’évaluation des acquis (professionnels ou de formation) est basée sur une définition précise de la notion de compétence (au singulier): l’idée qui sous-tend cette notion est qu’aucune situation de travail n’est identique à une autre, y compris quand il s’agit de réaliser la même tâche. Autrement dit, l’activité de tout salarié n’est jamais la simple exécution des procédures, des consignes, des directives ou des règles qui lui sont préscrits d’avance. Il doit tenir compte de la situation dans laquelle il se trouve car, pour atteindre l’efficacité, il doit faire face aux événements et aux imprévus qui se présentent. Ce faisant, il va développer un processus cognitif par lequel il mobilise son intelligence, de l’inventivité, de la prise de décision, des connaissances et des savoirs faire qu’il a préalablement acquis, ceci pour atteindre les objectifs, pour rendre applicables les règles et les procédures qu’on lui a prescrites, voire pour pallier leur manque ou leur inadéquation. Ce processus se nomme «la compétence».

La compétence se reconnaît au travers des trois points suivants:Son rapport à l’action: > elle se fabrique, se développe, s’actualise dans l’action, à travers l’activité de travail.Son rapport au contexte: > on est compétent dans une situation donnée pour résoudre un problème donné et non pas en général.Sa nature: > la compétence est un processus de combinaison, d’intégration de différents éléments: des savoirs, des savoir-faire et des comportements, certes, mais aussi la compréhension de la situation, des modes de coopération, des informations qui viennent caractériser telle situation par rapport à telle autre.

Cette approche de la notion de compétence a conduit les partenaires à adopter des critères d’évaluation des acquis qui la prennent en compte.

5.DES CRITERES IDENTIQUES POUR L'EVALUATION DES ACQUIS PROFESSIONNELS ET DES ACQUISPOST-FORMATION

14

4 critères ont été retenus, tous sont basés sur l’idée que la compétence s’évalue au regard des situations de travail.

Pour évaluer les acquis, il s’agira donc de savoir si les candidats sont capables de:

Prendre en compte, dans leurs décisions stratégiques, les données relatives à 1. leur environnement Prendre en comte, dans leur décisions, des caractéristiques des membres de 2. l’équipe et des équipes externes Adopter une distance critique vis-à-vis des situations de travail 3. Faire référence à la représentation qu’ils ont de leur rôle au sein de 4. l’établissement/organisme de formation quand ils prennent des décisions

Concernant l’évaluation des acquis de la formation, un 5° critère a été ajouté; il s’agira de savoir si les candidats font preuve de:

Technicité dans leurs productions écrites ou orales, en référence aux savoirs >dispensés en formation).

15

Il a été convenu que le parcours offrirait aux apprenants 3 types de situations d’apprentissage: formation présentielle, autoformation en ligne, et apprentissage collaboratif.

Ce choix a été aussi dicté par les conclusions de l’étude du réseau Ttnet citée plus haut: tout en étant réservé vis-à-vis des effets de mode, il est certain que la formation présentielle ne représente plus la seule et unique réponse efficace, notamment quand on s’adresse à des adultes en activité professionnelle. L’apprentissage collaboratif peut leur permettre de développer des compétences en échangeant sur leurs pratiques et en coopérant dans les apprentissages. De son côté, l’autoformation en ligne, bien entendu sous condition d’être assistée, répond mieux aux contraintes qui pèsent sur les agendas des managers.

Néanmoins, les partenaires, à l’intérieur de ce cadre organisationnel, ont voulu conserver des marges de manoeuvre pour adapter l’organisation de la formation aux contextes nationaux.

6.UNE ORGANISATIONPEDAGOGIQUE HOMOGENE

167.PRESERVER DES MARGES DE MANOEUVRE POUR TENIR COMPTEDES SPECIFICITES NATIONALES

7.1.Doser de manière différente les modes d’organisation

pédagogique

Chez les apprenants, les habitudes de formation à distance et d’apprentissage collaboratif sont inégalement répandues dans les pays concernés, et les établissements/organismes de formation eux-mêmes n’ont pas tous intégré ces outils, que ce soit pour former leurs clients ou leur propre personnel.

Chaque partenaire peut effectuer un « dosage » différent entre les 3 modes d’organisation pédagogique.

7.2.Une liberté dans le choix des contenus de formation

A partir du moment où le socle des formations qui seront dispensées dans chaque pays est formé par les mêmes compétences, il est possible, au niveau national, de sélectionner des contenus de formation spécifiques, tout en préservant ce qui est essentiel, à savoir des objectifs de formation communs.

Pourquoi des contenus spécifiques? parce que certaines connaissances comme celles qui concerne les politiques >d’emploi, de formation, l’organisation des dispositifs sont nécessairement «nationales»parce qu’il peut toujours exister différents «chemins», en termes de contenus >de formation, pour atteindre un objectif de formation.

Néanmoins, pour garantir un cadre commun, les contenus qui se rattachent aux 4 domaines de compétences du référentiel ont donc été simplement découpés

17

en 11 unités de formation.

7.3.Liberté de choix des méthodes pédagogiques

Dans le référentiel, elles sont citées à titre indicatif. Ceci n’empêche pas que les méthodes actives (étude de cas individuelles ou en groupe, conduite de projets, etc.) soient recommandées.

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cal

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bal

2.1.

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ndan

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ntic

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utils

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ar

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elfo

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ture

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heel

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alys

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utils

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omm

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les

info

rmat

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cas

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rmat

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dapt

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ns la

str

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er la

str

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omm

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réer

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trat

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: >

théo

ries

et o

utils

(pa

r ex

empl

e: K

apla

n &

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ton,

B

alan

ced

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ecar

d, m

appe

s st

raté

giqu

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trat

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s ém

erge

ntes

, etc

.)

21D

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AIN

ES D

E

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PÉTE

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mou

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our

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ffre

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dév

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l’ét

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rmat

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aver

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diffé

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part

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orga

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2.3

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t gér

er d

es r

ésea

ux

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arte

naria

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héor

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et

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tils

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exe

mpl

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aka,

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tr

avai

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e l’o

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anag

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r la

qua

lité

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déve

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/ org

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nir

ou s

uper

vise

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>

stra

tégi

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assu

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alité

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ses

prio

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plan

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du r

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élio

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la q

ualit

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opér

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es p

roce

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des

proj

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richi

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indi

cate

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iden

tifier

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aleu

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vue

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conc

evoi

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s of

fres

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form

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pliq

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l’équ

ipe

dans

>

la r

eche

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de

poin

ts

d’am

élio

ratio

n, d

e so

lutio

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nouv

elle

s et

de

proj

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inno

vant

s

1. P

hilo

soph

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lité

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ssur

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ualit

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once

pts

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ase)

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qua

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mét

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éval

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utils

de

qual

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FQM

>

(Eur

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amew

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of Q

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amew

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, BSC

(B

alan

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nd p

aram

ètre

s po

ur l’

éval

uatio

n

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e de

cas

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de

rôle

s



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MAI

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MPÉ

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ION

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ppliq

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des

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ojet

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dan

s le

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latio

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vec

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gers

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re

latio

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sitiv

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alue

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s ré

sulta

ts d

es

>pr

ojet

s et

les

inté

grer

dan

s un

e pe

rspe

ctiv

e st

raté

giqu

e

2. R

econ

naîtr

e le

s po

ssib

ilité

s de

dév

elop

pem

ent

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cess

us e

t out

ils d

e >

déve

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alys

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s ré

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e l’é

valu

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n,

choi

x de

s pr

iorit

és, r

éalis

er

un p

roje

t de

dév

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pem

ent)

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cevo

ir, fo

rmal

iser

et

>im

plan

ter

des

proj

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(dan

s le

urs

diffé

rent

es d

imen

sion

s:

polit

ique

, édu

cativ

e/fo

rmat

ive,

fina

nciè

re, …

) et

en

assu

rer

le r

epor

ting

finan

cier

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cevo

ir de

s av

ants

-pro

jets

>

inno

vant

s et

ass

ocia

nt le

s in

form

atio

ns, d

irect

ives

et

pro

posi

tions

ven

ant d

u m

anag

emen

t, et

cel

les

qui

résu

ltent

d’o

bser

vatio

ns

empi

rique

s fa

ites

par

les

inte

rven

ants

de

terr

ain

(ens

eign

ants

/form

ateu

rs)

3. M

anag

emen

t du

déve

lopp

emen

t des

pro

jets

Out

ils d

e M

anag

emen

t >

des

Pro

jets

(co

ncep

tion,

ré

alis

atio

n, s

uper

visi

on,

repo

rtin

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naly

se fi

nanc

ière

; pr

endr

e de

s dé

cisi

ons,

…)

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OM

AIN

ES D

E

COM

PÉTE

NCE

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MPÉ

TEN

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CLÉS

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DE

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RM

ATIO

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NTE

NU

S

PRIN

CIPA

UX

MÉT

HO

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LOG

IES

M4

– C

urric

ula

wor

k an

d m

anag

emen

t of

the

reso

urce

s of

the

voca

tiona

l ed

ucat

ion

and

trai

ning

or

gani

zatio

n

Con

naîtr

e la

str

uctu

re d

es

>pr

ogra

mm

es e

t dév

elop

per

de n

ouve

aux

prog

ram

mes

de

form

atio

nC

ompr

endr

e et

ado

pter

>

de n

ouve

lles

appr

oche

s et

de

nou

veau

out

ils (

par

ex.

appr

entis

sage

en

rése

au,

appr

entis

sage

en

situ

atio

n de

tr

avai

l, et

c.)

Con

cevo

ir de

s pr

ogra

mm

es

>et

dév

elop

per

l’offr

e de

fo

rmat

ions

Coo

rdon

ner

les

équi

pes

>d’

ense

igna

nts/

form

ateu

rs

et fa

voris

er le

s pr

atiq

ues

péda

gogi

ques

4.1.

Ingé

nier

ie d

e la

form

atio

n Th

éorie

s de

s pr

ogra

mm

es

>de

form

atio

n; a

ppro

ches

et

stra

tégi

es d

’app

rent

issa

geC

omm

ent d

ével

oppe

r un

>

prog

ram

me

de fo

rmat

ion

Ges

tion

des

proc

essu

s de

>

la fo

rmat

ion

(coo

rdin

atio

n,

supp

ort,

etc.

)

Out

ils d

e ge

stio

n de

s re

ssou

rces

hum

aine

s

Gér

er le

s re

ssou

rces

>

finan

cièr

es e

t ass

urer

le

repo

rtin

gR

ecru

ter

une

équi

pe e

t des

>

expe

rts

exté

rieur

s en

util

isan

t di

ffére

ntes

tech

niqu

es e

t ou

tils

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urer

et s

uper

vise

r la

>

gest

ion

adm

inis

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ive

des

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es h

umai

nes

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uer

et s

uper

vise

r le

>

déve

lopp

emen

t du

pote

ntie

l de

l’éq

uipe

Faire

l’an

alys

e de

s be

soin

s >

en r

esso

urce

s hu

mai

nes

en

vérifi

ant l

a co

hére

nce

entr

e ce

s be

soin

s, la

str

atég

ie e

t le

s ca

paci

té d

e ré

pons

e de

l’é

tabl

isse

men

t/org

anis

me

de

form

atio

n

4.2.

Ges

tion

des

ress

ourc

es

hum

aine

s, te

chni

ques

, fin

anci

ères

Mét

hode

s et

out

ils d

’ana

lyse

>

finan

cièr

e da

ns u

ne

appr

oche

str

atég

ique

R

ecru

tem

ent:

tech

niqu

es

>et

out

ilsG

estio

n de

s re

ssou

rces

>

hum

aine

s (s

alai

res,

con

gés,

co

nflits

, sui

vi, e

tc.)

Out

ils p

our

éval

uer

>le

s co

mpé

tenc

es e

t le

s dé

velo

pper

dan

s l’o

rgan

isat

ion

en c

ohér

ence

av

ec la

str

atég

ie

24

1Quelques critères pour l’évaluation du système de

formation

Il existe plusieurs approches pour l’évaluation des systèmes et des actions de formation.

La démarche dans le projet «La strada per domani» s’inspire des travaux d’un chercheur français, Guy LE BOTERF, reconnu en France comme l’un des plus importants experts du management et développement des compétences, qui préconise de manager la formation à travers une démarche-qualité. [2]

Dans cette optique, on considère que la formation (action de formation, di-spositif, plan de formation) représente un système, lui-même englobé dans un système plus large: l’entreprise.

Les systèmes «entreprise» et «formation» se composent de différents éléments qui sont mis en interaction pour former un «process», lui-même étant sensé pro-duire des «effets attendus» («products»).

C’est donc la qualité de fonctionnement du process, autrement la manière dont les différents éléments qui composent les 2 systèmes interagissent entre eux, qui détermine l’importance et la qualité des effets.

Cette approche présente un triple intérêt:1.tout en étant fondée sur une conception théorique (management par la 1. qualité) elle se veut néanmoins pragmatique: les critères proposés permettent de rendre aisément opérationnelle la démarche d’évaluation.2.en soulignant l’interdépendance entre le process et les effets, elle attire 2. l’attention sur l’importance qu’il y a à prendre en compte les questions d’évaluation dès la phase de l’ingénierie3.l’évaluation est vue comme un process qui fonctionne en continu, et qui 3. permet de raisonner en boucle: l’évaluation des effets invite à s’interroger sur le fonctionnement du process, pour l’ajuster en permanence; l’évaluation du

UNE PROPOSITION POUR L'EVALUATION

[2] Guy LE BOTERF, « L’ingénierie et l’évaluation de la formation », Editions d’Organisation, 1990.

25

fonctionnement du process permet d’évaluer, d’optimiser les effets.

Le Boterf propose plusieurs critères utilisables dans le cadre de cette démar-che:

EFFICACITELe critère d’efficacité de la formation désigne des effets directs et indirects,

prévus et non prévus sur les individus, les groupes ou les organisations.Ceux-ci peuvent d’être évalués à 3 niveaux:au niveau de la formation elle-même: > capacités développées et connaissances acquises par les apprenants, compétences développées en situation de travailau niveau des situations de travail: > compétences développées et mises en œuvre en situationau niveau du système «entreprise»: > par exemple changements dans l’organisation du travail, évolution du chiffre d’affaires.

La mise en place des conditions du transfert occupe un rôle déterminant si l’on veut que les effets de la formation ne se réduisent pas à de simples apprentissages acquis en salle de formation, et jamais réinvestis dans le travail.

Le système de formation doit donc être « orienté –transfert ».

ENTREPRISEFORMATIONS

EFFETSmodulesactionsdispositifsplan de formation



Plusieurs critères relatifs au process de formation permettent d’évaluer cette caractéristique: pertinence, opportunité, acceptation,cohérence, synchronisation.

PertinenceLa pertinence d’une formation s’évalue dans les relations qu’elle entretient avec

les besoins, les problèmes, les projets, les objectifs des salariés, et de l’organisa-tion qui les emploie. Dans cette optique, la formation est articulée sur les projets des acteurs, et non sur une logique de l’offre par catalogue. Pour réaliser ce critè-re, il faudra donc procéder à une analyse des besoins avant même de concevoir le dispositif de formation. Les objectifs, de la manière dont ils sont définis et for-mulés, offrent des indicateurs utiles pour évaluer le critère de pertinence.

Néanmoins, le critère de pertinence peut être évalué en cours de formation et a posteriori: en effet, dans le cas des dispositifs de formation qui fonctionnent sur une certaine durée, il se peut que des éléments du contexte connaissent des évolutions, qui peuvent faire que tel ou tel élément du dispositif (objectifs ou pro-gramme d’un module, etc.), devienne caduc ou ait besoin d’être ajusté.

OpportunitéLa formation n’est pas nécessairement une réponse appropriée aux projets,

objectifs des salariés, et de l’organisation qui les emploie. Il s’agit donc de vérifier si d’autres solutions (changements dans l’organisation du travail; dans le manage-ment, etc.) s’avèrent plus adaptées aux contextes.

CohérenceLa cohérence dite « externe » se vérifie en cherchant à savoir si la formation,

dans ses objectifs, contenus, méthodes,…. assure une cohérence avec les autres sous-systèmes de la politique de gestion des ressources humaines de l’entreprise, et plus globalement avec sa stratégie générale.

La cohérence interne exprime l’adéquation des différentes composantes de la formation entre elles: cohérence entre les objectifs et les contenus, entre les contenus et les capacités ou compétences visées, etc.

AcceptationLa réalisation de ce critère est conditionnée par l’existence, en amont et en

cours de formation, de processus de concertation et de consultation entre les ac-teurs concernés lors de la conception, la réalisation et le suivi de la formation:

Est-ce que la hiérarchie opérationnelle a été impliquée dans l’identification de >besoins de formation, dans le suivi,

27

Comment les salariés ont-ils été informés et consultés? >Est-ce que les conditions ont été réunies pour développer le goût >d’apprendre?

SynchronisationCe critère désigne le délai entre le moment où la formation se déroule et où les

salariés peuvent utiliser ce qu’ils ont appris.

A ces critères « orientés-transfert », Le Boterf en ajoute 2: la conformité et l’efficience.

CONFORMITEElle exprime le degré de conformité entre la formation (module, action, disposi-

tif, plan) telle qu’ils se sont effectivement déroulés, et telle qu’ils étaient initialement prévus, par référence:

au cahier de charges, >à la législation en vigueur, >au calendrier prévisionnel, >etc. >

RAPPORT COUT/EFFICACITÉIl exprime le rapport entre les coûts engagés pour mettre en oeuvre la forma-

tion, et l’efficacité qu’elle à enregistré. Il s’agit de savoir s’il est possible de faire mieux à moindre coût.

2Quelques critères pour l’évaluation des résultats de la

formation

Nous proposons de faire une évaluation normative à la fin de chaque module.Matériaux pour l’évaluation: production d’un document de (x)pages où le can-

didat décrit une (ou plusieurs) situations de travail par rapport au titre du module. Ces situations sont des « situations-problèmes » dans lesquels le candidat est ou a été impliqué. L’essence du document est consacrée à l’analyse de cette (ces) situation(s), et à la présentation des étapes mises en œuvre (ou envisagées) pour résoudre les problèmes, et pour atteindre les buts poursuivis.



Pour évaluer les acquis, il s’agira donc de savoir si le/la candidat(e) est capable de:

Prendre en compte, dans ses décisions stratégiques, les données relatives à A. son environnementLe/la candidat(e) doit prendre en considération:

Le projet pédagogique de son établissement/organisme de formation >La stratégie de développement de son établissement/organisme de >formation Les objectifs des activités, contraintes techniques, financières, humaines >ou d’autres Positionnement de l’établissement/organisme de formation dans la politique/ >les programmes de formation locaux, nationaux et internationaux Ressources (humaines, matérielles, techniques, financières,…) >Contraintes et opportunités se levant des lois et des règlements (du travail >et de la la formation professionnelle) Évolutions sur le marché de formation >

Prendre en comte, dans ses décisions, des caractéristiques des membres de B. l’équipe et des équipes externes: Pour construire des équipes, le/la candidat(e) prend-il/elle en considération:

Compétences individuelles et du groupe >Potentiel de l’évolution des membres de l’équipe >État des relations interindividuelles (risques possibles des conflits) >Approches pour changer dans l’équipe et dans l’organisation >Valeurs professionnelles et personnelles >

Comment ses vraies pratiques d’animation et de résolution contribuent-elles à rendre des équipes efficaces?

Adopter une distance critique vis-à-vis des situations de travail: C. Quand il/elle décrit ses propres situations de travail, fait-il/elle des jugements

sur des personnes ou des évaluations sur des faits/travail ? Adopte-t-il/elle une évaluation à postériori systématique au sujet de la pertinen-

ce des choix faits? Quand une décision est prise, est-ce qu’il/elle évoque des solutions alternatives

en mesure d’être (ou de pouvoir être à l’avenir) mises en application ?

Faire référence à la représentation qu’il/elle a de son rôle au sein de l’établis-D. sement/organisme de formation quand il/elle prend des décisions:

Est-ce qu’il/elle identifie avec précision son contenu et limites? Sait-il/elle les points de vue et les positions (puissance) des interlocuteurs (in-

ternes ou externes) avec qui il/elle est en relation?

Technicité dans ses productions écrites ou orales, en référence aux savoirs E. dispenses en formation:Fait-il/elle une utilisation appropriée des concepts, méthodes, outils discutés

pendant la formation?

Ce projet a été financé avec le soutiende la Commission européenne.

Cette publication n’engage que son auteuret la Commission n’est pas responsable de l’usage

qui pourrait être fait des informationsqui y sont contenues.

I/06/B/F/PP-154148

Il futuro della FP e la sfidadella formazione del

managementmanagement

Il referenziale formativo

Sintesi del Focus groupgroup

Roma, 26.09.2008

Overview

L’obiettivo del referenziale• Concepire un framework comune ai 5 paesi partecipanti (IT, BE, FR,

LT, FIN) finalizzato alla formazione in servizio e allo sviluppo professionale di figure “manageriali” aventi funzioni di direzione deiprofessionale di figure manageriali aventi funzioni di direzione dei Centri/servizi di formazione professionale

• Fare da guida alla sperimentazioni di alcune azioni formative pilota

Overview

Il targetg

• Responsabili di Enti di FPResponsabili di Enti di FP• Direttori di CFP• Coordinatori di settore/servizi• Capi-progetto• Capi-progetto

Overview

La struttura formativa• Un impianto di tipo misto (blended)

finalizzato all’apprendimento collaborativo, pp ,basato su unità capitalizzabili imperniate su:su:

- formazione in presenza (di gruppo)- formazione a distanza- autoformazione- autoformazione

Overview

I punti di partenzaUn referenziale di competenza• elaborato a partire da una “analisielaborato a partire da una analisi

previsionale” del settore (a livello nazionale e transnazionale)nazionale e transnazionale)

• validato attraverso una comparazione con altre ricerche internazionali (Cedefop)

• focalizzato sull’identificazione di• focalizzato sull identificazione di “competenze distintive”

Overview

Le competenze prioritarie che dovrebbe avere il management della formazione (secondo l’indagine La strada per domani, 2007)

• Capacità di individuare i cambiamenti e le tendenze che si determinano in campo sociale, lavorativo e p ,formativo (3,20)

• Conoscenza dei modelli di previsione e anticipazione (3,09)

• Capacità di negoziazione (3,07)• Capacità di utilizzare i risultati della valutazione per

sviluppare l’offerta formativa (3,06)

Scala di importanza: max 4

Overview

Le competenze prioritarie che dovrebbe assicurare il direttore di un Centro/agenzia di FP (secondo l’indagine Cedefop 2007)

• Capacità di pianificare le strategie e lo sviluppo d ll’ ff t f tidell’offerta formativa,

• Capacità di reclutare i collaboratoriC ità di ti il b d t• Capacità di gestire il budget

• Capacità di gestire i collaboratori e il loro sviluppoC i à di i hi i• Capacità di promuovere e gestire partnership e reti a livello locale, nazionale e internazionale

* Queste capacità dovrebbero essere padroneggiate ad un livello 8 della scala EQF Q

Le aree di competenza distintiveOverview

Le aree di competenza distintive

• Management strategico (A ti i ti f t d d• Management strategico (Anticipation of trends and strategy

• Management condiviso (Shared pedagogical management and leadership in education and vocational training organizations)p g g )

• Management pedagogico e delle risorse umaneg p g g(Management of pedagogy and human resources)

• Management della qualità e dello sviluppo(Management of quality and development )

Overview

Il dispositivo di valutazione

Il d ll l t i “ t i t ” 360°• Il modello: valutazione “partecipata” e a 360°

• Gli ambiti: di processo (opportunità, rilevanza, …) e di risultato (effetti)

• Gli strumenti (verifica della soddisfazione, a caldo e differita, analisi SWOT dei punti di forza e di debolezza, valutazione delle acquisizioni a li ll i di id l i ti )livello individuale e organizzativo, …)

Punti di lavoro e approfondimento del focus group

Le domande guida del focus group

1. Quali sono secondo voi le competenze distintive che dovrebbero connotare il management della formazione professionale in Italia?connotare il management della formazione professionale in Italia?

2 Q li d lli t di d bb iti2. Quali modelli e metodi dovrebbero essere perseguiti per una formazione in servizio ed uno sviluppo professionale efficace del management della formazione?

3. Quali condizioni e/o quali iniziative possono essere segnalate per q p g pmigliorare la formazione in servizio e lo sviluppo professionale dei dirigenti e degli staff di direzione dei centri e dei servizi della FP del nostro paese?nostro paese?

1. Quali sono secondo voi le competenze distintive che dovrebbero connotare il management della formazione professionale in Italia

Sintesi delle risposte emerse nel focus group

• capacità d’innovazione e d’immaginazione del futuro

Riflessioni emerse su questa domanda

• creatività legata alle esigenze del mondo del lavoro

• capacità relazionali oltre le logiche gerarchiche

• capacità persuasive e negoziali di co-partecipazione

L’orizzonte di queste competenze è quello dei processi di lifelonglearning, mentre il prerequisito è la conoscenza dei processi formativi.

Il contesto è quello delle “imprese formative” caratterizzato dallacapacità persuasive e negoziali di co partecipazione

• capacità di fare sistema

• capacità di gestire Risorse Umane in un ottica di sviluppo

Il contesto è quello delle imprese formative caratterizzato dalla capacità d’innovare e di incrementare capitale intellettuale

L’attenzione è posta sui cambiamenti delle modalità organizzative tradizionali in forme sempre più reticolari

sviluppo

• capacità di coinvolgimento dei partner locali

• capacità di attivare strategie di condivisione

In termini di formazione su queste figure professionali c’è sicuramente un vuoto in Italia così come c’è un vuoto di esperienze sull’approccio per competenze

C’è un gap di competenze rispetto agli effetti dei processi di globalizzazione (es. intercultura della utenze dei centri di formazione)

Non sempre c’è un radicamento territoriale delle pratiche di management della FPmanagement della FP

C’è un deficit di consapevolezza sul proprio aggiornamento tecnico-professionale da parte dei manager

C fCi sono vincoli legislativi che non sempre facilitano la gestione dei processi e delle strutture formative

2. Quali modelli e metodi dovrebbero essere perseguiti per una formazione in servizio ed uno sviluppo professionale efficace del management della formazione?


Bisogna superare il modello della scolasticità e assumere

Riflessioni emerse su questa domanda

Bisogna superare il modello della scolasticità e assumere pratiche formative centrate sulla “riflessività” (circa le proprie pratiche professionali)

Attivare processi finalizzati a “apprendere ad apprendere”

ci sono vincoli e condizioni per perseguire queste strade legate essenzialmente a: clima d’incertezza, impalpabilità di alcuni processi di cambiamento nei contesti e delle politiche

Ottimizzare processi di apprendimento organizzativo e collaborativo

Attivare processi e approcci di ricerca-azione

C’è una necessità di chiarire gli obiettivi strategici della formazione senza dimenticare la padronanza di alcune aree chiave di contenuto (contesti normativi, contesti

Aiutare a sviluppare “bussole interne” alle organizzazioni

Attivare processi di formazione individualizzata, attiva e proattiva

socio-economici, contesti socio-organizzativi ecc.)

Bisogna attivare processi utili alla costruzione di vere comunità di pratiche superando i rischi di proattiva

Attivare processi flessibili e aperti di formazione (open blended learning)

autoreferenzialità e la chiusura in linguaggi troppo specialistici (ovvero quale comunicazione attivare?)

3. Quali condizioni e/o quali iniziative possono essere segnalate per migliorare la formazione in servizio e lo sviluppo professionale dei dirigenti e degli staff di direzione dei centri e dei servizi della FP del nostro paese?


A LIVELLO MICRO

sviluppare conoscenza organizzativa interrogandosi sui mondi che si abitano e

iò h i f

A LIVELLO MACRO

Recuperare una formazione di base di tipo universitario (es. Progetto Isfol di formazione blended di professionisti della FP) – riconoscendo i creditisu ciò che si fa

Sapere che cosa fare, dove si è e dove si sta andando

di professionisti della FP) riconoscendo i crediti esperienziali

Incrementare le competenze relative alla gestione delle Risorse Umane in considerazione dei termini indicati dalle politiche dei comunitarie

Promuovere capacità di osservazione “curiosa” di valutazione (riconoscimento di valore)

indicati dalle politiche dei comunitarie

Incrementare un formazione andragogica attiva

Differenziare i processi e i sistemi formativi

Suscitare modelli di comunità di pratiche attive

(ponendo attenzione alla formazione dei formatori di 3° e 4° generazione)

Attivare processi di confronto con altri campi e pratiche professionali (es. mondo della p p (comunicazione)

STRATEGIC MANAGEMENT OF EDUCATION

AND VOCATIONAL TRAINING(SMEVT)

Introduction 3

1.TARGETED PUBLIC:TO WHICH "MANAGERS" IS THE TRAINING FRAMEWORK AIMED AT? 4

2.THE PRINCIPLES OF ELABORATION OF THE TRAINING FRAMEWORK 5

3.KEY-COMPTETENCES FOR THE MANAGERS 7

4.UPSTREAM FROM THE TRAINING PROGRAM,A SYSTEM TO RECOGNIZE PROFESSIONAL ACQUISITIONS 10

5.IDENTICAL CRITERIA FOR THE EVALUATION OF PROFESSIONALAND POST-TRAINING ACQUISITIONS 11

6.A HOMOGENEOUS LEARNING ORGANIZATION 13

7.TO PRESERVE ROOMS TO MANOEUVRE TO TAKE INTO ACCOUNT NATIONAL SPECIFICITIES 14

TRAINING FRAMEWORK 16

PROPOSAL FOR EVALUATION 22

table of contents

3

The operational objective of the « La strada per domani » project consisted to do the engineering of a training program accessible to the managers from the voca-tional and educational training sector who work in one of the 5 countries where the partners of the project are established: Belgium, Finland, France, Italy, and Lithuania. We need to specify that, according to the country concerned, the sector which is designated here as « sector of educational and vocational training », can include or not initial training.

The program comes in the form of a training framework, in other words of a docu-ment containing in particular, for the jobs held by these managers in this sector, a list of the targeted competences.

From the beginning, the question of homogeneity arose concerning the appella-tion of « managers »: what professionals are we talking about? In these countries, does a public of professionals - which could be interested by a common training programme - exist?

INTRODUCTION

4

The European network Ttnet achieved in 2005/2006 a comparative study entitled « Defining VET professions », in 13 European countries. One of the objectives of this study was to analyze roles and responsibilities of VET professions and to identify the main trends in the development of them.

The study highlighted real differences between the countries, differences which are due, among others, to the national contexts of these jobs and which cause very heterogeneous appellations and job contents, on the teacher or training officer level as well as leaders or other types of managers.

On the other hand, the Ttnet study shows that convergences exist in another field: in all these countries, teaching and vocational training have to face a new social demand of education and training (at an individual, organizational and territorial level). In fact, all VET professions are to a large extent influenced by the “democratization” of learning developments where the traditional training practices have evolved into being more about coaching, counselling, mentoring and supporting. In addition, the students and trainees expect more autonomy and “freedom of choice”, hence an increasing demand of personalized, modular trainings, and including in part different solutions of distance training.

The partners of the « La strada per domani » project have thus started from the idea that these trends have a global impact on vocational training organizations, and that in one way or another, the competences and responsibilities of all professionals, including the managers, are meant to evolve.

Thus, in this project, the notion of « manager » is to be taken in the broad sense of the word, it can be leaders as well as sector managers, project managers, training engineers, or coordinators, the common point being that all of them have responsibilities as far as team management is concerned.

We will see below that in order to take into account the fact that these jobs qualifications are different, the training is modular, which enables possible trainees to choose a program, which fits the roles and responsibilities they hold or will have to hold.

1. ANALISI DEL CAMPIONE1.TARGETED PUBLIC:TO WHICH "MANAGERS" IS THE TRAINING FRAMEWORK AIMED AT?

5

Two principles have governed the development of the project; the partners agreed to design:

a training program relevant in the 5 participating countries, >and a homogeneous but not uniform program. >

2.1.The relevance of the program:to target key-competences

This framework does not target all the competences necessary to the job of manager in the vocational training sector, but more precisely competences which deserve the « key-competences » appellation.

By this term, we refer to those whose control is essential for the development of the activities of the training organization, according to changes in progress or to come in this sector.

These competences were mainly spotted by means of inquiries achieved through needs analysis made at the beginning of the Leonardo project and taking into account the conclusions of similar previous research made by CEDEFOP.

At the same time, the partners started from the idea that these competences are not identical to those mastered by any manager, whatever the sector (industry, services) in which he/she is employed. Even if it is questionable that “to manage” still means “to manage”, it is necessary to take into account the fact that the vocational training sector shows some specificities, and that therefore in this sector, it is necessary for any manager to know how to combine (and not merely juxtapose) managerial competences peculiar to the training field.

2.THE PRINCIPLES OF ELABORATIONOF THE TRAINING FRAMEWORK

6

2.2.An homogeneous programme, but not a uniform one

The common training framework intended to these managers is made of several elements:

an only framework of competences; it represents the « core » of the training >frameworkthis framework is divided into 4 fields of competences, to enable a modular >programthe choice of the modules can result from a prior process of recognition of >professional acquisitions the partners have adopted the same evaluation criteria to recognize professional >and post-training acquisitionsit is also the case concerning the evaluation of the training process itself, >finally, in terms of educational organization, it has been agreed that the program >would offer the learners 3 types of learning situations: presential training, online self-training, and collaborative learning.

By choosing to structure the training program centered around targeted competences and not training contents, by defining common evaluation criteria, the partners have sought two intentions:

give the best visibility possible to the competences the managers will have >developed during the training,confer to these competences a European impact, with a view to favor the >mobility of the professionals concerned.

Nevertheless, it was necessary to take into account national specificities: the organization and the policies of initial and continuous (in-service) vocational training are different, it is also true concerning the structure and the size of the organizations; therefore, the training contents given by the partners cannot be identical, even if the targeted competences are the same. That is why the training contents mentioned in the framework are so as a guideline. The durations are not mentioned, since they will result, among others, from the choices that will be made concerning the contents, but also the composition, homogeneous or heterogeneous, of the groups.

On the other hand, each partner can make a different mix between the 3 modes of learning organization; same thing concerning learning methods and techniques, which, as the contents, are mentioned as a guideline.

7

The framework divides them into 4 fields of key-competences, which cause as many training modules:

Shared management of a vocational education and training organization as a 1. learning organization.Anticipation of trends and strategy work in a vocational education and training 2. organization.Management through quality and development of the vocational education and 3. training organization.Curricula work and management of the resources of the vocational education 4. and training organization.

The formulations of the fields 1, 3 and 4 are those which show the most the necessary combination of managerial competences on the one hand and educational on the other hand.

3.1.The competences of the field “Shared management

of a vocational education and training organization as a learning organization”

The competences formulation of this module express a conception of management according to which, in the vocational training sector, « classical » (according to objectives) methods of management cannot reach a full efficiency without being associated to another approach according to which, what makes the efficiency and the development of training organizations, is the existence of values and a shared project, a common culture and a narrow cooperation.

Competences are divided into 3 groups:Management of the training organization project >Leadership >Development of the staff’s potential. >

3.KEY-COMPETENCES FOR THE MANAGERS

8

3.2.The competences of the field “Anticipation of changes

and activities of a strategic nature”

In this field of key-competences, we try to promote, in the managers, the appropriation of an anticipative approach of the changes and of a strategy of development deliberately oriented towards research and negotiation of partnerships.

We must face two trends, which appear more and more clearly:on the labor and training markets mutations accelerate, as a result the >anticipation ability gains an increased importance,the complexity and the size of issues is such that a training organization has >less and less the capacity and resources to answer alone certain requests; the partnership becomes a condition of success which cannot be ignored.

The competences are divided into 3 groups:Watch and anticipation >Development strategy >Partnerships. >

3.3.The competences of the field “Management through

quality and development of the training organization”

The way in which the competences of this module were expressed, meet quite a specific intention: we must allow managers to place their project development activities in a team management approach through evaluation and quality. Here, the quality is thus considered as a full mode of management, with all the consequences (organizational, strategic, educational,…) that it implies, and not only as a simple objective to reach.

In the background, we come across the idea again that it is indeed the combination of managerial and educational competences, which determine the efficiency of the management.

Competences are divided into 2 groups:Evaluation, quality and innovation >Design and project supervision. >


Training Framework

3.4.The competences of the field “Curricula work and

management of resources in the vocational and training organization”

Compared to the previous ones, which imply from the manager a certain objectivity concerning daily activities, this last field of competence relates to activities more directly operational.

Here also, it is the combination of competences in management and in the job of vocational training which is the key to success.

Competences are divided into 2 groups:Curricula work >Management of the resources. >

10

The configuration of this system was inspired by what was implemented in France in 1992 though the law on « Accreditation of professional experience ». Its objective was to facilitate the access to certain higher education trainings for the people who do not have the required diplomas (for exemple, in France, the Bac-calauréat, a secondary education leaving diploma). They can enter those trainings and being exempt from some modules. But this exemption can only be partial: the 1992 law thus limits the impact of experience accreditation: a diploma cannot be completely obtained that way. The candidate has in the meantime to prepare a complementary training project in order to get the targeted diploma. [1]

The partners of the « La strada per domani » project followed this system to design a system of « professional acquisitions recognition », enabling the trainees to come to obtain an exemption of module(s) or parts of them, and thus to enjoy a modular training program.

To do so, the candidates will have to fill-in a file which is structured, so as to help them describe and analyze their professional experience, in the fields which are connected to those listed in the training framework of the « La strada per domani » project.

An evaluation interview will complete this process.

4.UPSTREAM FROM THE TRAINING PROGRAM, A SYSTEM TO RECOGNIZE PROFESSIONAL ACQUISITIONS

[1] This system is different from the one implemented from 2001, named « Accreditation for work experience », which can enable any candidate to obtain a technological and professional secondary education diploma, without following any part of the corresponding training.

11

This choice meets the necessity of consistency, which has to guide all the methods of evaluating professional acquisitions: from the moment we have to evaluate competences, it is logical to adopt the same criteria whatever the stage we are in.

Theoretically, the approach of this evaluation is based on a specific definition of the notion of competence (singular): the idea, which underlies this notion, is that no working situation is identical to another, including when one has to make the same task. In other words, the activity of any worker is never the mere implementation of procedures, instructions, directives or rules stipulated to him/her in advance. The worker has to take into account the situation in which he/she is because, to reach efficiency, he/she has to face the events and the unexpected which arise. Meanwhile, he/she is going to activate a cognitive process through which he/she rallies his intelligence, inventiveness, decision-making, knowledge and know-how he/she has previously acquired, in order to reach the objectives, to implement the rules and the procedures he/she was stipulated, or even to make up their gap or their unsuitability. This process is named « the competence».

The competence can be identified through the following three points:Its connection with action: > it is made, it develops, it updates with the action, through the work activity.Its connection with context: > one is skilled in a given situation to solve a given problem and not generally.Its nature: > the competence is a process of combination, integration of different elements: knowledge, know-how and behaviors, indeed, but also understanding of situation, modes of cooperation, information which characterize such situation in comparison with such other.

This approach of the notion of competence led the partners to adopt evaluation criteria, which take it into account.

4 criteria have been kept, all of them based on the idea that competence is

5.IDENTICAL CRITERIA FOR THE EVALUATION OF PROFESSIONAL AND POST-TRAINING ACQUISITIONS

12

assessed in the eyes of working situations.

To evaluate the acquired knowledge, we must know if the candidates are able to:

take into account, in the strategic decisions, the data related to the 1. environmenttake into account, in the decisions, the team members’ and external teams’ 2. characteristicsadopt a critical distance related to working situations3. refer to the representation of their own role within the training organization 4. when taking decisions.

Concerning the evaluation of the acquired knowledge, a fifth criterion was added; we will have to know whether the candidates show:

E. Technicality of the written and/or verbal productions, referring to the >knowledge object of the training.

13

It was agreed that the training would offer the learners 3 types of learning situations: presential training, online self-training, and collaborative learning.

This choice was also dictated by the conclusions of the Ttnet network study mentioned above: while being reticent towards trend effects, it is certain that the presential training is not the only efficient answer anymore, especially when we are aimed at adults in a professional activity. The collaborative learning may enable them to develop competences by exchanging their practices and by cooperating in the learning. As far as online self-training is concerned, of course under the condition that learners are assisted, it fits the constraints which weigh on managers’ agendas better.

Nevertheless, the partners, inside this organizational frame, wanted to keep rooms to manœuvre in order to adapt the training organization to national contexts.

6.A HOMOGENEOUS LEARNING ORGANIZATION

147.TO PRESERVE ROOMS TO MANOEUVRE TO TAKE INTO ACCOUNT NATIONAL SPECIFICITIES

7.1.Measure in a different manner the learning organization

modes

With learners, the habits of distance training and collaborative learning are unequally spread in the countries concerned, and all the training organizations themselves have not integrated these tools, either to train their customers or their own staff.

Each partner can make a different « measurement » between the 3 modes of learning organization.

7.2.Freedom in the choice of training contents

From the moment when the basis of the trainings given in each country is formed by the same competences, it is possible, on a national level, to select specific training contents, while preserving what is essential, that is to say common training objectives.

Why specific contents? because some knowledge such as those concerning employment, and training >policies, the organization of systems, are necessarily « national »because different « paths » can always exist, in terms of training contents, to >reach a training objective.

Nevertheless, to ensure a common framework, the contents which relate to the 4 fields of competences have therefore simply been divided into 11 learning units.

15

7.3.Freedom in the choice of learning methods

In the framework, they are mentioned as a rough guide: active methods (individual case study or in group, project work, etc) are recommended nonetheless.

TRAINING FRAMEWORK

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stor

y/sc

hena

rio te

lling

,…)

Tool

s an

d H

ow to

cho

ose

>fr

om th

e in

form

atio

n th

e be

st

one

for

your

org

aniz

atio

n

Cas

e st

udie

s >

Rol

e pl

ayin

g >

Iden

tify

oppo

rtun

ities

to

>de

velo

p st

rate

gic

plan

ning

or

impr

ove

educ

atio

nal o

ffer

(in

the

mar

ket)

Ado

pt s

yste

mat

ical

ly a

>

stra

tegi

c vi

sion

in th

e ac

tiviti

es o

f com

pany

(o

rgan

izat

ion)

dev

elop

men

t (n

ot o

nly

fello

w, b

ut

antic

ipat

ion)

Inte

grat

e &

ada

pt v

alue

s an

d >

exte

rnal

pre

cond

ition

s in

to

stra

tegy

2.2.

Bui

ldin

g st

rate

gy

How

to b

uild

a s

trat

egy:

>

theo

ries

and

tool

s (i.

e.:

Kap

lan

& N

orto

n: B

alan

ced

Scor

ecar

d, s

trat

egy

map

s,

emer

gent

str

ateg

ies

etc.

)

Pro

mot

e a

part

ners

hip

>cu

lture

to d

evel

op a

nd

impr

ove

the

educ

atio

nal o

ffer

Supp

ort o

rgan

isat

ion

>de

velo

pmen

t thr

ough

ne

twor

king

at d

iffer

ent l

evel

s (lo

cal,

natio

nal,

inte

rnat

iona

l)N

egot

iate

and

con

trac

t >

part

ners

hips

by

taki

ng in

to

acco

unt t

he in

tere

sts

and

the

obje

ctiv

es o

f the

trai

ning

co

mpa

ny (

inst

itutio

n)

2.3

Bui

ldin

g an

d m

anag

ing

netw

orks

and

par

tner

ship

sN

etw

orki

ng: t

heor

ies

and

>to

ols

(i.e.

: Non

aka,

Sen

ge…

) in

str

ateg

y w

ork

and

proj

ect

orga

niza

tion

19FI

ELD

S O

F CO

MPE

TEN

CES

COM

PETE

NCE

SLE

ARN

ING

UN

ITS

MAI

N C

ON

TEN

TSM

ETH

OD

OLO

GIE

SM

3 –

Man

agem

ent

thro

ugh

qual

ity

and

deve

lopm

ent

of th

e vo

catio

nal

educ

atio

n an

d tr

aini

ng

orga

niza

tion

Defi

ne o

r su

perv

ise

Qua

lity

>A

ssur

ance

(Q

A)

stra

tegy

and

Q

A p

riorit

ies

Embe

d Q

A c

ultu

re (

self-

>ev

alua

tion

cultu

re a

nd

acco

unta

bilit

y cu

lture

)Im

prov

e qu

ality

of o

pera

tions

, >

proc

esse

s an

d pr

ojec

tsFi

nd o

r en

rich

QA

indi

cato

rs

>an

d to

ols

to id

entif

y th

e “a

dded

val

ue”

to d

esig

n ed

ucat

iona

l offe

rIn

volv

e st

aff t

o fin

d >

impr

ovem

ent p

oint

s an

d pr

opos

e ne

w s

olut

ions

and

in

nova

tive

proj

ects

1. P

hilo

soph

y of

Qua

lity

and

qual

ity w

ork

in v

ocat

iona

l ed

ucat

ion

and

trai

ning

Theo

ry o

f Qua

lity

(bas

ic

>co

ncep

ts)

Qua

lity

proc

esse

s (p

hase

s >

and

met

hods

of e

valu

atio

n)Q

ualit

y to

ols

EFQ

M

>(E

urop

ean

Fram

ewor

k of

Qua

lity

Man

agem

ent)

, C

AF

(Com

mon

Ass

uran

ce

Fram

ewor

k), B

SC (

Bal

ance

d Sc

orec

ard)

and

par

amet

ers

of e

valu

atio

n

Cas

e st

udie

sR

ole

play

ing

Embe

d m

etho

dolo

gies

of

>pr

ojec

ts m

anag

emen

t to

the

cont

ext

Cre

ate

a po

sitiv

e re

latio

n >

envi

ronm

ent i

n cu

stom

ers/

user

s re

latio

ns m

anag

emen

tEv

alua

te p

roje

ct r

esul

ts a

nd

>in

tegr

ates

thes

e re

sults

in a

st

rate

gic

pers

pect

ive

2. R

ecog

nizi

ng th

e po

ssib

ilitie

s of

dev

elop

men

t P

roce

sses

and

tool

s of

>

deve

lopm

ent (

anal

ysis

of

eval

uatio

n re

sults

, cho

ice

of m

ain

focu

ses,

rea

lizin

g a

deve

lopm

ent p

roje

ct)


Training Framework

FIEL

DS

OF

COM

PETE

NCE

SCO

MPE

TEN

CES

LEAR

NIN

G U

NIT

SM

AIN

CO

NTE

NTS

MET

HO

DO

LOG

IES

M3

– M

anag

emen

t th

roug

h qu

ality

an

d de

velo

pmen

t of

the

voca

tiona

l ed

ucat

ion

and

trai

ning

or

gani

zatio

n

Des

ign,

form

aliz

e an

d >

impl

emen

t pro

ject

s (a

ccor

ding

to d

iffer

ent

dim

ensi

ons:

pol

itica

l, ed

ucat

iona

l, fin

anci

al, e

tc),

an

d as

sure

fina

ncia

l rep

ortin

g of

pro

ject

sD

esig

n in

nova

ting

draf

ts

>by

con

nect

ing

the

info

rmat

ion,

the

dire

ctiv

es

and

prop

osal

s co

min

g fr

om

the

man

agem

ent a

nd th

ose

resu

lting

from

rep

orts

and

em

piric

al o

bser

vatio

ns m

ade

by th

e tr

aini

ng o

ffice

rs in

th

e fie

ld.

3. M

anag

emen

t of d

evel

opm

ent

proj

ects

Pro

ject

Man

agem

ent t

ools

>

(des

igni

ng, i

mpl

emen

ting,

su

perv

isin

g, r

epor

ting

and

mak

ing

finan

cial

ana

lysi

s an

d de

cisi

ons)

Cas

e st

udie

sR

ole

play

ing

M4

– C

urric

ula

wor

k an

d m

anag

emen

t of

the

reso

urce

s of

the

voca

tiona

l ed

ucat

ion

and

trai

ning

or

gani

zatio

n

To k

now

the

stru

ctur

es o

f >

curr

icul

um a

nd to

dev

elop

ne

w s

tudy

pro

gram

mes

To u

nder

stan

d an

d ad

opt

>ne

w le

arni

ng a

ppro

ache

s an

d le

arni

ng to

ols

in p

lann

ing

(i.e.

so

cial

com

mun

ity n

etw

ork,

on

the

job

lear

ning

etc

.)To

be

able

to d

esig

n >

educ

atio

nal p

lann

ing

and

deve

lopi

ng e

duca

tiona

l offe

rTo

be

able

to c

oord

inat

e >

teac

hing

(tr

aini

ng)

team

s an

d su

ppor

t the

teac

hing

pr

actic

es

4.1.

Cur

ricul

um w

ork

Theo

ries

of c

urric

ulum

and

>

lear

ning

app

roac

hes

and

stra

tegi

esH

ow to

mak

e a

curr

icul

um

>(p

roce

sses

of p

lann

ing,

de

sign

ing

and

writ

ing)

M

anag

emen

t of t

rain

ing

>pr

oces

ses

(coo

rdin

atin

g,

supp

ortin

g, e

tc.)

HR

M to

ols

21FI

ELD

S O

F CO

MPE

TEN

CES

COM

PETE

NCE

SLE

ARN

ING

UN

ITS

MAI

N C

ON

TEN

TSM

ETH

OD

OLO

GIE

SM

4 –

Cur

ricul

a w

ork

and

man

agem

ent

of th

e re

sour

ces

of th

e vo

catio

nal

educ

atio

n an

d tr

aini

ng

orga

niza

tion

To m

anag

e fin

anci

al

>re

sour

ces

and

assu

re th

eir

acco

unta

bilit

yTo

be

able

to r

ecru

it st

aff

>an

d ex

tern

al e

xper

ts a

nd to

us

e re

crui

tmen

t tec

hniq

ues

and

tool

sTo

ass

ure

and

supe

rvis

e >

Hum

an R

esou

rces

(H

R)

adm

inis

trat

ion

To b

e ab

le to

eva

luat

e an

d >

supe

rvis

e st

aff d

evel

opm

ent

To b

e ab

le to

mak

e th

e >

anal

ysis

of t

he H

R n

eeds

by

chec

king

the

cons

iste

ncy

betw

een

thes

e ne

eds,

th

e st

rate

gy a

nd c

apac

ity

of a

nsw

er o

f the

trai

ning

co

mpa

ny

4.2.

Man

agem

ent o

f hum

an,

tech

nica

l, fin

anci

al

reso

urce

s

Met

hods

and

tool

s of

>

finan

cial

ana

lysi

s in

a

stra

tegi

c ap

proa

ch

Rec

ruitm

ent:

tech

niqu

es

>an

d to

ols

HR

adm

inis

trat

ion

(sal

arie

s,

>si

ck le

aves

, rep

orts

, con

flict

s,

plan

ning

wor

kloa

d, fo

llow

-up,

et

c.)

Tool

s fo

r m

appi

ng

>co

mpe

tenc

es a

nd d

evel

opin

g th

em in

the

orga

nisa

tion

in

line

with

the

stra

tegy

HR

M to

ols

22

1MAIN CRITERIA FOR THE ASSESSMENTOF A TRAINING SYSTEM

There are multiple approaches concerning the assessment of training systems and actions.Guy Le Boterf, recognized in France as one of the best experts as the management and the development of skills is concerned, recommends to manage the training through a total quality control. [2]

From this perspective, we consider that the training (training action, system, training programme) represents a system, which is itself contained in a wider sy-stem: the company.

The systems «company» and «training» consist of various elements which are put in interaction to form a «process», itself supposed to produce «expected ef-fects» («products»).

Thus it is the functioning quality of the process, in other words the way in which the different elements, which compose the two systems, interact together, which determines the importance and the quality of the effects.

This approach presents a triple interest:While being based on a theoretical conception (management through quality) it 1. is nevertheless pragmatic: the proposed criteria enable to make the assessment process easily operational.By underlining the interdependence between the process and the effects, 2. it draws our attention on the importance there is to take into account the assessment questions from the design. The assessment is seen as a process which works continuously, and which 3. enables to think in a continuous loop: the assessment of the effects invites to wonder about the functioning of the process, to adjust it permanently; the assessment of the functioning of the process enables to estimate, and to

PROPOSAL FOR EVALUATION


23

optimize the effects.

Le Boterf proposes several criteria within this process:

EFFICIENCYThe criterion of efficiency of the training refers to effects - direct and indirect,

planned and not planned - on the individuals, the groups or the organizations: These can be assessed on 3 levels:At the level of the training itself: > developed abilities and knowledge acquired by the learners, skills developed in a working situation. At the level of working situations: > skills developed and implemented in situation.At the level of the « company » system: > for instance changes in the organization of work, evolution of the turnover.

The implementation of the conditions for the transfer holds a decisive role if we do not want training effects to be reduced to mere learnings acquired in the training room, and never reinvested in the work.

The training system thus has to be « transfer-oriented».

Several criteria, relative to the training process, enable to estimate this charac-teristic: relevance, opportunity, acceptance, coherence, synchronization.

COMPANYTRAINING

EFFECTSModulesActionsSystemsTraining programma


Training Framework

RelevanceThe relevance of a training programme is assessed through the relationships

it maintains with the needs, problems, projects and objectives of the employees and their organizations. From this perspective, the training is based on the actors’ needs analysis even before conceiving the training system. The objectives, the way they are defined and expressed, offer useful indicators to assess the criterion of relevance.

Nevertheless, the relevance criterion can be assessed in the training process subsequently: indeed, in the case of training systems which work for a certain amount of time, some elements of the context may experience some evolutions which can make such or such element of the system (objectives or program of a module), become void or in need to be adjusted.

OpportunityThe training is not necessarily an appropriate answer to workers’ projects and

objectives and of their organizations. What we must do is to check whether other solutions (changes in the organization of the work, in the management, etc…) turn out to be more adapted to contexts.

CoherenceThe coherence said « external » is confirmed when trying to know whether the

training, in its objectives, contents, methods… ensures coherence with the other sub-systems of the company’s human resources management policy, and more globally with its general strategy.

The internal strategy expresses the adequacy of the various elements of the training between all of them: coherence between objectives and contents, betwe-en contents and abilities or aimed skills, etc…

AcceptanceThe realization of this criterion is conditioned by the existence, upstream from

and in the process of the training, of processes of dialogue and consulting betwe-en the actors concerned during the design stage, the realization and the follow-up of the training.

Was the operational hierarchy involved in the identification of the training needs, >in the follow-up?How were the employees informed and consulted? >Were the conditions fulfilled to develop the taste for learning? >

25

SynchronizationThis criterion indicates the period of time between the moment when the trai-

ning takes place and when the employees can use what they have learnt.

To those « transfer-oriented » criteria, Le Boterf adds two others: compliance and efficiency.

COMPLIANCEIt expresses the degree of compliance between the training (module, action,

system, programme) such as it effectively took place, and such as it was initially planned, according to:

Specifications, >Current legislation, >Scheduling, >Etc… >

EFFICIENCYIt expresses the relationship between the undertaken cost to implement the

training, and the efficiency noted. We have to know if it is possible to do better at a lower cost.

2Main criteria for the assessment of the training results

We propose to make a normative evaluation at the end of each module.Materials for the evaluation: production of a document of (X)pages, where

the candidate describes one (or more) working situation(s), being in relation to the module heading. These situations are “situations-problem” in which he/she is or was implied. The essence of the document is devoted to the analysis of this (these) situation(s), and to the presentation of the steps implemented (or envisaged) to solve the problems, and to achieve the pursued goals.

To evaluate the acquired knowledge, we must know if the candidate is able to:

Take into account, in the strategic decisions, of data related to the environ-A. ment


Training Framework

Candidate takes into consideration:His/her training organisation’s pedagogical project >His/her training organisation’s development strategy >Activities’ objectives, technical, financial, human or other constraints >Positioning of the training organisation in the local, national and international >training politics/programmes Resources (human, material, technical, financial,…) >Constraints and opportunities rising from laws and regulations (labour and >vocational training rules) Evolutions in the training market >

Take into account, in the decisions, of team members’ characteristics (inter-B. nal and external teams): To build teams, does the candidate take into consideration:

Individual and group competences >Potential of evolution of team members >State of inter-individual relations (possible risks of conflicts) >Approaches to change in the team and in the organisation >Professional and personal values >

How his/her real practices of animation and resolution contribute to make te-ams effective?

Adopt a critical distance related to working situations: C. When he/she describes own working situations, does he/she make judgments

on people or evaluations on facts/work? Does he/she adopt a systematic ex-post evaluation about the relevance of choi-

ces made? When a decision is taken, can he/she evoke alternatives likely to have been (or

to be, in the future) implemented?

Refer to the representation of his/her own role within the training organisa-D. tion when taking decisions: Does he/she precisely identify his/her contents and limits? Does he/she know the points of view and the positions (power) of those (inter-

nal or external) interlocutors he/she is in relation with?

Technicality of the written and/or verbal productions, referring to the know-E. ledge object of the training:Does he/she make a suitable use of concepts, methods, tools discussed during




I/06/B/F/PP-154148

recognition of skills developed on the job

STRATEgic management of educationand vocational training

I/06/B/F/PP-154148

INTRODUCTION 3

STRATEGIC MANAGEMENT OF EDUCATIONAND VOCATIONAL TRAINING 9

1ST part.THE JOB(S) OF MANAGER YOU HAVE HELD 11

2ND part.THE MANAGEMENT ACTIVITIES YOU CARRY OUT OR CARRIED OUT 14

3RD part.DESCRIPTION AND ANALYSIS OF WORKING SITUATIONS 19

4TH part.SYNTHESIS QUESTION 25

index of contents

3

Recognition of skills developed on the job

The project «La strada per domani», allows the training system «Strategic mana-gement of education and vocational training» (SMEVT) to make modular (flexible) development possible. The choice of the development may be done after a prelimi-nary stage of recognition of skills acquired by the managers while at work.

Validation of skills developed on the job:the French system

To facilitate the understanding of this proposal, first we are going to describe the two processes of «Recognition for work experience» which exist in France.

The first one is called «Accreditation for professional experience» (APE). It was defined in a law adopted in 1992. It aims at two objectives:

facilitate the access to certain higher education training: people who do not >have the required diplomas (for instance, in France, the Baccalaureat, a school leaving diploma) can have their request accepted if their vocational experience is considered as corresponding to the knowledge, capacities, skills, … assessed in the candidates who have obtained the diploma which enables the access to higher education;individualize the training developments: by having their professional experience >assessed, the candidates may be exempt from one or several training modules planned in the training session which leads to getting higher education or professional and technological secondary education diploma.

Those two objectives may be complementary, in other words a candidate may re-ach a higher education training without having the usually required diploma, and moreover, they may be exempt from some modules. But this exemption can only be partial: the 1992 law thus limits the impact of experience accreditation: a diplo-ma cannot be completely obtained that way. The APE candidate has in the mean-time to preprare a complementary project in order to get the aimed diploma.

To go further in the recognition of experience, a second law, passed in 2001, created a second process, called «Accreditation for work experience» (AWE): it can enable any candidate to obtain a technological and professional secondary education diploma, without following any part of the corresponding training. To be allowed to benefit from an AWE, the candidates must have at least a 3-year expe-rience in the job corresponding to the aimed diploma.

4

roject partners think that process nr.1 best corresponds to the context of the project “La strada per domani”.

A proposal for recognition

In those two processes, the issue for the organization which awards the diplomas is to know how to assess the candidates’ experience. All the assessments steps implemented through APE and AWE have a common point: the candidates have to draw up a file which presents their «experience» and are assessed by a jury.

The differencies are set on different levels:the file required for the AWE is clearly more centered on the analysis of the >candidates’ professional experience; the short or longer training they have possibly been on, even if they correspond to the job for which they want to get the diploma, are not taken into account. Above all, the AWE candidate is seen as a professional who would like to have his/her skills recognized by getting a certification. In APE, the candidate is rather seen as somebody who has a complementary training project allowing him/her to get a diploma.In AWE, the Ministries or the authorities which award the certifications have >produced files which need more or less information from the candidates.The main difference lies in what is called «competence» and in the assessment >methodologies of the competences.

Which definition to give to the notions of«competence» and «competences»?

The «skill»

The idea which underlies the notion of «competence» (singular) is that no working situation is identical to another, including when one has to make the same task. In other words, the activity of any worker is never the mere implementation of the modus operandi [1], procedures or rules stipulated to him/her in advance. The

[1] Modus operandi: set of the methods (techniques, logical results of processes) and means (tools, equipments, material, consumables) implemented to carry out a task.

5


worker has to take into account the situation in which he/she is because, to reach efficiency, he/she has to face the events and the unexpected which arise.

Meanwhile, he/she is going to activate a cognitive process through which he/she rallies his/her intelligence, inventiveness, decision-making, knowledge and know-how he/she has previously acquired, in order to reach the objectives, to implement the rules and the procedures he/she was stipulated, or even to make up their gap or their unsuitability. This process is named «the competence».

«The competence» can be identified through the following three points:Its connection with action: > it is made, it develops, it updates with the action, through realization, production. Its connection with context: > one is skilled in a given situation to solve a given problem and not generally. The issue of the competence transfer is still a poorly defined problem and not an obviousness.Its nature: > the competence is a process of combination, integration of different elements: knowledge, know-how and behaviours, indeed, but also understanding of situation, modes of cooperation, information which caracterize such situation in comparison with such other.

This means that knowledge, know-how, behaviours… are not the competence, but elements of it, including the nature in the mobilization at the right time and in the right way of those various “skills”. That combination is the result of a cognitive approach[2] adapted to problems to solve. It is that mental ac-tivity of guiding and organization of the action which enables the success of the action.

The «competences»

The mental process of the competence is expressed through the behaviours the worker implements in a working situation. Some competences will be described as «he/she is capable of …». For instance, we may say when talking about the assistant of a marketing department that:

[2] This «model», one may notice, is indeed influenced by the cognitive approach (the competence, would be a matter of cognitive approaches). But some authors add, as we will notice further, that the process of skills mobilization is not only cognitive.

6

he/she is able to «carry out the administrative operations linked to the >commercial activity (updating of customer’s data, orders keyboarding), in order to obtain realtime reliable data, with a view to prompt in time the necessary marketing procedures (follow-ups, …)»;he/she knows how to «carry out the follow-up of the orders so as to be able to >answer any request or question of a customer, and rapidly process an urgent request».

(mental) process ofmobilization of the skill

Behaviourswhich canbe observed

“the competences”

Acquiredabilities

Informationtaken intoaccount

Acquiredknowledge

Acquiredknow-how

7


What needs to be assessed:the competence or the competences?

In France, the APE and AWE assessment approaches differ according to the object of the assessment: the ones try to assess the competence, the others try to assess the competences.

Project partners think the first approach is more appropriate. What is important is not as much to know if a professional has a behavior which complies with what is expected, it is not to know if this behavior has the results expected. What is impor-tant is to know how this professional is doing to adjust his/her actions to the variations of the context, in other words how he/she«thinks» his/her working activity. On the other hand, that approach is consistent with the diffe-rent assessment criteria which appear in the SMEVT training framework:

Take into account, in the strategic decisions, of data related 1.

to the environment. Take into account, in the decisions, of team members’ cha-2.

racteristics (internal and external teams).Take a critical distance related to working situations. 3.

Refer to the representation of own role within the training 4.

organization when taking decisions.Technicality of the written and/or verbal productions, refer-5.

ring to the knowledge object of the training.

We would thus have the same assessment criteria to accredit the knowledge up-stream of the SMEVT development, and in the course of development (knowledge assessment for each module). Except for the «E» criteria which of course only applies to the assessment of the acquired skill through the training.

8

How is it possible to assess the competence?

We suggest here an exemple of file that the managers would have to fill in and present to a jury. This file is divided into four parts:

The first one which describes the job. >In the second one, candidates describe the activities they carry out or have >carried out.In the third, candidates make an analysis of the different working situations. It >is more precisely in this part, that we are going to find information which enable to assess the manager’s competence. The last one is a synthesis question. >

“STRATEGIC MANAGEMENTOF EDUCATION AND

VOCATIONAL TRAINING”

Skills developed on the job

Presentation file

Candidate

First name

Last name


10

This file is intended to be studied by a jury chaired by the training manager of the «Strategic management of education and vocational training» programme, organized by Haaga-Helia University, SCF, ACFI, University of Siauliai, CRIF For-mation & Conseil, ISRE and CONFAP.

This file will serve as a support for an interview you will have with this jury, with a view to being exempt from a part of the training units: you will be able to give them all the complementary explanations during your interview.

You have the possibility to join to this file any document which may enable the jury to have a more accurate assessment of your knowledge.

Its content is confidential.

Advice for the fulfilment

This description is the essential part of your file. It is going to constitute one of the main supports of your interview by the jury.

In this file, you are going to describe your activities in the training organization(s) in which you have been working (you worked) as a manager.

In addition, you can complete your file with elements of information which seem useful to you to enable the jury to assess the competences you have acqui-red, considering the file.

Besides, your file may include direct signs of your activity: schedule, budgets, diagrams or plans…

We advise you to study the SMEVT training framework, which is joined to this file. It will be useful in order to complete it.

11

Remind: if the jobs of manager in a training organisation you are going to de-scribe were held in different organizations, you will present/describe each of these organizations and jobs.

Only describe, among the different jobs you have held, the jobs of manager in a vocational training organisation.

1The organization in which you work (or have worked)

Name:

Activities:

Number of employees:

Other useful information:

1st part:the job(s) of manageryou have held

12

2The job you hold (or held)

Title or name of the job

Date of arrival in the job

If necessary, date of departure

Missions and activities

Objectives and responsibilities

Other useful information

13


Define your job within the organization. You can, for instance, make or join an organigram in which you would place your job.

14

The training framework annexed to this file distinguishes 4 fields of competen-ces:

Shared management of a vocational education and training organization as a 1. learning organization.Anticipation of trends and strategy work in a vocational education and training 2. organization.Management through quality and development of the vocational education and 3. training organization.Curricula work and management of the resources of the vocational education 4. and training organization.

In the following pages, for each field, detail the different acti-vities you are (were) in charge of. In order to do this inventory, you can get help from the SMEVT training framework.However, we advise you to use the terms in force in your orga-nization; for instance, if, in your organization, employees are called «workers», use this term.

2nd part:the management activitiesyou carry out or carried out

15


ACTIVITIES ACCOMPLISHED WITHIN YOUR WORK

Field of activities: Shared management of a vocational education and trai-ning organization as a learning organization.

Activities:

16


Field of activities: Anticipation of trends and strategy work in a vocational education and training organization.

Activities:

17



Field of activities: Management through quality and development of the vo-cational education and training organization.

Activities:

18


Field of activities: Curricula work and management of the resources of the vocational education and training organization.

Activities:

19

In the 4 previous pages, you have detailed the activities you carry out.

In each of the 4 fields, choose a working situation, which appears to you characteristic of each of these fields.

NB: what does the term «working situation» mean? A situation is a moment in the vocational practical experience which has a duration (beginning, middle, end), an evolution (events occur; the situation changes). A situation is thus con-textualized: it is located in space and time. It has an intrigue structure: it appears when something takes shape, when an obstacle is met, its development corresponds to a sequence of events, of circumstances, of initiatives which lead to an outco-me more or less «happy».

If you have practised different jobs as a training manager in the course of the past 3 years, you do not have to choose situations which relate only to the job you currently hold.

Instructions

For each field of activities, A. you will first choose and describe a professional situation you experienced, which happened only once, or which repeats perio-dically and specify what is characteristic about it.

You may, if you wish, join any document which seems useful to you to accom-pany the description of this situation.

Then, for each situation, you will give an analysisB. of your role, in this type of

3rd part:DESCRIption and analysisof working situations

20

situation, and generally in the situations which relate to each of the 4 fields of activity. To do so, you will answer the following questions:

The context1. In the situation you have described, and more generally in those which relate to

the fields of activity (1, 2, 3, 4):What are the problems you can encounter? Which may be the causes? >What are the constraints? (concerning as much the economic activity as the >integration mission: quantities, deadlines, quality, standards, respect of the environment, rules of hygiene and security…)?What information do you need? >What are the means you have at your disposal? >

In the situation you have described, and more generally in those which relate to the fields of activity (1, 2, 3, 4):

Within your organization: who do you work with in coordination? How (meetings, >interviews…) and for what purpose(s)?With the outside world: who do you work with? In which circumstance(s) and >for what purpose(s)?

The objectives to reach / your autonomy / initiative margin2. In the situation you have described, and more generally in those related to the

fields of activity (1, 2, 3, 4):What are the directives you are given? >Describe the objectives you have to reach. For each of them, indicate if you >participate to their definition or if they are imposed (in that case, specify who imposed them)Who controls/assesses them? >What are the decisions you can take alone? >What are those you are not authorized to take alone? Who are those decisions >depending on?

Your decisions3. In the situation you have described, and more generally in those related to the

fields of activity (1, 2, 3, 4):What are the decisions which appear to be the most appropriate to the >context? Do you think that other decisions could be possible? Yes/No – Why? >

21


Field of activities: Shared management of a vocational education and training organization as a learning organization.

Caracteristic situation: description and analysis

22

Field of activities: Anticipation of trends and strategy work in a vocational education and training organization.


23


Field of activities: Management through quality and development of the vocational education and training organization.


24

Field of activities: Curricula work and management of the resources of the vocational education and training organization.


254th part:synthesis question

To which main changes have you been confronted in your job of manager? How have you dealt with them? What changes have you introduced in your job yourself?

UNA PROPOSTA PER IL RICONOSCIMENTO DELLE

COMPETENZE ACQUISITESUL LAVORO

MANAGEMENT STRATEGICODELL'ISTRUZIONE E FORMAZIONE PROFESSIONALE

I/06/B/F/PP-154148

INTRODUZIONE 3

MANAGEMENT STRATEGICODELL’ISTRUZIONE E FORMAZIONE PROFESSIONALE 9

1a parte.il(i) lavoro(i) di manager che occupate (avete occupato) 11

2a parte.le attivita' di management che esercitate o avete esercitato 14

3a parte.descrizione ed analisi delle situazioni lavorative 19

4a parte.domanda di sintesi 25

indice

3

Riconoscimento delle competenze acquisite sul lavoro

Il progetto «La strada per domani» prevede che il dispositivo di formazione «Mana-gement strategico dell’istruzione e della formazione professionale» (MaSIFoP) fa-vorisca percorsi modulari (flessibili). La scelta dei percorsi potrà essere fatta dopo una tappa preliminare di riconoscimento delle competenze acquisite dai manager nell’esercizio del proprio lavoro.

Validazione delle competenze professionali:il sistema Francese

Per facilitare la comprensione della proposta qui contenuta, descriveremo innanzi-tutto i due processi di «validazione delle competenze» che esistono in Francia.

Il primo si chiama «Validazione delle competenze professionali» (VAP: Validation des acquis professionnels ). È stato definito in un testo di legge adottato nel 1992. Si pone due obiettivi:

agevolare l’accesso ad alcuni percorsi formativi dell’istruzione: le persone che >non possiedono i diplomi necessari (ad esempio, in Francia, il Baccalauréat equivalente al diploma della secondaria superiore), possono presentare domanda per l’ottenimento del titolo se le loro competenze professionali sono giudicate corrispondenti alle conoscenze, capacità, competenze,… valutate nei candidati che hanno conseguito il diploma che autorizza l’accesso agli studi superiori;individualizzare i percorsi di formazione: facendo valutare le loro competenze >professionali, i candidati possono essere dispensati dal seguire uno o più moduli formativi previsti nel ciclo di formazione che conduce al conseguimento di un diploma dell’istruzione superiore o o dell’istruzione secondario tecnologica e professionale.

Questi due obiettivi possono essere complementari, in altre parole un candidato può accedere ad percorso d’istruzione senza possedere il diploma normalmente richiesto, oltre a poter essere dispensato dal seguire alcuni moduli. Ma questa esenzione può essere soltanto parziale: la legge del 1992 limita così la portata della validazione delle competenze: un diploma non può essere completamente conseguito per questa via. Il candidato alla VAP deve allo stesso tempo costruire un progetto di formazione complementare che permette di conseguire il diploma in oggetto.

Nella direzione di un maggiore riconoscimento dell’esperienza, nel 2001 è stata adottata una 2a legge che ha introdotto un 2° processo denominato «Validazione

4

degli apprendimenti esperienziali» (VAE: Validation des Acquis de l’Expérience). La VAE può permettere a qualsiasi candidato di conseguire un diploma della scuola secondaria tecnologica e professionale, senza seguire nessuna parte della corri-spondente formazione. Per essere autorizzato a beneficiare di una VAE, il candi-dato deve possedere un’esperienza professionale di tre o più nel settore corrispon-dente al diploma considerato anni.

I partner ritengono che il processo n° 1 corrisponda meglio al contesto del progetto «La strada per domani».

Una proposta per il riconoscimento delle competenze

In entrambi questi processi, la questione che si pone per l’organismo che rilascia i titoli (diplomi, qualifiche,…) è di sapere come valutare le competenze dei candida-ti. Le prassi valutative previste sia nella VAP che nella VAE hanno un punto comu-ne: i candidati devono produrre un dossier descrittivo della propria «esperienza» che viene poi valutata da una Commissione.

Le differenze si situano a più livelli:Il dossier richiesto per la VAE è chiaramente più centrato sull’analisi >dell’esperienza professionale dei candidati e non vengono presi in esame i percorsi più o meno lunghi di formazione che i candidati hanno eventualmente seguito, anche se corrispondono al lavoro per il quale si richiede il titolo. Il candidato alla VAE è visto soprattutto come un professionista che desidera fare riconoscere le proprie competenze, ottenendo un titolo. Nella VAP, il candidato è visto piuttosto come qualcuno che ha un progetto di formazione complementare che permette di conseguire un titolo.Nella VAE, i Ministeri o le autorità che rilasciano i titoli hanno prodotto dei >modelli di dossier che chiedono ai candidati più o meno informazioni.Le principali differenze risiedono in ciò che l’una e gli altri considerano come >«competenza» e sulle metodologie di valutazione delle competenze.

5


Quale definizione dei concetti di «competenza»e di «competenze» ?

La «competenza»

L’idea che sottintende a questo concetto è che non esistono situazioni lavorative identiche, nemmeno quando si tratta di portare a termine lo stesso compito. In altri termini, l’attività di ogni lavoratore non è mai una semplice esecuzione di procedu-re, di consegne, di direttive o di regole fissate in precedenza. Egli deve tener conto della situazione nella quale si trova in quanto, per essere efficace, deve affrontare gli avvenimenti e gli imprevisti che si presentano.

Così facendo, sviluppa un processo cognitivo per il quale muove la sua intelligen-za, la sua inventiva, la sua capacità di prendere delle decisioni, le sue conoscenze e le abilità che ha acquisito in precedenza; tutto questo per raggiungere degli obiettivi, per rendere applicabili le regole e le procedure che gli sono state imposte ossia per compensare una loro mancanza o inadeguatezza. Questo processo si chiama “la competenza”.

La competenza si riconosce grazie a quanto indicato nei tre punti seguenti:il suo rapporto con l’azione: > si fa, si sviluppa, si attualizza nell’azione, attraverso l’attività, la produzione.il suo rapporto con il contesto: > si è competenti in una data situazione per risolvere un determinato problema e non in generale. Il tema del trasferimento della competenza rappresenta un problema ancora male circoscritto e non un’evidenza.la sua natura: > la competenza è un processo di combinazione, di integrazione di diversi elementi: saperi, saper essere e comportamenti, ma anche comprensione della situazione, delle modalità di cooperazione, delle informazioni che caratterizzano una situazione a differenza di un’altra.

Ciò significa che sapere, saper essere, comportamenti… non sono la competenza, ma degli elementi di essa che compren-de anche il saper mobilitare queste diverse «capacità» al mo-mento e nel modo più opportuno. Questa combinazione è il frutto di un processo conoscitivo[1] adeguato ai problemi da

[1] Questo « modello » è effettivamente influenzato dall’approccio conoscitivo (la competenza sarebbe una questione di processi conoscitivi). Ma alcuni autori aggiungono, lo vedremo in seguito, che il processo di mobilizzazione delle competenze non è soltanto conoscitivo.

6

risolvere. È quest’attività mentale d’orientamento e d’organiz-zazione dell’azione che permette l’azione riuscita.

Le «competenze»

Il processo mentale della competenza si traduce nei comportamenti che il lavora-tore attua in situazione di lavoro; si descriveranno competenze dicendo «è capace di…». Ad esempio, si dirà di un assistente commerciale che:

è capace «di effettuare le operazioni amministrative legate all’attività >commerciale (aggiornamento dei dati clienti, caricamento degli ordini,…), in modo da ottenere in tempo reale dati affidabili, in attesa di iniziare in tempo utile le procedure commerciali necessarie»;sa «effettuare il monitoraggio degli ordini in modo da potere rispondere a >qualsiasi richiesta del cliente e trattare rapidamente una richiesta urgente».

Processo (mentale) dimobilizzazione dellacompetenza

Comportamentiosservabili -

=“le competenze”

Capacitàacquisite

Informazioniconsiderate

Conoscenzeacquisite

Saper essereacquisito

7


Cosa si valuta: la competenza o le competenze?

In Francia, i sistemi di valutatione VAP e VAE si differenziano in funzione dell’og-getto della valutazione stessa: il primo è incentrato sulla valutazione della compe-tenza, il secondo sulle competenze.

I partner del progetto pensano che il sistema più appropriato sia il primo. Ciò che conta non è sapere se un professionista adotta un comportamento conforme a ciò che è atteso, o se questo comportamento produce i risultati voluti. Ciò che conta è sapere come questo professionista regola la propria azione in relazione alle variazioni del contesto, cioè come « pensa » la sua attività di lavoro. D’altra parte, questo sistema è coerente con i vari criteri di valutazione che figurano nel referenziale MaSIFoP:

Tener conto, nelle decisioni strategiche, dei dati relativi 1.

all’ambiente circostante.Tener conto nelle decisioni delle caratteristiche dei membri 2.

dello staff e degli esterni.Adottare una distanza critica dalle situazioni di lavoro.3.

Fare riferimento alla rappresentazione del proprio ruolo in 4.

seno all’ente di formazione quando prendono delle decisio-ni.Proprietà lessicale (tecnica) nelle produzioni scritte o orali, 5.

con riferimento alle conoscenze oggetto della formazione.

Avremmo così gli stessi criteri di valutazione per validare le acquisizioni a monte del percorso MaSIFoP e durante il percorso (valutazione delle acquisizioni per ogni modulo). Eccetto per il criterio «E» che certamente si applica soltanto per la valutazione della competenza acquisita attraverso la formazione.

Come valutiamo la competenza ?

Proponiamo di seguito un esempio di dossier che i manager dovrebbero completa-re e presentare ad una Commissione. Questo dossier è diviso in quattro parti:

La prima descrive la funzione del manager. >

8

La seconda descrive le attività di gestione esercitate. >Nella terza si fa un’analisi di varie situazioni di lavoro: è più precisamente in >questa sezione che si troveranno le informazioni che permettono di valutare la competenza del manager. La quarta consente una sintesi. >

“MANAGEMENT STRATEGICODELL’ISTRUZIONE E FORMAZIONE

PROFESSIONALE”

Apprendimenti esperienziali

Dossier di presentazione

Candidato

Nome

Cognome


10

Questo dossier dovrà essere studiato da una Commissione presieduta dal re-sponsabile del percorso di formazione «Management strategico dell’istruzione e formazione professionale», promosso dall’Università Haaga-Helia, SCF, ACFI, Università di Siauliai, CRIF Formation & Conseil, ISRE e CONFAP.

Questo dossier fungerà da supporto durante il colloquio che dovrete sostene-re con la Commissione per poter essere eventualmente esonerato da una parte dei moduli di formazione: potrete fornire allora tutte le spiegazioni complementari. Avete la possibilità di allegare a questo dossier ogni documento che ritenete possa aiutare la Commissione a valutare meglio i vostri apprendimenti e le vostre com-petenze.

Il suo contenuto è confidenziale.

Istruzioni per la redazione del dossier

Questa descrizione è la parte essenziale del vostro dossier; costituirà uno dei supporti principali del vostro colloquio con la Commissione.

In questo dossier, descriverete le vostre attività nell’organismo/negli organismi di formazione in cui lavorate (o avete lavorato) come manager.

Inoltre, potete completare il vostro dossier con elementi d’informazione che vi sembrano utili per permettere alla Commissione di valutare le competenze che avete acquisito.

D’altra parte, il vostro dossier può comprendere evidenze dirette della vostra at-tività: pianificazione, bilanci, schemi o piani… Vi consigliamo di studiare il referen-ziale MaSIFoP in allegato a questo dossier: vi potrà essere utile per completarlo.

11

Avvertenza: se i ruoli di manager della formazione che descriverete sono riferiti ad organismi diversi, fate una presentazione di ciascuno di questi organismi e di questi ruoli.

Descrivete soltanto, fra i vari posti di lavoro che avete occupato, i ruoli di manager della formazione professionnele.

1L’organismo dove lavorate (avete lavorato)

Denominazione:

Attività:

Numero di addetti:

Altre informazioni utili:

1a parte:il(i) lavoro(i) di manager che occupate (avete occupato)

12

2Il ruolo che occupate (avete occupato)

Titolo del ruolo

Data di inizioin questo ruolo

Se è il caso, data di termine in questo ruolo

Attività

Obiettivi e responsabilità

Altre informazioni utili

13


Posizionate il vostro ruolo all’interno dell’organizzazione. Potete, ad esempio, fare o allegare un organigramma, indicando la vostra posizione.

14

Il referenziale allegato a questo dossier distingue 4 diverse aree di competen-ze:

Management condiviso di un ente di formazione in quanto organizzazione che 1. apprende.Anticipazione dei cambiamenti e attività a carattere strategico in un ente di 2. formazione.Management attraverso la qualità e lo sviluppo dell’ente di formazione. 3. Ingegneria della formazione e gestione delle risorse dell’ente di formazione. 4.

Per ciascuna area di competenza, descrivete nel dettaglio nelle pagine seguenti le varie attività che realizzate (avete re-alizzato). Per fare ciò, potete fare riferimento al referenziale MaSIFoP. Tuttavia vi consigliamo di utilizzare la terminologia in vigore nel vostro ente: ad esempio, se nella vostra struttura, i dipendenti in inserimento sono definiti “operai” utilizzate que-sto termine.

2a parte:le attivita' di management che esercitate o avete esercitato

15


ATTIVITÀ REALIZZATE NELL’AMBITO DEL PROPRIO LAVORO

Area: Management condiviso di un ente di formazione in quanto organizza-zione che apprende.

Attività:

16


Area: Anticipazione dei cambiamenti e attività a carattere strategico in un ente di formazione.

Attività:

17



Area: Management attraverso la qualità e lo sviluppo dell’ente di formazione.

Attività:

18


Area: Ingegneria della formazione e gestione delle risorse dell’ente di forma-zione.

Attività:

19

Nelle 4 pagine precedenti, avete esposto nel dettaglio le attività che realizzate.

In ciascuna delle 4 aree, scegliete poi una situazione di lavoro che vi sembra caratteristica di quell’area.

NB: cosa intendiamo per “situazione di lavoro”? Una situazione è un momento della pratica professionale che ha una durata (inizio, svolgimento, fine), un’evoluzione (gli eventi avvengono; la situazione si trasforma). Una situazione è, dunque, inserita nel contesto: è situata nello spazio e nel tempo. Ha una struttura d’intrigo: appare quando qualcosa si lega, quando si incontra un ostacolo, il suo sviluppo corrispon-de ad un concatenamento di eventi, di possibilità, di iniziative che conducono ad una conclusione più o meno “felice”.

Se avete svolto varie attività di manager nella formazione nel corso degli utlimi 3 anni, potete anche scegliere situazioni che non si riferiscono soltanto al vostro attuale posto di lavoro.

Istruzioni

Per ogni area di attività, A. scegliete e descrivete anzitutto una situazione vis-suta, che si è prodotta una sola volta, o che si riproduce periodicamente, precisando per quale ragione la considerate caratteristica.

Potete, se lo desiderate, allegare della documentazione che ritenete utile per descrivere meglio questa situazione.

Successivamene, B. per ogni situazione, formulerete un’analisi sul vostro ruolo in questo tipo di situazione e più in generale nelle situazioni che si riferi-

3a parte:DESCRIZIONE ED ANALIZI DELLE SITUAZIONI LAVORATIVE

20

scono a ciascuna delle 4 aree d’attività. Per fare ciò, rispondete alle seguenti domande:

Il contesto1. Nella situazione che avete descritto e più in generale in quelle che si riferiscono

alle aree di attività (1, 2, 3, 4):Quali sono i problemi che potete incontrare? Quali possono essere le cause? >Quali ne sono i limiti ? (per quanto riguarda sia l’attività economica che la >mission: quantità, scadenze, qualità, norme, rispetto dell’ambiente, regole d’igiene e di sicurezza…) ? Di quali informazioni avete bisogno? >Di quali mezzi disponete? >

Nella situazione che avete descritto e più in generale in quelle che si riferiscono alle aree di attività (1, 2, 3, 4):

Nell’ambito del vostro ente: con chi lavorate in coordinamento? Sotto quale >forma (riunioni, colloqui…) e con quale(i) obiettivo(i)? Con l’esterno: con chi lavorate? In quale(i) circostanza(e) e con quale(i) >obiettivo(i)?

Gli obiettivi da raggiungere / il vostro margine di autonomia / di 2.

iniziativaNella situazione che avete descritto e più in generale in quelle che si riferiscono

alle aree di attività (1, 2, 3, 4):Quali sono le direttive che ricevete? >Descrivete gli obiettivi che dovete raggiungere. Per ciascuno di essi, segnalate >se partecipate alla loro definizione o se vi vengono imposti (in quest’ultimo caso, precisate da chi) Chi ne effettua il controllo/la valutazione? >Quali sono le decisioni che potete prendere da soli? >Quali sono quelle che non siete autorizzati a prendere da soli? Da chi dipendono >queste decisioni?

Le vostre decisioni3. Nella situazione che avete descritto e più in generale in quelle che si riferiscono

alle aree di attività (1, 2, 3, 4):Quali sono le decisioni che vi sembrano le più adeguate al contesto? >Pensate che siano possibili altre decisioni? Sì/no - perché? >

21


Area: Management condiviso di un ente di formazione in quanto organizzazione che apprende.

Situazione caratteristica: descrizione ed analisi

22

Area: Anticipazione dei cambiamenti e attività a carattere strategico in un ente di formazione.


23


Area: Management attraverso la qualità e lo sviluppo dell’ente di formazione.


24

Area: Ingegneria della formazione e gestione delle risorse dell’ente di formazione.


254a parte:Domanda di sintesi

Con quali principali cambiamenti vi siete confrontati nel vostro lavoro di ma-nager? Come li avete affrontati? Quali cambiamenti avete voi stessi introdotto nel vostro lavoro?

“Il presente progetto è finanziato con il sostegno della Commissione europea. L’autore è il solo responsabile

di questa pubblicazione e la Commissione declina ogni responsabilità sull’uso che potrà essere fatto

delle informazioni in essa contenute”.

PHASE 3 MODELLING

focus grid of country success stories in the

training of training management

I/06/B/F/PP-154148

2PHASE 3 MODELLING

Focus Grid

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crea

tion:

20

07

Lith

uani

a, Š

iaul

iai

Uni

vers

ity, F

acul

ty o

fEd

ucat

ion,

Car

eer

Educ

atio

n St

udie

spr

ogra

m, o

ffer

ed s

ince

200

6.

Les

dire

cteu

rs e

t di

rect

rices

, che

fs

d’or

ches

tre

It st

arte

d in

20

06

for

one

year

.

The

cour

se n

amed

“sp

ecia

list c

ours

e fo

r pr

ofes

sion

al tr

aine

rs a

ndtr

aine

r m

anag

er”

was

car

ried

out b

y SI

SF-I

SRE.

,Scu

ola

Supe

riore

Inte

rnaz

iona

le

di S

cien

ze d

ella

Fo

rmaz

ione

, of V

enic

e.

The

cour

se h

ad th

e du

ratio

n of

20

mon

ths

and

took

pla

ce fr

om

Apr

il 20

04

until

D

ecem

ber

200

5

Intr

oduc

tion

and

orga

niza

tion

ofpr

ojec

t/ac

tion

Haa

ga-H

elia

Sch

ool

of v

ocat

iona

l tea

cher

ed

ucat

ion

has

had

proj

ects

of m

anag

er

educ

atio

n fo

r fiv

e ye

ars

(fro

m y

ear

2002

). T

he

mod

el w

e us

e ha

s be

en

deve

lope

d in

thos

e pr

ojec

ts in

coo

pera

tion

with

larg

e ed

ucat

ion

prov

ider

s in

upp

er

seco

ndar

y vo

catio

nal

educ

atio

n an

d tr

aini

ng

(per

sonn

el a

ppr.

350,

st

uden

ts a

ppr.

150

0-

250

0).

Par

ticip

ants

rep

rese

nt

the

man

agem

ent o

f the

or

gani

zatio

n in

wid

e m

eani

ng (

prin

cipa

ls,

C L

engt

h: 3

mod

ules

of

5 d

ays

Educ

atio

nal

orga

niza

tion:

all

the

sess

ions

tak

e pl

ace

in

enco

unte

r, th

ere

is n

o di

stan

ce tr

aini

ng.

The

obje

ctiv

es a

nd th

e co

nten

ts:

Mod

ule

1: «

orga

niza

tion

man

agem

ent»

(st

rate

gy,

man

agem

ent a

nd

runn

ing

of h

uman

re

sour

ces,

gro

up

dyna

mic

s ce

ntre

d on

sp

eaki

ng)

Mod

ule

2: «

com

mer

cial

an

d m

arke

ting

man

agem

ent

and

com

petit

ive

envi

ronn

emen

t»:

Mas

ter‘

s st

udy

prog

ram

(8

0 EC

TS)

Car

eer

Educ

atio

n St

udie

s is

of

fere

d in

20

06

at

Facu

lty o

f Edu

catio

n of

Šiau

liai U

nive

rsity

, Li

thua

nia.

This

is a

n in

nova

tive

stud

y pr

ogra

m, t

rain

ing

pros

pect

ive

care

er

coun

sello

rs (

spec

ialis

tsha

ving

bot

h pe

dago

gica

l an

d m

anag

eria

l co

mpe

tenc

es),

at t

he

facu

lty w

hich

has

tr

aditi

onal

ly b

een

trai

ning

teac

hers

. The

pr

ogra

m h

as g

ood

pros

pect

s ha

ving

in

min

d th

e ev

er in

crea

sing

The

trai

ning

pro

gram

me

“Les

dire

cteu

rs e

t di

rect

rices

, che

fs

d’or

ches

tre”

tak

es p

lace

in

Bel

gium

(W

allo

nia

regi

on).

So th

e pr

ogra

mm

e is

sp

ecifi

cally

ded

icat

ed to

m

anag

ers,

12

of th

em

follo

w th

e co

urse

and

befo

re b

ecam

e a

man

ager

, the

y w

ere

voca

tiona

l tra

iner

s,

psyc

holo

gist

, soc

ial

wor

ker

or s

peci

al n

eeds

w

orke

r.Se

lf ev

alua

tion

1. Th

emat

ic s

essi

ons

2. Ev

alua

tion

3. C

olle

ctiv

e su

perv

isio

n4.

Indi

vidu

al c

oach

ing

5.

The

SISF

, in

acco

rdan

cew

ith th

e na

tiona

l tra

inin

gB

odie

s C

nos-

Fap,

Cio

fs

and

SCF

– C

entr

al

Trai

ning

Sch

ool,

plan

ned

a sp

ecia

l ed

ition

of t

he t

wo-

year

cour

se o

f spe

cial

izat

ion

for

“Pro

fess

iona

l Tra

iner

an

d tr

aini

ng m

anag

er”.

Th

e co

urse

is n

ot

part

of a

Uni

vers

ity

curr

icul

um b

ut g

rant

s un

iver

sity

cre

dit p

oint

s.

34

peop

le, c

omin

g fr

om 3

4 pr

ofes

sion

al

trai

ning

Cen

tres

of

diff

eren

t Ita

lian

regi

ons

and

belo

ngin

g to

m

anan

geria

l sta

ff,

3PA

RTN

ERS

HAA

GA-

HEL

IA -

FIN

LAN

DCR

IF -

FRAN

CESI

AULI

AI U

N -

LITH

UAN

IAAC

FI -

BEL

GIU

MIS

RE

- ITA

LYIN

FOvi

ce p

rinci

pals

, tea

m

man

ager

s, te

ache

rs th

at

are

resp

onsi

ble

for

som

e sp

ecia

litie

s et

c.).

The

mai

n id

ea h

as b

een

to d

evel

op th

e co

ncep

t of

man

agem

ent i

n w

hole

orga

niza

tions

. We

have

de

velo

ped

the

conc

ept

“man

agem

ent a

ctio

n”,

whi

ch r

epre

sent

s th

e w

ork

that

is d

one

by e

very

mem

ber

of

orga

niza

tion

and

that

kn

its th

e m

eani

ng o

f m

anag

emen

t fun

ctio

n.

mar

ketin

g st

rate

gy

of th

e or

gani

zatio

n,

inte

rnal

and

ext

erna

l co

mm

unic

atio

n,

mar

ketin

g of

the

cultu

ral p

rodu

cts

and

trai

ning

pro

duct

s of

fer,

catc

hing

new

pub

lics.

Mod

ule

3: p

roje

ct

man

agem

ent:

conc

eptio

n, r

unni

ng a

nd

plan

ifica

tion

of p

roje

ct,

sett

ing-

up o

f tra

inin

g pr

ojec

tO

rgan

izat

ion:

all

the

sess

ions

tak

e pl

ace

in

enco

unte

r, no

dis

tanc

etr

aini

ng.

atte

ntio

n pa

id to

vo

catio

nal t

rain

ing.

Th

is s

tudy

pro

gram

is

cont

inuo

us p

art-

time

stud

ies.

The

pro

gram

isfin

ishe

d by

gra

ntin

g th

equ

alifi

catio

n of

a c

aree

rco

nsul

tant

.

(tra

iner

scoo

rdin

ator

s/tu

tors

and

sec

tor

coor

dina

tors

), jo

ined

the

cour

se. 3

0 of

them

succ

esfu

lly c

ompl

eted

th

e co

urse

.Th

e co

urse

had

the

dura

tion

of 2

0 m

onth

s an

d to

ok p

lace

from

A

pril

200

4 un

til

Dec

embe

r 20

05.

Obj

ectiv

es o

fac

tion

/pla

nB

asic

idea

is th

at in

th

e us

e of

act

ion

card

on

e ha

s to

arr

ange

the

inte

rpre

tatio

n fo

rum

s in

diff

eren

t lev

els

and

area

s of

org

aniz

atio

n.W

ithin

thes

e in

terp

reta

tion

foru

ms

pers

onne

l dis

cuss

es

abou

t the

goa

ls o

f the

or

gani

zatio

n. It

cre

ates

sh

ared

goa

ls th

at a

re

also

und

erst

ood

from

prac

tical

poi

nts

of

view

. Thi

s m

eans

that

st

rate

gies

can

get

into

th

e ac

tion.

Inte

grat

e th

e 1.

econ

omic

dim

ensi

on

of p

rofit

in h

is tr

aini

ng

activ

ityM

aste

r th

e pr

inci

ples

2.

gove

rnin

g th

e la

w a

nd

the

finan

cing

of t

he

prof

essi

onal

trai

ning

Mob

ilize

his

3.

team

aro

und

the

obje

ctiv

es, b

y fa

cilit

atin

g au

tono

my,

re

spon

sibi

lity,

co

oper

atio

n an

d co

hesi

on.

A T

o pr

epar

e hi

ghly

>qu

alifi

ed c

aree

r ed

ucat

ion

spec

ialis

ts

who

wou

ld a

cqui

re

com

pete

nces

for

care

er in

(se

lf)ed

ucat

ion

A T

o pr

ovid

e fo

r th

e >st

uden

ts o

ppor

tuni

ties

in th

e co

ntex

t of t

he

form

al a

nd in

form

al

Euro

pean

edu

catio

n po

licy

A T

o co

nfer

a d

egre

e >of

mas

ter’s

in

educ

atio

n ba

sed

on

The

lear

ning

out

com

es

are: Th

e ac

quis

ition

of

>a

over

all v

iew

of

com

pete

nces

to h

ave

to m

anag

e a

trai

ning

ce

nter

To c

arry

out

a

>su

mm

ary

of o

ne’s

sk

ills

and

an in

divi

dual

pl

an o

f dev

elop

men

tTh

e ac

quis

ition

of a

w

hole

of t

ools

, met

hods

an

d an

alys

e &

act

ion

plan

s.

In p

artic

ular

the

cour

seai

med

to:

deve

lop

the

prof

es-

1. si

onal

com

pete

nces

ne

cess

ary

for

the

func

tion

of m

anag

e-m

ent c

oord

inat

ing

and

supp

ortin

g, in

the

pers

pect

ive

of tr

iani

ng

inno

vatio

ns,

cons

olid

ate

a co

mm

on

2. vi

sion

of t

rain

ing

and

inst

ruct

ion

insp

ired

by

the

prin

cipl

es o

f per

-so

naliz

ed c

ours

es a

nd

serv

ice

qual

ity,

4PHASE 3 MODELLING

Focus Grid

PARTN

ERS

HAA

GA-

HEL

IA -

FIN

LAN

DCR

IF -

FRAN

CESI

AULI

AI U

N -

LITH

UAN

IAAC

FI -

BEL

GIU

MIS

RE

- ITA

LYIN

FOth

e un

ity o

f the

oret

ical

an

d em

piric

al s

tudi

es

and

prof

essi

onal

co

mpe

tenc

es e

nabi

lng

care

er m

anag

emen

t

deve

lop

a w

eb c

ultu

re

3. am

ong

the

key

peop

le

of lo

cal w

ork

trai

ning

.

The

trai

ning

last

ed

48

0 ho

urs

and

took

pl

ace

acco

rdin

g to

the

follo

win

g cr

iteria

:1/

3 cl

assr

oom

>at

tend

ance

trai

ning

,1/

3 la

bora

torie

s an

d >as

sist

ed s

elf-

trai

ning

, al

so th

roug

h in

divi

dual

st

udy

and

dist

ance

tr

aini

ng1/

3 fie

ld a

ctiv

ity

>(p

roje

ctw

ork)

. > Su

ch a

ref

eren

ce

sche

me

cons

iste

d in

di

vidi

ng th

e tr

aini

ng

cour

se a

s fo

llow

s:19

6 ho

urs

of c

omm

on >an

d sp

ecifi

c tr

aini

ng >m

odul

es (c

lass

room

>an

d la

bora

tory

)14

4 ho

urs

assi

sted

>se

lftra

inin

g an

d FA

D14

0 ho

urs

of p

roje

ct

>w

ork,

rea

l wor

k ex

perie

nce

and

trai

ning

wor

k pl

ace

visi

ts.

5PA

RTN

ERS

HAA

GA-

HEL

IA -

FIN

LAN

DCR

IF -

FRAN

CESI

AULI

AI U

N -

LITH

UAN

IAAC

FI -

BEL

GIU

MIS

RE

- ITA

LYIN

FOth

e re

ason

s of

the

case

’sW

e ha

ve d

evel

oped

m

odel

s an

d to

ols

for

peda

gogi

cal

man

agem

ent.

We

have

ta

ken

com

pete

nce

man

agem

ent t

o pe

dago

gica

l lev

el. A

lso

we

have

con

cret

ized

th

e m

eani

ng o

f lea

rnin

g or

gani

zatio

ns.

Mod

el a

nd to

ols

are

unde

r co

nstr

uctio

n (n

ew

inte

rpre

tatio

ns)

and

they

are

to b

e us

ed in

un

iver

sitie

s of

app

lied

scie

nces

.

It w

as v

ery

diffi

cult

to

iden

tify

expe

rienc

es

answ

erin

g ex

actly

the

crite

ria d

efine

d in

the

Stra

da p

er d

oman

i pr

ojec

t. W

e m

ade

dire

ct r

esea

rche

s an

d th

roug

h a

natio

nal

cent

er o

f inf

orm

atio

n ab

out t

rain

ing.

Alm

ost

all o

f pro

pose

d tr

aini

ng c

ours

es,

qual

ifyin

g or

not

, aim

at

the

acce

ss to

jobs

of

«tra

inin

g en

gine

ers»

, «c

oord

inat

ors

of

activ

ities

» or

«tr

aini

ng

man

ager

s». T

heir

obje

ctiv

es a

llow

to

acqu

ire te

chni

cal a

nd

orga

niza

tiona

l ski

lls (

for

inst

ance

in th

e fie

ld o

f ev

alua

tion)

, but

they

are

no

t dire

cted

tow

ards

m

anag

emen

t and

st

rate

gic

man

agem

ent,

whi

ch a

re t

arge

t-sk

ills

- St

rada

per

dom

ani

proj

ect.

This

is a

n in

nova

tive

stud

y pr

ogra

m, t

rain

ing

pros

pect

ive

care

er

coun

sello

rs (

spec

ialis

ts

havi

ng b

oth

peda

gogi

cal

and

man

ager

ial

com

pete

nces

), a

t the

fa

culty

whi

ch h

as

trad

ition

ally

bee

n tr

aini

ng te

ache

rs. T

he

prog

ram

has

goo

d pr

ospe

cts

havi

ng in

m

ind

the

ever

incr

easi

ng

atte

ntio

n pa

id to

vo

catio

nal t

rain

ing.

We

choo

se th

is tr

aini

ng

prog

ram

firs

t bec

ause

it’

s th

e on

ly o

ne

espe

cial

ly m

ade

for

voca

tiona

l tra

iner

s an

d se

cond

ly, b

ecau

se w

e w

ell k

now

par

ticip

ants

so

we

can

have

a

inte

rnal

vie

w.

The

man

agem

ent

trai

ning

cou

rse

desc

ribed

in th

is

docu

men

t rep

rese

nts

a m

eani

ngfu

l exa

mpl

e of

pr

ofes

sion

al m

anag

eria

l tr

aini

ng (

MA

NA

GEM

ENT

STA

FF)

oper

atin

g w

ithin

pr

ofes

sion

al m

anag

er

trai

ning

Cen

tres

from

10

Ital

ian

regi

ons.

Inst

itutio

nally

, the

pa

rtic

ipat

ion

in a

nd

the

stru

ctur

e of

the

cour

se w

as n

egot

iate

d w

ith th

e tr

aini

ng

Met

hodo

logi

cally

, ex

perie

nce

follo

wed

an

inno

vativ

e m

etho

d w

hich

aim

ed a

t in

tegr

atin

g th

eoric

al

trai

ning

, dis

tanc

e tr

aini

ng v

ia w

eb (

as

the

base

of a

web

pr

ofes

sion

al c

omm

unity

) an

d fie

ld fo

rmat

ion

(thr

ough

pro

ject

s ca

rrie

d ou

t in

diff

eren

t or

gani

zatio

nal c

onte

sts

acco

rdin

g to

the

orga

niza

tiona

l con

text

of

a pa

rtec

ipan

t’s o

rigin

).

6PHASE 3 MODELLING

Focus Grid

PARTN

ERS

HAA

GA-

HEL

IA -

FIN

LAN

DCR

IF -

FRAN

CESI

AULI

AI U

N -

LITH

UAN

IAAC

FI -

BEL

GIU

MIS

RE

- ITA

LYIN

FOTa

rget

of a

ctio

nTr

aini

ng p

rogr

ams

last

1-

2 ye

ars.

The

leng

th

is n

egot

iate

d w

ith th

e cl

ient

. We

have

had

se

vera

l pro

gram

s.

Nor

mal

am

ount

of

part

icip

ants

is a

bout

30.

Act

ivity

: the

trai

ning

ta

kes

plac

e on

ce a

yea

r, in

Jul

y, fo

r a

grou

p of

10

prof

essi

onal

s -

Aim

ed

publ

ic: t

he te

ache

rs

who

are

can

dida

tes

for

a m

issi

on o

utsi

de F

ranc

e –

but t

hey

acce

pt

prof

essi

onal

s fr

om th

e tr

aini

ng s

ecto

r

Gra

duat

es o

f Bac

helo

r st

udie

s in

the

follo

win

g fie

lds

are

adm

itted

to

the

Mas

ter‘

s pr

ogra

m

Car

eer

Educ

atio

n St

udie

s: E

duca

tion

Stud

ies,

Man

agem

ent,

Pub

lic A

dmin

istr

atio

n,

Psy

chol

ogy,

and

So

ciol

ogy.

Gra

duat

es,

who

don

’t ha

ve a

BA

(E

d), h

ave

to s

tudy

ad

ditio

nal s

ubje

cts

in

Educ

atio

n St

udie

s.

20 M

aste

r st

uden

ts

are

invo

lved

into

the

prog

ram

of C

aree

r Ed

ucat

ion.

So th

e pr

ogra

mm

e is

sp

ecifi

cally

ded

icat

ed

to m

anag

ers,

12

of

them

follo

w th

e co

urse

an

d be

fore

bec

ame

a m

anag

er, t

hey

wer

e vo

catio

nal t

rain

ers,

ps

ycho

logi

st, s

ocia

l w

orke

r or

spe

cial

nee

ds

wor

ker.

34

peop

le, c

omin

g >fr

om 3

4 pr

ofes

sion

al

trai

ning

Cen

tres

of

diff

eren

t Ita

lian

regi

ons

and

belo

ngin

g to

man

ange

rial s

taff,

(t

rain

ersc

oord

inat

ors/

tu

tors

and

sec

tor

coor

dina

tors

), jo

ined

th

e co

urse

.3

0 of

them

suc

cesf

ully

>co

mpl

eted

the

cour

se.

Met

hodo

logi

esan

d to

ols,

Typo

logi

es o

fev

alua

tion

Mai

n m

etho

dolo

gy is

co

llabo

rativ

e w

ork.

Als

o w

e ha

ve d

evel

oped

ac

tion

card

follo

win

g th

e m

ain

prin

cipl

es o

f B

SC (

bala

nced

sco

re

card

). B

SC g

ives

four

m

ain

view

s to

voc

atio

nal

educ

atio

n an

d tr

aini

ng

orga

niza

tions

(clie

nts,

pr

oces

ses,

sta

ff, a

nd

econ

omy)

.A

ctio

n ca

rd is

dev

elop

ed

vers

ion

of B

SC. I

t als

o gi

ves

way

s to

eva

luat

e re

sults

of o

ur p

roje

cts.

The

eval

uatio

n:

>pr

oduc

tion

of a

mem

o w

hich

pre

sent

s th

e au

dit o

f an

exis

ting

or im

agin

ary

cultu

ral

orga

niza

tion

and

an a

ctio

ns p

lan

on a

pro

ject

of

deve

lopm

ent o

f the

or

gani

zatio

n (e

x:

mar

ketin

g pl

an, e

tc…

).N

on q

ualif

ying

>tr

aini

ng: t

he d

iplo

ma

is is

sued

(an

d re

cogn

ized

) by

the

Cha

mbe

r of

The

eval

uatio

n of

the

achi

eved

com

pete

nces

is

bas

ed o

n th

e “p

ortf

olio

“ m

etho

d,

whi

ch r

eflec

ts th

e or

igin

al a

nd a

cqui

red

theo

retic

al a

nd p

ract

ical

ac

hiev

emen

ts a

s w

ell a

s w

ider

(so

cial

) co

mpe

tenc

ies

of th

e st

uden

t acc

ordi

ng to

co

ncre

te c

riter

ia.T

ests

, pr

actic

al t

asks

, int

ervi

ew

mat

eria

ls a

re u

sed

in

eval

uatio

n. S

tude

nts

have

to s

ubst

antia

te th

e

Aca

dem

ic s

essi

ons

>an

d ro

le g

ames

Qui

nn m

odel

, >m

otiv

atio

nth

eory

, Mas

low

>py

ram

id, H

erzb

erg

clas

sific

atio

n,

Whi

tem

ore

appr

oach

, an

alys

is g

rid o

f de

lega

tion

type

, pr

iorit

ies

mat

rix, s

kill/

will

mat

rix C

EEC

and

G

row

mod

el (

help

to

mak

e an

inte

rvie

w

with

som

ebod

y w

ho tr

oubl

es th

e or

gani

satio

n);

The

Mon

itorin

g, C

ontr

ol

and

Eval

uatio

n sy

stem

us

ed fo

r th

e an

alys

is o

f th

e co

urse

con

trol

led

the

follo

win

g as

pect

s:th

e pr

oces

s,

>in

its

dida

ctic

, or

gani

zatio

nal a

nd

trai

ning

asp

ects

the

in it

iner

e, in

>pr

ogre

ss, a

nd fi

nal

lear

ning

, the

acq

uire

d co

mpe

tenc

es a

nd th

e pr

ofes

sion

al o

utco

mes

dire

ct a

nd in

dire

ct

>us

ers’

sat

isfa

ctio

n.

7PA

RTN

ERS

HAA

GA-

HEL

IA -

FIN

LAN

DCR

IF -

FRAN

CESI

AULI

AI U

N -

LITH

UAN

IAAC

FI -

BEL

GIU

MIS

RE

- ITA

LYIN

FOA

t the

beg

inni

ng o

f pr

ojec

ts w

e cr

eate

a

visi

on a

nd th

e st

rate

gies

fo

r th

e pr

ogra

m. A

fter

th

e pr

ogra

m w

e ev

alua

te

our

succ

ess.

We

look

aft

er s

trat

egy

of th

e pr

ogra

m (d

id

we

man

age

to d

o w

hat

we

wer

e up

to)

and

we

look

aft

er th

e m

etho

ds

we

have

use

d (d

id

they

lead

us

to th

e in

tend

ed v

isio

n). S

o th

e to

ol w

e ar

e pr

actic

ing

to b

e us

ed in

rea

l life

si

tuat

ions

is a

lso

the

typo

logy

of e

valu

atio

n.

We

can

eval

uate

the

proc

ess

and

cust

omer

fe

edba

ck w

ith th

e pe

ople

in th

e pr

oces

s.

Com

mer

ce o

f Par

is,

it h

as n

o na

tion

al

valu

e si

nce

it is

not

re

gist

ered

on

the

Rép

erto

ire N

atio

nal

des

Cer

tifica

tions

(=

N

atio

nal d

irect

ory

of

cert

ifica

tions

).

com

pete

nces

acq

uire

d in

depe

nden

tly in

an

info

rmal

or

natu

ral

way

by

prov

idin

g re

leva

nt d

ocum

enta

tion

and

othe

r m

ater

ials

. A

ccum

ulat

ive

asse

ssm

ent (

port

folio

) is

use

d as

wel

l. P

eer-

asse

ssm

ent,

self-

asse

ssm

ent a

nd

lect

urer

asse

ssm

ent

have

bee

n us

ed

Com

pete

nce

is tr

eate

d as

acq

uire

d if

stud

ent

dem

onst

rate

s no

t les

s th

an 8

0% o

f the

stu

dy

resu

lts id

entif

ying

the

com

pete

nce.

Leve

l-he

aded

nes

mat

rix, n

orm

alis

atio

n m

odel

of S

imon

, ga

rbag

e m

odel

(to

kn

ow h

ow to

tak

e a

deci

sion

);Vr

oom

/Yet

ton

/Jog

o >m

odel

and

exe

rcis

es

(how

to in

volv

e th

e st

aff i

n th

e de

cisi

on

proc

ess

and

whe

n);

The

tool

s bo

x w

ith

>“t

he p

rison

ers’

di

lem

ma”

, “le

s ni

veau

x d’

Ard

oino

”,

QQ

OQ

CP

(ho

w to

an

alys

e a

prob

lem

),

“dia

gram

me

en a

rrêt

e de

poi

sson

”, P

aret

o th

eory

, the

bus

ines

s w

ar g

ames

, eva

luat

ion

of r

isks

mat

rix,

Bre

ughe

l pro

ject

.Sp

ecifi

c sa

tisfa

ctio

n >gr

idC

olle

ctiv

e an

d >ac

adem

ic s

essi

ons

Indi

vidu

al in

terv

iew

s >be

twee

n di

rect

ors

and

coac

h.

For

the

proc

ess

elem

ents

, ass

essm

ent

ques

tionn

aire

s, to

su

bmit

ex a

nte

in it

iner

ean

d ex

pos

t, w

ere

pred

ispo

sed.

For

le

arni

ng e

valu

atio

n,

atte

ntio

n co

ncen

trat

ed

on th

e ev

alua

tion

of

each

mod

ule

thro

ugh

a w

ritte

n ab

stra

ct.

The

final

ass

essm

ent

cons

iste

d of

an

inte

rvie

w d

urin

g w

hich

th

e pa

rtic

ipan

t had

to

sho

w h

is a

bilit

y to

m

aste

r bo

th th

e th

emes

m

et d

urin

g th

e co

urse

(

at a

con

cept

and

m

etho

dolo

gica

l lev

el),

an

d th

ose

cove

red

in

the

proj

ect w

ork

repo

rt.

8PHASE 3 MODELLING

Focus Grid

PARTN

ERS

HAA

GA-

HEL

IA -

FIN

LAN

DCR

IF -

FRAN

CESI

AULI

AI U

N -

LITH

UAN

IAAC

FI -

BEL

GIU

MIS

RE

- ITA

LYIN

FOP

oint

of

stre

ngth

and

qual

ity o

fac

tion

Cus

tom

er fe

edba

ck h

as

been

exc

elle

nt. T

he

prob

lem

is to

mea

sure

th

e re

al e

ffec

ts o

f pr

ogra

ms.

We

have

be

en a

ble

to s

ee in

so

me

orga

niza

tions

that

th

ey h

ave

take

n th

e m

etho

ds to

use

. Som

e or

gani

zatio

ns h

ave

for

wha

teve

r re

ason

s no

t ta

ken

them

to u

se.

Tool

is s

impl

e bu

t the

pr

oble

m s

eem

s to

be

the

met

hods

. And

to

be

mor

e pr

ecis

e,

the

prob

lem

is n

ot

the

met

hod

itsel

f but

pe

ople

, who

are

to

use

it.It

is q

uite

diffi

cult

to li

ve

in le

arni

ng o

rgan

izat

ion

that

is e

xper

t or

gani

zatio

n.M

anag

ers

and

staf

f se

em to

sha

re th

e di

fficu

lty. I

n th

e la

test

pr

ogra

ms

I hav

e st

arte

d to

tal

k ab

out

com

puls

ion

to fr

eedo

m

and

the

adul

thoo

d of

org

aniz

atio

ns (

as

Rou

ssea

u an

d K

ant i

n 17

00

hund

reds

).

Alm

ost a

ll th

e pa

rtic

ipan

ts a

re

teac

hers

who

hav

e al

read

y be

en r

ecru

ited

and

mis

sion

ed

to o

ccup

y a

job

abro

ad, i

n cu

ltura

l ce

ntre

s co

nnec

ted

with

em

bass

ies,

in

orga

niza

tions

suc

h as

Fr

ench

Alli

ance

s, o

r in

ed

ucat

iona

l ins

titut

es

whi

ch w

elco

me

child

ren

of e

xpat

riate

s,

for

or in

org

aniz

atio

ns.

This

labo

ur m

arke

t is

a c

lose

d m

arke

t re

serv

ed to

teac

hers

w

ho h

ave

been

co

nfirm

ed in

thei

r po

st. I

t is

not p

ossi

ble

to e

valu

ate

the

effic

ienc

y of

this

tr

aini

ng fr

om th

e po

int

of v

iew

of t

he a

cces

s to

ope

n la

bour

mar

ket.

A c

lear

and

sol

id le

gal

>ba

se (

the

prog

ram

is

bas

ed o

n su

ch

docu

men

ts a

nd

lega

l ins

trum

ents

as

Con

stitu

tion

of

Rep

ublic

LT,

Law

on

Educ

atio

n of

R L

T,

Stat

e Ed

ucat

iona

l St

rate

gy fo

r Ye

ars

betw

een

200

3 an

d 20

12;

An

exte

nsiv

e ex

pert

>ev

alua

tion

of th

e si

tuat

ion

in th

e sy

stem

of

edu

catio

n an

d la

bour

mar

ket h

as

been

car

ried

out

A t

arge

t gro

up fo

r >w

hich

the

pres

ent

prog

ram

is m

eant

ha

s be

en s

ingl

ed

out (

grad

uate

s of

Ed

ucat

ion

Stud

ies,

M

anag

emen

t, P

ublic

A

dmin

istr

atio

n,

Psy

chol

ogy

and

Soci

olog

y);

A s

tabl

e an

d re

liabl

e >fin

anci

ng fr

om th

e st

ate

budg

et h

as b

een

ensu

red.

The

mos

t rel

evan

t el

emen

t is

the

“co-

cons

truc

tion”

(bu

ildin

gth

e tr

aini

ng p

rogr

amm

e w

ith th

e pa

rtic

ipan

ts).

It

help

s to

mak

e tr

aini

ng

prog

ram

ada

pted

to

the

spec

ifici

ties

and

char

acte

ristic

s (e

cono

mic

, soc

ial,

cultu

ral e

lem

ents

…).

Som

e of

the

mos

t im

port

ant q

ualit

y fa

ctor

s of

the

trai

ning

act

ion

can

be id

entifi

ed a

s fo

llow

s:R

eal c

onso

lidat

ion

of

>ad

vanc

ed la

ngua

ge

and

com

pete

nces

ne

cess

ary

to

prog

ram

me

and

real

ize

ever

mor

e ad

equa

te tr

aini

ng

oppo

rtun

ities

ac

cord

ing

to th

e ne

w s

ocia

l, cu

ltura

l an

d te

chni

cal n

eeds

of

use

rs o

f the

ed

ucat

iona

l sys

tem

an

d of

pro

fess

iona

l tr

aini

ng in

the

diff

eren

t te

rrito

rial a

reas

.co

nstr

uctio

n of

a n

ew

>im

age

of e

duca

tion

and

trai

ning

and

of

prof

essi

onal

car

eer

orie

ntat

ion

insp

ired

by th

e ed

ucat

iona

l id

entit

y of

the

Bod

y an

d st

rong

ly o

rient

ed

to th

e qu

ality

of t

he

serv

ice,

9PA

RTN

ERS

HAA

GA-

HEL

IA -

FIN

LAN

DCR

IF -

FRAN

CESI

AULI

AI U

N -

LITH

UAN

IAAC

FI -

BEL

GIU

MIS

RE

- ITA

LYIN

FOM

anag

ers

and

staf

f ar

e no

t use

d to

giv

e re

spon

sibi

lity

to s

taff.

Staf

f stil

l lik

es th

at it

ha

s so

meo

ne to

bla

me.

It

is m

uch

hard

er to

ta

ke r

espo

nsib

ility

. Als

o m

anag

ers

seem

to h

ave

diffi

culti

es in

giv

ing

thei

r po

wer

aw

ay. T

here

is

lack

of t

rust

on

both

si

des

of o

rgan

izat

ions

(s

taff

and

man

ager

s).

The

prog

ram

is b

ased

>on

the

prep

ared

St

anda

rd o

f the

pr

ofes

sion

of a

car

eer

coun

sello

r.

inte

grat

ion

of

>cu

ltura

l, te

chni

cal

and

beha

viou

ral

com

pete

nces

ne

cess

ary

to c

over

the

man

ager

ial f

unct

ion

in

the

educ

atio

nal a

nd

trai

ning

field

, >su

ppor

t and

>de

velo

pmen

t of a

web

cu

lture

am

ong

the

Sal

esia

n In

stitu

tions

an

d w

ith th

e ke

y pe

ople

of t

he lo

cal

syst

em.

dist

ingu

ishi

ngm

arks

and

poss

ible

tran

sfer

abili

ty

Mod

el a

nd to

ols

are

tran

sfer

able

. Thi

s is

the

way

to m

ake

lear

ning

org

aniz

atio

n,de

moc

racy

in w

ork

orga

niza

tions

and

exp

ert

orga

niza

tions

to w

orki

ng

real

ity.

Com

pare

d to

oth

er

exis

ting

trai

ning

s, th

is

one

is c

lear

ly “

stra

tegy

-or

ient

ed”.

The

cont

ent o

f the

pr

ogra

m is

gea

red

tow

ards

dev

elop

ing

not o

nly

educ

atio

nal

but a

lso

com

pete

nces

of

man

agem

ent (

the

com

pete

nces

fore

seen

in

Car

eer

Educ

atio

n St

udie

s pr

ogra

m h

ave

been

com

pare

d w

ith

the

com

pete

nces

of

man

agem

ent p

ropo

sed

by “

La S

trad

a pe

r D

oman

i” p

roje

ct

grou

p), w

hich

can

be

reco

gnis

ed a

s su

ffici

ent

in th

e fie

ld o

f car

eer

educ

atio

n.

The

mos

t rel

evan

t el

emen

t is

the

“co-

cons

truc

tion”

(bu

ildin

gth

e tr

aini

ng p

rogr

amm

e w

ith th

e pa

rtic

ipan

ts).

It

help

s to

mak

e tr

aini

ng

prog

ram

ada

pted

to

the

spec

ifici

ties

and

char

acte

ristic

s (e

cono

mic

, soc

ial,

cultu

ral e

lem

ents

…).

Am

ong

the

cour

se

inno

vativ

e el

emen

ts o

ne

can

unde

rline

:th

e ap

plic

atio

n of

>bl

ende

d le

arni

ng

inst

rum

ents

, en

viro

nmen

ts a

nd

stra

tegi

es,

the

stro

ng a

tten

tion

>gi

ven

to th

e si

tuat

ion

of th

e pa

rtic

ipan

ts a

s “

thin

king

pro

fess

iona

ls”

with

the

cons

eque

nt

care

to p

rovi

de th

em

with

a p

erso

naliz

ed

tuto

rshi

p, a

nd w

ith

writ

ten

follo

w u

p re

-el

abor

atio

n (t

hrou

gh

10PHASE 3 MODELLING

Focus Grid

PARTN

ERS

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plem

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yste

m

of v

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danc

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d co

unse

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at

scho

olVo

catio

nal g

uida

nce

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rvic

es a

s th

e m

ost

impo

rtan

t ele

men

t of

the

lifel

ong-

lear

ning

pr

oces

s.

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trai

ning

pro

gram

isor

gani

zed

in 5

ses

sion

s:S

elf

eval

uati

on1.

(F

rom

Oct

ober

to

Dec

embe

r 20

06,

2

days

/mon

th, 6

day

s at

all)

. The

obj

ectiv

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to b

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with

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part

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way

s an

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to m

ake

a su

mm

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of o

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sk

ills

and

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orat

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e in

divi

dual

trai

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pr

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mm

e. T

his

sess

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is c

ompo

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of 3

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abor

ate:

a de

scrip

tion

of th

e >jo

b of

dire

ctio

na

stan

dard

of

>re

fere

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of s

kills

Fina

lly, a

s fa

r as

pr

ofes

sion

al r

esul

ts

are

conc

erne

d, th

e pr

ojec

t allo

wed

a

fast

dev

elop

men

t of

the

part

ecip

ants

’ co

mpe

tenc

es w

hich

led,

in

man

y ca

ses,

to c

aree

r ad

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emen

t, th

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akin

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eate

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spon

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s at

a m

anag

eria

l lev

el in

th

e or

gani

zatio

ns o

f the

part

ecip

ant’s

orig

in.

11PA

RTN

ERS

HAA

GA-

HEL

IA -

FIN

LAN

DCR

IF -

FRAN

CESI

AULI

AI U

N -

LITH

UAN

IAAC

FI -

BEL

GIU

MIS

RE

- ITA

LYIN

FOTh

ese

larg

er u

nits

ca

rry

with

them

the

old

hist

ory

of s

mal

l sch

ools

. It

has

not b

een

easy

to

chan

ge th

e at

titud

es o

f pr

inci

pals

and

teac

hers

.O

ne o

bjec

tive

of o

ur

proj

ects

has

bee

n to

gi

ve s

uppo

rt to

cha

nge

the

attit

udes

as

wel

l as

prac

tices

.Th

ird fo

cus

has

been

the

qual

ity

man

agem

ent.

We

have

de

velo

ped

easy

tool

s to

dev

elop

the

qual

ity

of v

ocat

iona

l edu

catio

n an

d at

the

sam

e tim

e to

un

ite th

e or

gani

zatio

ns

of e

duca

tion

prov

ider

s.

The

plan

of

>im

plem

entin

g vo

catio

nal g

uida

nce

stra

tegi

es (

appr

oved

in

20

04)

, in

whi

ch

one

of th

e ai

ms

is

to tr

ain

voca

tiona

l gu

idan

ce s

peci

alis

ts

corr

espo

ndin

g to

m

oder

n re

quire

men

ts,

etc.

an in

divi

dual

>de

velo

pmen

t pla

nTh

emat

ic s

essi

ons

2.

(F

rom

Feb

ruar

y to

Ju

ly, 3

mod

ules

with

a

spec

ific

trai

ner

for

each

one

):D

evel

opm

ent o

f a >st

rate

gic

view

(2

days

) >M

anag

emen

t and

>co

achi

ng o

f a te

am

and

dele

gatio

n as

a

tool

of m

anag

emen

t (3

day

s)P

robl

ems

reso

lutio

n >an

d co

nflic

ts

man

agem

ent (

2 da

ys)

Eval

uati

on3.

(

1 da

y in

Ju

ly)

Col

lect

ive

supe

rvis

ion

4.

(2

day

s in

Sep

tem

ber)

Indi

vidu

al c

oach

ing

5.

(2

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s no

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lsor

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betw

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Oct

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ecem

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new and flexible training programmesand tools to quality european vocational


COUNTRY SUCCESS STORIESIN THE TRAINING

OF TRAINING MANAGEMENTREPORTS OF PARTNERS

PHASE 3 MODELLING

I/06/B/F/PP-154148

3DESK ANALYSIS OF SOME "SUCCESS STORIES" OF MANAGEMENT EDUCATIONTHE STRUCTURE OF REPORTS

1.Introduction that can justify the reasons of the case’s choice

2.General information about action/plan (Country project Name/year of start up and length of the training programme; The reasons and the context of action; Target, number of participants, typologies of professional profiles involved)

3.Objectives, structure and contents of action/plan (Training objectives, Contents; Organization of training action/program)

4.Methodological, didactic and evaluation aspects (Methodologies and tools, Typologies of evaluation)

5.Factors about the efficacy of action/plan (indicate the point of strength and quality of action)

6.Innovative elements and distinguishing marks and possible transferability (innovative elements of training action/plan that can distinguish the action from others action/plan that already exist)

4PHASE 3 MODELLING

Country Success Stories

SPD - FRANCE REPORT

1.Introduction that can justify the reasons of the case choice

Warning :It was very difficult to identify experiences answering exactly the criteria defined in the Strada per domani project, namely training courses intended for managers of the vocational training sector.We made direct researches and through a national center of information about trai-ning. Almost all of proposed training courses, qualifying or not, aim at the access to jobs of «training engineers», «coordinators of activities» or «training managers». Their objectives allow to acquire technical and organizational skills (for instance in the field of evaluation), but they are not directed towards management and strate-gic management, which are target-skills in the Strada per domani project.There are several reasons in it:

On one hand, in France, pre-service training and professional in-service training >for adults form two completely seperated systems. For instance, the activities, the profile of skills and the training program of a professional secondary school manager and those of a manager in an adult training center have nothing in common. That’s why CRIF Formation & Conseil has targeted exclusively managers of inservice training organizations within the framework of the Strada per domani project.The small size of training agencies (64% have a turnover of less than 150.000€/ >year), their recent creation or short seniority (36% created after 2000 - 43% between 1990 and 2000) explain two phenomena : the weak presence of the supervisory staff, limited financial available funds for staff training: in the end, in those organizations, the access to managers’jobs is mostly made through internal promotion and skills come with experience. The medium/big-size organizations recruit managers coming from other professional sectors.

My researches enabled me to identify 5 training courses, the 4th and 5th ones better correspond to the criteria of the «Strada per domani » project.

The first 3:« Training project leader »1.

Qualifying training level II >Organized by the CNAM (= Conservatoire National des Arts et Métiers, >

5

a higher education institute under the supervision of the Ministry of education).The aimed job opportunity is : « training manager within an organization or >in the training service/department of a company, a public organization or a training organization; training project/skills development manager.”But the modules are not oriented towards the management of teams or >organizations : « Engineering of training actions”, “Institutions and actors of adults training”, “Workshops of social sciences methods”, “Organization, management, evaluation of an educational sequence”, “Analysis of the work and engineering of the vocational training”, etc.

« Training project manager »2. Organised by DEMOS > (DEMOS is a group which intervenes in the training, recruitment and management advice of human resources). It has developped in France and internationally.Non qualifying training, >Length : 1 module of 12 days >There is no content oriented towards team management, management, >strategy.

« Carry out regional and local action projects » training3. Module of training organized by AFPA (Adult education and training >organization) for its own supervisory staffNon qualifying training >Length : 2 days >Contents : management of the stages and of a project key-points >

The 2 trainings which are closer to the model we are creating are entitled :“Diploma of management skill in cultural and educational organization” >“Managing a training organization” >

They are both described below.

2.General information about action/plan (Country project Name / year of start up and length of the training programme; The reasons and the context of action; Target , number of participants, typologies of professional profiles involved)

Training of “diploma of management skill in cultural and educational >

6PHASE 3 MODELLING


organization”(The sector aimed is not that of the professional training of adults, but I retained this example because it is a nearby sector).

Organized by the Chamber of Commerce and Industry of Paris. >Year of creation : 2007 >Activity : the training takes place once a year, in July, for a group of 10 >professionalsAimed public : the teachers who are candidates for a mission outside France >– but they accept professionals from the training sectorConcerning the reasons and the context of creation, I haven’t been able to >contact the person who is at the origin of this training, because this person is in long illness and has not been replaced yet…

3. Objectives, structure and contents of action/plan (Training objectives, Contents; Organization of training action/program)

Length : 3 modules of 5 days >Educational organization : all the sessions take place in encounter, there is no >distance training.The objectives and the contents : >

Module 1 « organization management » (strategy, management and running >of human resources, group dynamics centred on speaking)Module 2 : « commercial and marketing management and competitive >environnement » : marketing strategy of the organization, internal and external communication, marketing of the cultural products and training products offer, catching new publics.Module 3 : project management : conception, running and planification of >project, setting-up of training project.

Organization : all the sessions take place in encounter, no distance training. >


The evaluation: production of a memo which presents the audit of an 4.1existing or imaginary cultural organization and an actions plan on a project of development of the organization (ex : marketing plan, etc…).

Non qualifying training: the diploma is issued (and recognized) by the 4.2Chamber of Commerce of Paris, it has no national value since it is not

7

registered on the Répertoire National des Certifications (= National directory of certifications).

5.Factors about the efficiency of action/plan (indicate the point of streng-th and quality of action)Almost all the participants are teachers who have already been recruited and mis-sioned to occupy a job abroad, in cultural centres connected with embassies, in organizations such as French Alliances, or in educational institutes which welcome children of expatriates, for or in organizations. This labour market is a closed mar-ket reserved to teachers who have been confirmed in their post. It is not possible to evaluate the efficiency of this training from the point of view of the access to open labour market.

6.Innovative elements and distinguishing marks and possible tran-sferability (innovative elements of training action/plan that can distinguish the action from others action/plan that already exist)Compared to other existing trainings, this one is clearly “strategy-oriented”.

Other Success Story

2.General information about action/plan (Country project Name / year of start up and length of the training programme; The reasons and the context of action; Target , number of participants, typologies of professional profiles involved)

Training of “Managing a training organization” >Organized by the CESI (national private training organization specialized in the >training of technicians and industry engineers, and of executives (all sectors, including training executives).Length : 19 days ( 4 modules of 6+6+3+4 days) >This training will start for the first time in October 2007 by way of experiment >It is aimed at executives from the training sector (coordinators, training >engineers, etc...) who want to evolve towards a manager position.

8PHASE 3 MODELLING


It was created to offer them a sector of professional promotion, and it is presented >as a possible CESI training entitled “Manager in engineering training”.

3.Objectives, structure and contents of action/plan (Training objectives, Contents; Organization of training action/program)The objectives:

Integrate the economic dimension of profit in his training activity >Master the principles governing the law and the financing of the professional >trainingMobilize his team around the objectives, by facilitating autonomy, responsibility, >cooperation and cohesion.

The contents:Managing the team of trainers and co-workers (6 days) >

Position as manager according to his organization objectives, >Mobilize his team around the setting of objectives, >Develop his managing performance, >Develop the team performance, >Identify the competences and autonomy of co-workers, >Use the tools of management, >Regulate tensions and manage the stress. >

Well manage the training organization (6 days) >Integrate the financial logic of his activity, >Elaborate and follow the budgets of the company, >Make his activity profitable by identifying the action levers, >Set up indicators and his activity performance indicators, >Use simulation tools. >

Master the statutory system and the financing of the professional training (3 >days)

The reform of the professional in-service training : law of May 4th, 2004, >The interprofessionals national agreements, the decrees, the fields >agreements,The role of fields and their watchdogs, >The performance appraisal and accreditation for work experience (VAE) , >the DIF (individual right of training), the CIF (personal leave for training), the professionalization for company employees,The different financing systems at national, regional and european levels. >

Support for practice analysis (4 days) >

9

The marketing of his training offer, >His reponsibilities as a company manager : insurances, status of trainees, >status of participants, management of the premises, management of means, intellectual property, computing licences,...Contracts and labour law, >Methodological work on the practice analysis report. >

organization: all the sessions take place in encounter, no distance training. >


Drafting of a memo of practice analysis >A the conclusion of the training, a professional CESI certification is issued to >the participant.

5.Innovative elements and distinguishing marks and possible tran-sferability (innovative elements of training action/plan that can distinguish the action from others action/plan that already exist)

10PHASE 3 MODELLING


FIAS - ACFI - BELGIUM REPORT

1.Introduction that can justify the reasons of the case choiceWe choose this training program first because it’s the only one especially made for vocational trainers and secondly, because we well know participants so we can have a internal view.

2.General information about action/planThe training programme “Les directeurs et directrices, chefs d’orchestre” takes place in Belgium (Wallonia region). It started in 2006 for one year. At the begin-ning, this training programme was imagine because there weren’t any specific programme for vocational trainers managers.So the programme is specifically dedicated to managers, 12 of them follow the course and before became a manager, they were vocational trainers, psychologist, social worker or special needs worker.

3.Objectives, structure and contents of action/planThe main objective is to allow directors to underline all characteristics of the job of director in a training center and to approach them systematically with analysis and action framework.The learning outcomes are:

The acquisition of a overall view of competences to have to manage a training >centerTo carry out a summary of one’s skills and an individual plan of development >The acquisition of a whole of tools, methods and analyse & action plans. >

The training program is organized in 5 sessions:Self evaluation (From October to December 2006, 2 days / month, 6 days at 1. all)The objective is to build with the participants the ways and tools to make a summary of one’s skills and elaborate the individual training programme.This session is composed of 3 issues to elaborate:

a description of the job of direction >a standard of reference of skills >

11

an individual development plan >Thematic sessions (From February to July, 3 modules with a specific trainer 2. for each one)

Development of a strategic view (2 days) >Management and coaching of a team and delegation as a tool of management >(3 days)Problems resolution and conflicts management (2 days) >

Evaluation (1 day in July)3. Collective supervision (2 days in September)4. Individual coaching (2 hours non-compulsory to choose between October to 5. December)

4.Methodological, didactic and evaluation aspectsIn general, the training programme is given by academic sessions, role games and practice work.

Each session has its own methodologies and tools as follow:Built by togetherness (subgroups, plenary group, coordination by the teacher)1. Tools: Robert Queen method (determines the matching between individual ne-eds and institutional organisation and needs)Definition of the individual development plan

2. Academic sessions and role games >Quinn model, motivation theory, Maslow pyramid, Herzberg classification, >Whitemore approach, analysis grid of delegation type, priorities matrix, skill/will matrix CEEC and Grow model (help to make an interview with somebody who troubles the organisation);

Level-headedness matrix, normalisation model of Simon, garbage model (to know how to take a decision);Vroom/Yetton/Jogo model and exercises (how to involve the staff in the decision process and when);The tools box with “the prisoners’ dilemma”, “les niveaux d’Ardoino”, QQOQCP (how to analyse a problem), “diagramme en arrête de poisson”, Pareto theory, the business war games, evaluation of risks matrix, Breughel project.Specific satisfaction grid3. Collective and academic sessions4. Individual interviews between directors and coach.5.

12PHASE 3 MODELLING


5.Factors about the efficacy of action/plan (indicate the point of strength and quality of action) and Innovative elements and distinguishing mar-ks and possible transferability (innovative elements of training action/plan that can distinguish the action from others action/plan that already exist)The most relevant element is the “co-construction” (building the training program-me with the participants). It helps to make training program adapted to the speci-ficities and characteristics (economic, social, cultural elements…).

13

SIAULIAI UNIVERSITY - LITHUANIA REPORT

1.Introduction that can justify the reasons of the case choiceThis is a short presentation of the Master‘s study program Career Education Stu-dies offered at Faculty of Education of Šiauliai University, Lithuania. This is an in-novative study program, training prospective career counsellors (specialists having both pedagogical and managerial competences), at the faculty which has traditio-nally been training teachers. The program has good prospects having in mind the ever increasing attention paid to vocational training.

2.General information about action/plan (Country project Name / year of start up and length of the training programme; The reasons and the context of action; Target group, number of participants, typologies of professional profiles involved).Lithuania, Šiauliai University, Faculty of Education, Career Education Studies pro-gram, offered since 2006.The demand for the program is based on the legal documents of the Republic of Lithuania and EU which emphasise the following:

the importance of revealing creative abilities and vocational guidance of school >graduatesthe need to implement the system of vocational guidance and counselling at >schoolvocational guidance services as the most important element of the life-long- >learningthe plan of implementing vocational guidance strategies (approved on 23 March >2004), in which one of the aims is to train vocational guidance specialists corresponding to the modern requirements, etc.

The urgency of the program is also emphasised by the fact that vocational gui-dance and career projecting services in Lithuania haven‘t been given enough at-tention; the need for vocational consultancy and career education of the youth, especially school students, is not satisfied. Vocational guidance specialists have almost no influence in choosing a profession. Vocational guidance and counselling of the school students is started too late – only in School Years 10 to 12. Mainstre-am school curriculum doesn‘t require informing the students about the situation on the labour market, unemployment problems, employment, etc. Often profes-sional counselling and education for career is unsystematic and inconsistent. The

14PHASE 3 MODELLING


variety of users of professional counselling services is great, reaching beyond the boundaries of the mainstream school; that is why the demands for special training of the counsellors increase.Graduates of Bachelor studies in the following fields are admitted to the Master‘s program Career Education Studies: Education Studies, Management, Public Admi-nistration, Psychology, and Sociology. The content of the study program is based on knowledge and skills acquired during the course of Bachelor studies.Graduates, who don’t have a BA (Ed), have to study additional subjects in Educa-tion Studies. The study programme requires 3 such subjects:

Education Studies (6 ECTS) >Psychology (4,5 ECTS >Education Management (4,5 ECTS) >

20 Master students are involved into the program of Career Education.

3.Objectives, structure and contents of action/plan (Training objectives, Contents; Organization of training action/program)With regard to the development prospects of the system of education, aims of other programs in Education Studies, students’ needs etc. the following objectives of the program have been formulated:

To prepare highly qualified career education specialists who would acquire >

theoretical and applied basics (competences) for career in (self)education and would be able to apply them in planning and modelling vocational and career education.To provide for the students opportunities in the context of the formal and >

informal European education policy to prepare for the career in the sphere of career education studies, vocational (self)education and education, also for the acquisition of life-long-learning competences (see the list of competences of a career consultant in the Appendix).To confer a degree of Master‘s in Education based on the unity of theoretical >

and empirical studies and professional competences enabling career management with regard to the changes in the labour market and the life-long-learning concept.

The volume of the study program is 80 ECTS. The content of the study program is based on the knowledge, skills, and competences acquired during Bachelor studies in order to widen them Theory is allocated 50 ECTS (35 LT credits), rese-arch and final thesis are allocated 30 ECTS (25 LT credits). In the 1st semester of studies, 4 compulsory and 1 elective subjects are studied; in the 2nd semester, 4

15

compulsory and 1 elective subjects are studied; in the 3rd semester 1 compulsory subject is studied. The mentioned compulsory and elective study subjects should help the students to get ready for the research activities. In the 1st and 2nd se-mesters, the students carry out so-called semester research work (Note: semester research work is an independent theoretical or practical research into the chosen field of Education Studies).Study subjects are from the main field of Education Studies (Methodology of Care-er Education Studies, Studies and Research 1, Career Andragogical Technologies, Educational Policy and Sociology) and subjects of special training (Professional Counselling of Students‘, Theory and Methods of Looking for a Job, Diagnostics and Counselling of Professional Suitability, Labour Market Research, Studies and Research 2). In the 1st semester, there are elective subjects of the main field (Theories of Continuous Learning, Information Technologies in the Educational System, Management of Human Resources‘). In the 2nd semester, there are elec-tives of special training (Management of a Learning Organisation, Education of Social Skills and Entrepreneurship, the System of Development of Professional Single-mindedness).

4.Methodological, didactic and evaluation aspects [Methodologies and tools: what kind of didactic methods that are used to carry out of training pro-grammes (academic lessons, work based learning, elearning, outdoor training, blended learning, etc.); Typologies of evaluation].Forms of learning: Blended learning - face to face studies in some modules are combined with online studies.Also theory lectures, workshops (case studies), project preparation, reports in writ-ten, independent studies, assessment (self-assessment, peer-assessment, asses-sment by lecturer) are used.Evaluation: The studies and achievements of those who strive to become specia-lists in Career Education are evaluated by university which has accredited module study programs corresponding to the standards set by the Ministry of Education and Science or Social Security and Labour. This study program is continuous part-time studies. The program is finished by granting the qualification of a career consultant.The evaluation of the achieved competences is based on the “portfolio“ method (study achievement portfolio), which reflects the original and acquired theoretical and practical achievements as well as wider (social) competencies of the student. Achievement evaluation criteria implemented by the portfolio method are set in the

16PHASE 3 MODELLING


study program.The achievements of the students are checked by a test and practical tasks, also by an interview. The students have to substantiate the competences acquired in-dependently in an informal or natural way by providing relevant documentation and other materials. All the achievements of the students are accumulated in the portfolio (study file), where the lecturers of the program and the students themsel-ves provide commentary and evaluations. Every concrete competence is treated as acquired if the student demonstrates not less than 80 percent of the study results identifying the competence.The fact of acquisition of the qualification by the student is confirmed by the Final Assessment Committee of at least 3 persons. The committee shall have at least 2 lecturers and a representative of the departmental institution. In the case of a posi-tive assessment, the graduate receives a certificate confirming his/her qualification of a career consultant.

5.Factors about the efficacy of action/plan (indicate the point of strength and quality of action)The strengths of the program:

A clear and solid legal base (the program is based on such documents and >

legal instruments as Constitution of Republic LT, Law on Education of R LT, State Educational Strategy for Years between 2003 and 2012; Law on Higher Education of R LT, Strategy of Ensuring Life-Long-Learning; Vocational Guidance Strategy; Convention of the International Labour Organisation No. 142; other local and European/ International acts and documents).An extensive expert evaluation of the situation in the system of education >

and labour market has been carried out (It was established that there is a lack of personnel providing career projection services; specialists, providing career counselling services, don’t have a system of continuous and systematic professional training or development; only short-term forms of development of skills were available to the career counsellors: seminars, conferences, sharing experiences with colleagues etc.).A target group for which the present program is meant has been singled >

out (graduates of Education Studies, Management, Public Administration, Psychology and Sociology); The preparedness of the academic staff to deliver the program has been ensured; High qualifications of the staff have been guaranteed.A stable and reliable financing from the state budget has been ensured. >

17

he program is based on the prepared standard of the profession of a career >

counsellor.

6.Innovative elements and distinguishing marks and possible transfe-rability

Transferability of the results of study program > Career Education Studies is evident in career projecting of graduates of the program.The content of the program is geared towards developing not only educational >

but also competences of management (the competences foreseen in Career Education Studies program have been compared with the competences of management proposed by “ La Strada per Domani” project group; see table), which can be recognised as sufficient in the field of career education.

A- ADMINISTRATION AND PLANNING

COMPETENCES FORESEEN IN THE STUDY PROGRAM

Knowledge of the law Ability to accumulate knowledge on the legal basis in the spheres >of education and vocational training, also about professions on the regional, national and international levels.Ability to develop knowledge about systems of qualifications and >acquiring qualifications in one‘s own and foreign countries.

Knowledge of the theory ofprognosis and anticipation

Knowledge of educational Ability to purposefully manage information about the status of education,

Knowledge of educationalpolicy and priorities

Ability to purposefully manage information about the status of >education, vocational training and labour market.

Knowledge of finance andeconomics

Ability to up-date knowledge about social occupation, economic and financial policy of the region and the country.

Data analysis andgeneralisation skills

Ability to select and process information relevant for choosing a >profession and developing a career.Ability to use information data bases, computer diagnostic, teaching >and career projecting software, internet for counselling purposes.

B - DEVELOPMENT AND EDUCATION

COMPETENCES FORESEEN IN HTE STUDY PROGRAM

Knowledge of the humanresources managementtheories

Ability to develop relations with persons and social groups influencing >the choice of profession and career development.

Communication skills Ability to counsel various target groups by applying appropriate >communication methods, styles and diagnostic methods.

18PHASE 3 MODELLING


A- ADMINISTRATION AND PLANNING


„Human“ skills (ability tounderstand emotions andmoods, empathy)

Ability to create a positive emotional environment for counselling and to >contract a constructive link with the consulted.Ability to develop one‘s personal qualities. >Ability to act in a way consistent with one‘s value and professional >attitudes and expressed thoughts.Ability to critically reflect and assess one‘s own personal experience. >Ability to empathise with the needs of the persons from social >seclusion groups.Ability to improve communication and collaboration skills. >Ability to recognise and respect cultural differences of the clients and >their belonging to different national and social groups.

An ability to write and manageprojects

• Ability to include and coordinate efforts of parents, teachers, lecturers,social and career projecting institutions, labour exchange employees,municipality and elderates‘ officers while organising counselling support for various target groups.

C - QUALITY ASSURANCE


An ability to use qualityassessment results fordevelopment.

Ability to analyse and assess the efficiency of one‘s own consultancy >services.Ability to assess one‘s own activities, professional competence and to >write personal development plans.

D - NETWORKINGCOMPETENCES FORESEEN IN THE STUDY PROGRAM

Knowledge about thedevelopment of their own areaand society

Ability to identify persons‘ and groups‘ need for information connected >with the choice of the profession, vocational training and career development.

Networking skills (establishingand maintaining contacts )

Ability to collaborate with organisations (higher schools, vocational >training institutions, businesses, municipalities and other institutions) in order to efficiently use resources, necessary for the choice of profession and planning a personal career.Ability to collaborate with persons and groups engaged in professional >information, professional and career consultancy and research activities.

An ability to look for and processthe new information, connectedwith one‘s own profession

Ability to use in an efficient way professional career research outcomes >while advising the client on the rational choice of profession or career solutions.

Communication skills Ability to constructively communicate and collaborate with colleagues. >

Interpersonal relations creationskills

Ability to obtain the client‘s trust and keep counselling secrets. >

An ability to use qualityassessment results fordevelopment.

Ability to analyse and assess the efficiency of one‘s own consultancy >services.Ability to assess one‘s own activities, professional competence and to >write personal development plans.

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HAGA-HELIA UNIVERSITY - FINLAND REPORT

1.Introduction that can justify the reasons of the case’s choiceHaaga-Helia School of vocational teacher education has had projects of manager education for five years (from year 2002). The model we use has been developed in those projects in co-operation with large education providers in upper seconda-ry vocational education and training (personnel appr. 350, students appr. 1500-2500).We have developed models and tools for pedagogical management. We have ta-ken competence management to pedagogical level. Also we have concretized the meaning of learning organizations.Model and tools are under construction (new interpretations) and they are to be used in universities of applied sciences.

2.General information about action/plan (Country project Name / year of start up and length of the training programme; The reasons and the context of action; Target, number of participants, typologies of professional profiles invol-ved)Training programs last 1-2 years. The length is negotiated with the client. We have had several programs.Normal amount of participants is about 30. Participants represent the manage-ment of the organization in wide meaning (principals, vice principals, team mana-gers, teachers that are responsible for some specialities etc.).The main idea has been to develop the concept of management in whole organi-zations. We have developed the concept “management action”, which represents the work that is done by every member of organization and that knits the meaning of management function.This means that every member of organization is responsible for the quality of ma-nagement. This gives relief for the principals and at the same time it takes seriously the concept of expert organization.Also one main objective has been to unite the education providers. In Finland go-vernment has had the policy to enlarge the size of education providers. This means that smaller schools on different areas of vocational education (adult education, education for young, different fields of vocational education and training etc.) has been collected to the larger units on same geographic area. Now there are mainlyprovincial providers of vocational education.

20PHASE 3 MODELLING


These larger units carry with them the old history of small schools. It has not been easy to change the attitudes of principals and teachers. One objective of our projects has been to give support to change the attitudes as well as practices.Third focus has been the quality management. We have developed easy tools to develop the quality of vocational education and at the same time to unite the orga-nizations of education providers.

3.Objectives, structure and contents of action/plan (Training objectives, Contents; Organization of training action/program)The main tool, that we have developed, is action card. With action card organiza-tion can plan its strategies, make them living in the educational work and develop its strategies further.Basic idea is that in the use of action card one has to arrange the interpretation forums in different levels and areas of organization. Within these interpretation forums personnel discusses about the goals of the organization. It creates shared goals that are also understood from practical points of view. This means that stra-tegies can get into the action.Interpretation forums create the collaborative organization. They require that tea-chers and managers wish to work in teams.Interpretation forums are used to planning and result evaluation. They are also places where you can develop and have your ideas tested. Usually they create a common understanding what it is to be a successful vocational educator or trainer and what success means from the whole organization perspective.Tool, action card, is only an instrument to enable developing and learning in organi-zation. It makes visible the practice of learning organization. It also makes visible, if a staff or managers do not really want to live in learning organization. So it normally rises up essential questions of the real situation of the organization.

4.Methodological, didactic and evaluation aspects (Methodologies and tools, Typologies of evaluation)Main methodology is collaborative work. Also we have developed action card fol-lowing the main principles of BSC (balanced score card). BSC gives four main views to vocational education and training organizations (clients, processes, staff, and economy).Action card is developed version of BSC. It also gives ways to evaluate results of our projects. At the beginning of projects we create a vision and the strategies for

21

the program. After the program we evaluate our success.We look after strategy of the program (did we manage to do what we were up to) and we look after the methods we have used (did they lead us to the intended vision). So the tool we are practicing to be used in real life situations is also the typology of evaluation. We can evaluate the process and customer feedback with the people in the process.

5.Factors about the efficacy of action/plan (indicate the point of strength and quality of action)Customer feedback has been excellent. The problem is to measure the real effects of programs. We have been able to see in some organizations that they have taken the methods to use. Some organizations have for whatever reasons not taken them to use.Tool is simple but the problem seems to be the methods. And to be more precise, the problem is not the method itself but people, who are to use it.It is quite difficult to live in learning organization that is expert organization. Mana-gers and staff seem to share the difficulty. In the latest programs I have started to talk about compulsion to freedom and the adulthood of organizations (as Rousse-au and Kant in 1700 hundreds).Managers and staff are not used to give responsibility to staff. Staff still likes that it has someone to blame.It is much harder to take responsibility. Also managers seem to have difficulties in giving their power away.There is lack of trust on both sides of organizations (staff and managers).

6.Innovative elements and distinguishing marks and possible tran-sferability (innovative elements of training action/plan that can distinguish the action from others action/plan that already exist)Model and tools are transferable. This is the way to make learning organization, democracy in work organizations and expert organizations to working reality.

22PHASE 3 MODELLING


ISRE - ITALY REPORT

1.Introduction that can justify the reasons of the case’s choiceThe management training course described in this document represents a mea-ningful example of professional managerial training (MANAGEMENT STAFF) ope-rating within professional manager training Centres from 10 Italian regions.Institutionally, the participation in and the structure of the course was negotiated with the training Bodies who sent the partecipants with the perspective of a strate-gic investment and not according to individual initiative.Methodologically, experience followed an innovative method which aimed at inte-grating theorical training, distance training via web ( as the base of a web profes-sional community) and field formation (through projects carried out in different organizational contests according to the organizational context of a partecipant’s origin).Finally, as far as professional results are concerned, the project allowed a fast de-velopment of the partecipants’ competences which led, in many cases, to career advancement, through the undertaking of greater responsibilities at a managerial level in the organizations of the partecipant’s origin.

2.General information about action/plan (Country project Name / year of start up and length of the training programme; The reasons and the context of action; Target , number of participants, typologies of professional profiles involved)The course named “ specialist course for professional trainers and trainer ma-nager” was carried out by SISF-ISRE, Scuola Superiore Internazionale di Scienze della Formazione, of Venice.The SISF, in accordance with the national training Bodies Cnos-Fap, Ciofs and SCF – Central Training School, planned a special edition of the two-year course of specialization for “ Professional Trainer and training manager”. The course is not part of a University curriculum but grants university credit points.34 people, coming from 34 professional training Centres of different Italian regions and belonging to manangerial staff,( trainers-coordinators/tutors and sector coor-dinators), joined the course.30 of them succesfully completed the course.The course had the duration of 20 months and took place from April 2004 until December 2005.

23

3.Objectives, structure and contents of action/plan (Training objectives, Contents; Organization of training action/program)The main purpose of the course was to accompany the participants and follow services and innovation processes regarding instruction and professional training thus developing new managerial and cultural competences.The trainig initiative inspired by the new Italian school and professional training system reform which was put into practice by the law 53/03 with the aim to qualify new “ system professionals” able to activate the planned innovations.In particular the course aimed to :

develop the professional competences necessary for the function of management >coordinating and supporting, in the perspective of trianing innovations,consolidate a common vision of training and instruction inspired by the >principles of personalized courses and service quality,develop a web culture among the key people of local work training. >

The training lasted 480 hours and took place according to the following criteria:1/3 classroom attendance training, >1/3 laboratories and assisted self-training, also through individual study and >distance training1/3 field activity (project work). >

Such a reference scheme consisted in dividing the training course as follows:196 hours of common and specific training modules ( classroom and >laboratory)144 hours assisted self-training and FAD >140 hours of project work, real work experience and training work place visits. >

The course consisted mainly of self-training and real work experience with the precise purpose of creating a close ralationship between learning and in the field experience.This type of work was made easier by tutoring actions which included:

negotiation of the contents proposed by the teachers with the needs of the >course attendants and their own organizations,Consultancy and practical support of the course participants during classroom >learning and individual development plans, also with the additional use of distance communication systems.

The main themes considered in the Training Manager course are represented in the following chart:

24PHASE 3 MODELLING


MODULE DATE MAIN THEMES1 Venice, 28th-30th April

2004propedeutic (role, identity competences of training operators)

team building

project work introduction

web platform introduction

2 L’Aquila, 12th-16th July 2004

situation and needs analysis

customer analysis

and context and commissioning analysis

3 Rome, 30th aAugust –1st September 2004

learning and its processes

adult learning

Learning and motivation

4 Venice, 14th-16th Octobrer 2004

Training planning

Training units planning

Training courses planning

5 Venice, 9th-11th December 2004

Training methods

Classroom techniques

Accompaning and tutorship

6 Rome, 10th-12th February 2005

Evaluation of training proposals activities

Learning evaluation

and training supervision

7 Venice, 5th-7th May 2005

project work and tests

8 Lignano (UD), 11th-15th July 2005

Management of projects and training services –project work presentation

25

The trainig scheme is graphically represented as follows:

4. Methodological, didactic and evaluation aspects (Methodologies and tools, Typologies of evaluation)The Monitoring, Control and Evaluation system used for the analysis of the course controlled the following aspects:

the process, in its didactic, organizational and training aspects >the in itinere, in progress, and final learning, the acquired competences and >the professional outcomesdirect and indirect users’ satisfaction. >

For the process elements, assessment questionnaires, to submit ex ante in itinere and ex post, were predisposed.For learning evaluation, attention concentrated on the evaluation of each module through a written abstract.Besides, at the end of the course, upon request, certifications granting university credits were given to some partecipants interested in university studies.For competences evaluation, a self-diagnostic instrument, submitted to all parteci-pants at the beginning and at the end of the course, was pre-disposed.The final assessment consisted of an interview during which the participant had to show his ability to master both the themes met during the course ( at a concept and methodological level), and those covered in the project work report.

personalizedmodular

PERSONALPROJECT

COMMON AREAOF COMPETENCE

SPECIALIZEDCOMPETENCES

BALANCE OFCOMPETENCES

In field training

Study visits Classroom

On line

Project work

Community

26PHASE 3 MODELLING


The general evaluation of the training course involved the Commissioning Bodies and, where possibile, the Management of the Centres through interviews or focus group.

5.Factors about the efficacy of action/plan (indicate the point of strength and quality of action)Some of the most important quality factors of the training action can be identified as follows:

Real consolidation of advanced language and competences necessary to >programme and realize ever more adequate training opportunities according to the new social, cultural and technical needs of users of the educational system and of professional training in the different territorial areas.construction of a new image of education and training and of professional >career orientation inspired by the educational identity of the Body and strongly oriented to the quality of the service,integration of cultural, technical and behavioural competences necessary to >cover the managerial function in the educational and training field,support and development of a web culture among the Salesian Institutions and >with the key people of the local system.

6.Innovative elements and distinguishing marks and possible tran-sferability (innovative elements of training action/plan that can distinguish the action from other actions/plans that already exist)Among the course innovative elements one can underline:

the application of blended learning instruments, environments and strategies, >the strong attention given to the situation of the participants as “ thinking >professionals” with the consequent care to provide them with a personalized tutorship, and with written follow up reelaboration (through the instrument of a “course diary”),the taking part approach of the stakeholders, with the involvment of the >commissioning Bodies and of the training Centres of the participant trainees.

MANAGEMENT STRATEGICO DELL'ISTRUZIONE E

FORMAZIONE PROFESSIONALE(MaSIFoP)

Descrizione del referenziale di formazione 3

1.UN PUBBLICO MIRATO:A QUALI MANAGER SI RIVOLGE IL REFERENZIALE DI FORMAZIONE 4

2.I PRINCIPI DI ELABORAZIONE DEL REFERENZIALE 6

3.LE COMPETENZE CHIAVE PER I MANAGER 8

4.A MONTE DEL PERCORSO, UN DISPOSITIVO DI RICONOSCIMENTODELLE ACQUISIZIONI PROFESSIONALI 11

5.CRITERI UGUALI PER LA VALUTAZIONE DELLE ACQUISIZIONI PROFESSIONALI E DELLE ACQUISIZIONI POST FORMAZIONE 12

6.UN'ORGANIZZAZIONE PEDAGOGICA OMOGENEA 14

7.MANTENERE MARGINI DI MOVIMENTO PER TENER CONTO DELLE SPECIFICITA' NAZIONALI 15

REFERENZIALE DI FORMAZIONE 17

UNA PROPOSTA DI VALUTAZIONE 23

indice

3

L’obiettivo operativo del progetto “La strada per domani” consiste nel creare un percorso di formazione accessibile a manager del settore della formazione profes-sionale che lavorano in uno o nell’altro dei 5 paesi dove hanno la loro sede i partner del progetto: Belgio, Finlandia, Francia, Italia e Lituania.Precisiamo che, a seconda del paese, il settore indicato qui come “settore della formazione professionale” può includere o meno la formazione iniziale.

Il percorso si presenta sotto forma di un referenziale di formazione, ossia di un documento che contiene un elenco di competenze mirate in maniera specifica per l’insieme dei posti di lavoro occupati da questi manager.

Sin dall’inizio, si è posto il problema della denominazione “manager”: di quali pro-fessionisti si tratta? Esiste in questi paesi un pubblico di professionisti che possa essere interessato ad un percorso di formazione comune?

descrizione del referenzialedi formazione

4

La rete europea Ttnet ha realizzato nel 2005/2006 uno studio comparativo intitolato “Defining VET professions”, in 13 paesi europei. Uno degli obiettivi di questo studio era di analizzare i ruoli e le responsabilità delle professionalità esistenti nell’insegnamento e nella formazione professionale e di identificare le tendenze che influiscono sullo sviluppo degli stessi.

Lo studio ha messo in evidenza differenze sensibili tra i paesi, differenze che dipendono, tra l’altro, dai contesti nazionali d’esercizio di queste professionalità e che danno luogo a denominazioni e a contenuti d’impiego molto eterogenei, sia al livello degli insegnanti o formatori che a quello dei dirigenti o manager.

D’altro canto, lo studio di Ttnet dimostra che esistono delle convergenze, ma in un altro campo: in tutti questi paesi, l’insegnamento e la formazione professionale devono “affrontare nuove domande sociali in materia di educazione e di formazione, che si esprimono a livello degli individui, delle imprese e dei territori”. In effetti, tutte queste professionalità sono in larga misura impattate dalla “democratizzazione” della formazione, nella quale le pratiche di formazione tradizionale si evolvono per integrare il coaching, l’orientamento, il tutoraggio, l’accompagnamento. Inoltre, gli studenti e gli stagisti chiedono maggiori autonomia e libertà di scelta dei loro apprendimenti, da cui una domanda crescente di formazione personalizzata, modulare e includente in parti diverse soluzioni di formazione a distanza.

I partner del progetto “La strada per domani” sono quindi partiti dall’idea che queste tendenze hanno un impatto globale sugli enti di formazione professionale e che, in un modo o nell’altro, le competenze e le responsabilità di tutti i professionisti, compresi i manager, sono chiamate ad evolversi.

Di conseguenza, in questo progetto, la nozione di “manager” è da considerarsi in senso lato, in quanto può trattarsi sia di dirigenti sia di responsabili di settore, di capi di progetto, di progettisti, di coordinatori; l’elemento in comune tra loro è il fatto di avere delle responsabilità in materia di team management.

1. ANALISI DEL CAMPIONE1.Un pubblico mirato:a quali "manager" si rivolge il referenziale di formazione?

5

Vedremo in seguito che per tener conto del fatto che questi profili professionali sono diversi, la formazione è modulare, cosa che permette agli eventuali partecipanti di scegliere un percorso in relazione ai ruoli e alle responsabilità che hanno o che dovranno assumere.

6

Due principi sono stati alla base dello sviluppo del progetto; i partner erano d’accordo per creare:

un percorso di formazione pertinente nei 5 paesi partecipanti >un percorso omogeneo, ma non necessariamente uniforme. >

2.1.La pertinenza del percorso:sviluppo delle competenze-chiave

Questo referenziale non considera l’insieme delle competenze necessarie all’esercizio delle funzioni che svolgono i manager nel settore dell’insegnamento e della formazione professionale, ma focalizza più precisamente sulle competenze che meritano la denominazione di “competenze-chiave”.

Con questo termine indichiamo quelle competenze il cui possesso è fondamentale per lo sviluppo delle attività degli enti di formazione, tenendo conto dei cambiamenti presenti e futuri in questo settore di attività.

L’individuazione di queste competenze è stata fatta essenzialmente attraverso le indagini sull’analisi dei bisogni condotta all’inizio del progetto Leonardo dai partner e tenendo conto anche delle conclusioni di richerche analoghe del CEDEFOP.

Parallelamente, i partner sono partiti dall’idea che queste competenze non sono quelle possedute da un qualsiasi manager, indipendentemente dal settore di attività nel quale lavora (industria, servizi, ecc.). Anche se è incontestabile che “un manager” è sempre “un manager”, è necessario prendere in considerazione il fatto che il settore della formazione professionale presenta determinate specificità e che, di conseguenza, in questo settore ogni manager ha la necessità di saper combinare (e non semplicemente giustapporre) delle competenze manageriali e delle competenze proprie del settore della formazione.

2.I PRINCIPI DI ELABORAZIONEDEL REFERENZIALE

7

2.2.Un percorso omogeneo, ma non uniforme

Il quadro di formazione comune destinato a questi manager è costituito da più elementi:

un solo e unico sistema di competenze; rappresenta il “cuore” del referenziale >di formazione questo referenziale è diviso in 4 campi di competenze, per permettere un >percorso modularela scelta dei moduli può provenire da un processo preliminare di riconoscimento >delle acquisizioni professionali i partner hanno adottato i medesimi criteri di valutazione delle acquisizioni >professionali e delle acquisizioni post formazioneanalogamente è stato fatto per quanto riguarda la valutazione del processo di >formazione infine, in termini di organizzazione pedagogica, è stato deciso che il percorso >avrebbe offerto ai partecipanti 3 tipi di situazioni di apprendimento: formazione in presenza, autoformazione on line e apprendimento collaborativo.

Scegliendo di strutturare il percorso di formazione intorno a delle competenze mirate e non intorno ai contenuti di formazione, definendo criteri di valutazione comuni, i partner hanno perseguito due intenzioni:

dare la maggiore visibilità possibile alle competenze che i manager avranno >sviluppato attraverso la formazione conferire ad ognuna delle competenze una portata europea, per favorire la >mobilità dei professionisti coinvolti.

Tuttavia, era necessario tener conto delle specificità nazionali: l’organizzazione e le politiche di formazione professionale iniziale e continua sono diverse, così come la struttura e la dimensione stessa delle organizzazioni; di conseguenza, i contenuti della formazione proposta dai partner non possono essere identici, anche se le competenze mirate sono le stesse. Ecco perché i contenuti della formazione del referenziale sono citati a titolo indicativo. Per quanto riguarda la durata della formazione, non è indicata perché risulta, tra l’altro, dalle scelte fatte a livello di contenuti, ma anche dalla composizione, omogenea o eterogenea, dei gruppi.

Inoltre, ogni partner può effettuare un “dosaggio” diverso delle 3 modalità di organizzazione pedagogica; analogamente, i metodi e le tecniche pedagogiche, così come i contenuti, sono citati a titolo indicativo.

8

Il referenziale divide le competenze chiave in 4 campi che danno luogo ad altrettanti moduli di formazione:

Management condiviso di un ente di formazione in quanto organizzazione che 1. apprende Anticipazione dei cambiamenti e attività a carattere strategico in un ente di 2. formazioneManagement attraverso la qualità e lo sviluppo dell’ente di formazione 3. Ingegneria della formazione e gestione delle risorse dell’ente di formazione 4.

Le delucidazioni inerenti ai campi 1, 3 e 4 sono quelle che maggiormente fanno apparire la necessità di combinare le competenze manageriali da una parte e quelle pedagogiche dall’altra.

3.1.Le competenze del campo “Management condiviso

di un ente di formazione in quanto organizzazione che apprende”

La formulazione delle competenze di questo modulo traduce una concezione del management secondo la quale, nel settore della formazione professionale, i metodi di management “classici” (per obiettivi) non possono essere pienamente efficaci se non vengono associati ad un altro approccio per il quale, ciò che produce l’efficacia e lo sviluppo degli enti di formazione, è l’esistenza di valori e di un progetto condiviso, di una cultura comune e di una stretta cooperazione.

Le competenze sono divise in 3 gruppi:Management del progetto dell’ente di formazione >Leadership >Sviluppo del potenziale dello staff >

3.LE COMPETENZE CHIAVEPER I MANAGER

9

3.2.Le competenze del campo “Anticipazione dei

cambiamenti e attività a carattere strategico”

In questo campo di competenze chiave, si cerca di favorire nei manager l’attivazione di un approccio anticipatore dei cambiamenti e di una strategia di sviluppo deliberatamente orientata alla ricerca e alla negoziazione di partnership.

Si tratta di affrontare due tendenze che appaiono in modo sempre più netto:sul mercato del lavoro e della formazione i cambiamenti sono più rapidi e di >conseguenza la capacità di anticipazione acquisisce un’importanza maggiorela complessità e la dimensione delle problematiche è tale che un ente di >formazione ha sempre meno la capacità e le risorse per rispondere da solo ad alcune domande; la partnership diventa quindi una condizione indispensabile per il successo.

Le competenze si dividono in 3 gruppi:Attenzione preventiva e anticipazione >Strategie di sviluppo >Partnership >

3.3.Le competenze del campo “Management attraverso la

qualità e lo sviluppo dell’ente di formazione”

Il modo in cui le competenze di questo modulo sono state formulate risponde ad un’intenzione ben precisa: si tratta di permettere ai manager di inserire le loro attività di ingegneria di progetti in una pratica di management dei gruppi attraverso la valutazione e la qualità. In questo caso, la qualità è dunque considerata non solamente come un obiettivo da raggiungere, ma come una vera e propria modalità di management, con tutte le conseguenze che questo implica (organizzative, strategiche, pedagogiche).

Alla base si ritrova l’idea che è proprio la combinazione delle competenze manageriali e pedagogiche a determinare l’efficacia del management.

Le competenze si dividono in 2 gruppi:Valutazione, qualità e innovazione >Concezione e conduzione di progetti >

10MANAGEMENT STRATEGICO DELL’ISTRUZIONE E FORMAZIONE PROFESSIONALE

Referenziale di formazione

3.4.Le competenze del campo “Ingegneria della formazione

e gestione delle risorse dell’ente di formazione”

Se confrontiamo questo campo di competenze ai precedenti, che implicano da parte del manager un certo distacco dalle attività quotidiane, osserviamo che qui si fa riferimento ad attività più prettamente operative.

Anche in questo caso, è nella combinazione di competenze di management e del settore della formazione professionale che risiede la chiave del successo.

Le competenze si dividono in 2 gruppi:Ingegneria della formazione >Gestione delle risorse >

11

La configurazione di questo dispositivo si ispira a quanto è stato disposto in Francia nel 1992 dalla legge sulla “Validazione delle Acquisizioni Professionali”. Il suo obiettivo era di facilitare l’accesso alle persone che non possedevano i diplo-mi richiesti (per esempio, in Francia il diploma di maturità) ad alcune formazioni dell’insegnamento superiore. Queste persone possono entrare in queste formazio-ni ma sono esonerate da alcuni moduli. Tuttavia, questo esonero può essere solo parziale: la legge del 1992 limita così la portata della validazione delle acquisizioni: un diploma non può essere interamente ottenuto in questo modo. Il candidato deve contemporaneamente costruire un progetto di formazione complementare che permetta di ottenere il diploma desiderato. [1]

I partner del progetto “La strada per domani“ si sono ispirati a quest’idea per concepire un dispositivo di “riconoscimento delle acquisizioni professionali” che permetta ai futuri partecipanti di ottenere l’esonero da un modulo o parti di esso e quindi di beneficiare di un percorso modulare.

A questo scopo, i candidati dovranno completare un dossier strutturato per aiutarli a descrivere e ad analizzare la loro esperienza professionale nei campi che sono in relazione con quelli indicati nel referenziale di formazione del progetto “La strada per domani”.

Un colloquio di valutazione completerà questa procedura.

4.A MONTE DEL PERCORSO, UN DISPOSITIVO DI RICONOSCIMENTO DELLE ACQUISIZIONI PROFESSIONALI

[1] Questo sistema è diverso da quello disposto a partire dal 2001; denominato “Validazione delle Acquisizioni dell’Esperienza”, può permettere ad ogni candidato di ottenere un diploma di insegnamento secondario tecnologico o professionale, senza seguire nessuna parte della formazione corrispondente.

12

Questa scelta risponde alla necessità di coerenza che deve guidare l’intera prassi di valutazione dell’esperienza: quando si tratta di valutare delle competenze, è logico adottare gli stessi criteri indipendentemente dalla tappa del percorso alla quale ci si trova.

Sul piano teorico, l’approccio di valutazione delle acquisizioni (professionali o provenienti dalla formazione) è basato su una definizione precisa della nozione di competenza (al singolare): l’idea che sottintende a questa nozione è che non esistono situazioni lavorative identiche, nemmeno quando si tratta di portare a termine lo stesso compito. Altrimenti detto, l’attività di ogni dipendente non è mai una semplice esecuzione di procedure, di consegne, di direttive o di regole fissate in precedenza. Egli deve tener conto della situazione nella quale si trova in quanto, per essere efficace, deve affrontare gli avvenimenti e gli imprevisti che si presentano. Così facendo, sviluppa un processo cognitivo per il quale muove la sua intelligenza, la sua inventiva, la sua capacità di prendere delle decisioni, le sue conoscenze e le abilità che ha acquisito in precedenza; tutto questo per raggiungere degli obiettivi, per rendere applicabili le regole e le procedure che gli sono state imposte ossia per compensare una loro mancanza o inadeguatezza. Questo processo si chiama “la competenza”.

La competenza si riconosce grazie a quanto indicato nei tre punti seguenti:Il suo rapporto con l’azione: > si fa, si sviluppa, si attualizza nell’azione, attraverso l’attività lavorativa.Il suo rapporto con il contesto: > si è competenti in una data situazione per risolvere un dato problema e non in generale.La sua natura: > la competenza è un processo di combinazione, di integrazione di diversi elementi: conoscenze, abilità, comportamento, ma anche comprensione della situazione, dei modi di cooperazione, delle informazioni che caratterizzano una situazione a differenza di un’altra.

Questo approccio alla nozione di competenza ha condotto i partner ad adottare criteri di valutazione delle acquisizioni che ne tengono conto.

5.CRITERI UGUALI PER LA VALUTAZIONE DELLE ACQUISIZIONI PROFESSIONALI E DELLE ACQUISIZIONI POST FORMAZIONE

13

Sono stati adottati quattro criteri, tutti basati sull’idea che la competenza si valuta in rapporto alle situazioni lavorative.

Per valutare le acquisizioni, si tratterà dunque di sapere se i candidati sono capaci di:

tener conto, nelle loro decisioni strategiche, dei dati relativi all’ambiente 1. circostante tener conto nelle loro decisioni delle caratteristiche dei membri dello staff e 2. degli esterni adottare una distanza critica dalle situazioni di lavoro 3. fare riferimento alla rappresentazione che hanno del loro ruolo in seno all’ente 4. di formazione quando prendono delle decisioni

Per quanto riguarda la valutazione delle acquisizioni provenienti dalla formazione, è stato aggiunto un quinto criterio; si tratterà di sapere se i candidati fanno prova di:

proprietà lessicale (tecnica) nelle loro produzioni scritte o orali, con riferimento 5. alle conoscenze oggetto della formazione.

14

Si è convenuto che il percorso offrisse ai partecipanti 3 tipi di situazioni di apprendimento: formazione in presenza, autoformazione on line e apprendimento collaborativo.

Questa scelta è stata dettata anche dalle conclusioni dello studio della rete Ttnet già citata; è chiaro che la formazione in presenza non rappresenta più la sola e unica risposta efficace, specialmente quando ci si rivolge a degli adulti che hanno un’attività professionale. L’apprendimento collaborativo può permettere loro di sviluppare competenze grazie agli scambi sulle pratiche e alla cooperazione durante l’apprendimento. Inoltre, l’autoformazione on line, ben inteso a condizione che sia assistita, risponde meglio agli obblighi che pesano sulle agende dei manager.

I partner inoltre, hanno voluto conservare dei margini di movimento all’interno di questo quadro organizzativo per adattare l’organizzazione della formazione ai contesti nazionali.

6.UN'ORGANIZZAZIONEPEDAGOGICA OMOGENEA

157.MANTENERE MARGINI DI MOVIMENTO PER TENER CONTO DELLE SPECIFICITA' NAZIONALI

7.1. Dosare in maniera diversa le modalità di organizzazione pedagogica

Tra i partecipanti al percorso, le abitudini di formazione a distanza e di apprendimento collaborativo sono diffuse in modo diverso nei paesi coinvolti e non tutti gli enti di formazione hanno integrato questi strumenti, sia per formare i loro clienti che per il proprio personale.

Ogni partner può effettuare un “dosaggio” diverso delle tre modalità di organizzazione pedagogica.

7.2.Libertà nella scelta dei contenuti di formazione

Poiché la base delle formazioni che saranno dispensate in ogni paese è formata dalle stesse competenze, è possibile, a livello nazionale, selezionare contenuti di formazione specifici pur conservando ciò che è essenziale, ossia gli obiettivi comuni della formazione.

Perchè contenuti specifici? perchè alcune conoscenze, come quelle che riguardano le politiche dell’impiego, >della formazione, dell’organizzazione dei dispositivi sono necessariamente “nazionali”perchè possono sempre esistere “vie” diverse in termini di contenuti di >formazione, per raggiungere un medesimo obiettivo formativo

Ciò nondimeno, per garantire un quadro comune, i contenuti inerenti ai 4 campi di competenze del refenziale sono stati semplicemente divisi in 11 unità formative.

16

7.3.Libertà di scelta delle metododologie didattiche

Nel referenziale, le metodologie sono citate a titolo indicativo: questo non impedisce che le metodologie attive (studio di casi individuale o in gruppo, conduzione di progetti, ecc.) siano maggiormente raccomandate.

REFERENZIALI DI FORMAZIONE

18CA

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COM

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all’e

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ai v

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rom

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lo s

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nel s

entir

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e pr

oprie

le fi

nalit

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prog

etto

con

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ome

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ene

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ente

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di

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re, m

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imar

e >

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uppo

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ità e

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elli

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23

1CRITERI PER LA VALUTAZIONE DEL PROGRAMMA

Esistono molti approcci e diversi metodi di valutazione di un intervento di for-mazione.

Il metodo proposto dal progetto «La strada per domani» si ispira alle opere di un ricercatore francese, Guy LE BOTERF, riconosciuto come uno dei più importanti esperti di gestione e sviluppo delle competenze, che auspica la formazione dei manager attraverso una prassi-qualità. [2]

In quest’ottica, si considera che la formazione (azione di formazione, dispo-sitivo, piano di formazione) rappresenta un sistema a sua volta conglobato in un sistema più vasto: l’impresa.

I sistemi “impresa” e “formazione” si compongono di diversi elementi che sono messi in interazione per formare un “processo” capace di produrre degli “effetti attesi” (prodotti).

È dunque la qualità del funzionamento del processo, vale a dire il modo in cui i diversi elementi che compongono i due sistemi interagiscono tra loro, che deter-mina l’importanza e la qualità degli effetti.

Questo approccio presenta un triplo vantaggio:Pur essendo fondato su una concezione teorica (management attraverso 1. la qualità) vuole tuttavia essere pragmatico: i criteri proposti permettono di rendere facilmente operativo il metodo di valutazione.Rilevando l’interdipendenza tra il processo e gli effetti, attira l’attenzione 2. sull’importanza che ha il fatto di prendere in considerazione le questioni di valutazione sin dalla fase della progettazione.La valutazione è vista come un processo che funziona in continuo e che 3.

una proposta per la valutazione


24

permette di fare un ragionamento circolare: la valutazione degli effetti porta ad interrogarsi sul funzionamento del processo, per correggerlo continuamente; la valutazione del funzionamento del processo permette di valutare e di ottimizzare gli effetti.

Le Boterf propone più criteri utilizzabili nell’ambito di questa pratica:

EFFICACIAIl criterio di efficacia della formazione ha effetti diretti e indiretti, previsti e non

previsti dagli individui, dai gruppi o dalle organizzazioni. Questi possono essere valutati a tre livelli:

a livello della formazione stessa: > capacità sviluppate e conoscenze acquisite dai partecipanti, competenze sviluppate in situazioni lavorative a livello delle situazioni lavorative: > competenze sviluppate ed applicate in situazione a livello del sistema “impresa”: > per esempio i cambiamenti nell’organizzazione del lavoro, l’evoluzione del volume d’affari.

La realizzazione delle condizioni di trasferimento delle competenze occupa un ruolo determinante se si vuole che gli effetti della formazione non si riducano a semplici apprendimenti acquisiti in classe e mai reinvestiti nel lavoro.

Il sistema di formazione deve perciò essere “orientato al trasferimento”.

IMPRESAFORMAZIONE

EFFETTImoduliazionidispositivipiano di formazione



Diversi criteri, relativi al processo di formazione permettono di valutare questa caratteristica: pertinenza, opportunità, accettazione, coerenza, sincronizzazione.

PertinenzaLa pertinenza di una formazione si valuta nelle relazioni che essa ha con i

bisogni, i problemi, i progetti, gli obiettivi dei lavoratori e dell’organizzazione che li assume. In quest’ottica, la formazione è articolata sui progetti degli attori e non su una logica di offerta a catalogo. Per concretizzare questo criterio, sarà necessa-rio procedere ad un’analisi dei bisogni prima ancora di concepire il dispositivo di formazione. Gli obiettivi, per come sono definiti e formulati, offrono degli indicatori utili per valutare il criterio di pertinenza.

In ogni modo, il criterio di pertinenza può essere valutato sia in corso di forma-zione sia a posteriori: in effetti, nel caso dei dispositivi di formazione di una certa durata, è possibile che alcuni elementi del contesto conoscano delle evoluzioni, che possono far sì che uno o un altro elemento del dispositivo (obiettivo del pro-gramma di un modulo, ecc.) sia sorpassato o abbia bisogno di essere corretto.

OpportunitàLa formazione non è necessariamente una risposta appropriata ai progetti e

agli obiettivi dei dipendenti e dell’organizzazione che li assume. Si tratta dunque di verificare se altre soluzioni (cambiamenti nell’organizzazione del lavoro, nel mana-gement, ecc.) non siano più adatte al contesto.

CoerenzaLa coerenza detta “esterna” si verifica quando la formazione, nei suoi obiettivi,

contenuti, metodi, ecc. è coerente con gli altri sottosistemi della politica di gestione delle risorse umane dell’impresa e più globalmente con la sua strategia generale.

La coerenza interna esprime la concordanza dei diversi elementi della forma-zione tra loro: coerenza tra gli obiettivi e i contenuti, tra i contenuti e le capacità o le competenze mirate, ecc.

AccettazioneLa concretizzazione di questo criterio è condizionata dall’esistenza, all’inizio e in

corso di formazione, del processo di concertazione e di consultazione tra gli attori coinvolti al momento della concezione, della realizzazione e del monitoraggio in itinere della formazione.

La gerarchia operativa è stata implicata nell’individuazione dei bisogni della >formazione, nel monitoraggio in itinere?Come sono stati informati e consultati i dipendenti? >

26

Sono state considerate le condizioni per sviluppare il piacere di apprendere? >

SincronizzazioneQuesto criterio indica l’intervallo temporale che intercorre tra il momento in cui

si svolge la formazione e il momento in cui i partecipanti possono utilizzare quanto appreso.

A questi criteri “orientati al trasferimento”, Le Boterf ne aggiunge due: la con-formità e l’efficienza.

CONFORMITÀEsprime la relazione tra come si è effettivamente svolta la formazione (modulo,

azione, dispositivo, piano) e come essa era inizialmente prevista, con riferimento a:

capitolato d’oneri >legislazione in vigore >calendario preventivo >ecc. >

RAPPORTO COSTO/EFFICACIAEsprime il rapporto tra i costi necessari per mettere in atto la formazione e

l’efficacia che questa ha registrato. Si tratta di sapere se è possibile fare meglio ad un costo inferiore.

2Criteri per la valutazione dei risultati della formazione

Proponiamo di fare una valutazione normativa alla fine di ogni modulo. Materiali per la valutazione: produzione d’un documento di (x)pagine dove il

candidato descrive una (o molte) situazioni di lavoro in rapporto al modulo. Queste situazioni sono “situazioni-problema” nei quali il candidato è o è stato implicato. L’essenza del documento è dedicata all’analisi di questa (queste) situazione(i), ed alla presentazione delle tappe attuate (o previste) per risolvere i problemi e rag-giungere gli obiettivi perseguiti.

Per valutare le acquisizioni, si tratterà, dunque, di sapere se il/la candidato/a è capaci di:



Tener conto, nelle proprie decisioni strategiche, dei dati relativi all’ambiente A. circostanteIl/la candidato/a deve prendere in considerazione:

Il progetto pedagogico del proprio ente/organismo di formazione >La strategia di sviluppo del proprio ente/organismo di formazione >Gli obiettivi delle attività, ostacoli tecnici, finanziari, umani o altri >Posizionamento dell’ente/organismo di formazione nella politica/i programmi >di formazione locali, nazionali ed internazionali Risorse (umane, materiali, tecniche, finanziarie,…) >Limiti ed opportunità che derivano dalle leggi e dai regolamenti (del lavoro >e della formazione professionale) Evoluzioni sul mercato di formazione >

Tener conto, nelle proprie decisioni, delle caratteristiche dei membri dello B. staff e degli esterni: Per costruire gruppi, il/la candidato/a prende in considerazione:

Competenze individuali e del gruppo >Potenziale di evoluzione dei membri del gruppo >Stato delle relazioni interindividuali (rischi possibili di conflitto) >Approcci al cambiamento nel gruppo e nell’organizzazione >Valori professionali e personali >

Come contribuiscono le sue vere pratiche d’animazione e di risoluzione a ren-dere i gruppi efficaci?

Adottare una distanza critica dalle situazioni di lavoro: C. Quando descrive le proprie situazioni di lavoro, esprime giudizi su persone o

valutazioni su fatti/lavoro? Adotta una valutazione a posteriori sistematica sulla pertinenza delle scelte

fatte? Quando una decisione è presa, evoca soluzioni alternative in grado di essere (o

potere essere in futuro) applicate?

Fare riferimento alla rappresentazione che ha del proprio ruolo in seno all’en-D. te di formazione quando prende delle decisioni: Identifica con precisione il proprio contenuto e i propri limiti? Sa i punti di vista e le posizioni (potenza) degli interlocutori (interni o esterni)

con i quali si relaziona?

Proprietà lessicale (tecnica) nelle sue produzioni scritte o orali, con riferi-E.

28

mento alle conoscenze oggetto della formazione:Fa un utilizzo appropriato dei concetti, metodologie, strumenti discussi durante

la formazione?

“Il presente progetto è finanziato con il sostegno della Commissione europea. L’autore è il solo responsabile

di questa pubblicazione e la Commissione declina ogni responsabilità sull’uso che potrà essere fatto

delle informazioni in essa contenute”.

I/06/B/F/PP-154148

3

Table of contents

5 «La strada per domani»: an experience of European cooperation Rita Festi, Scuola Centrale Formazione

15 Analysis of VET managers’ training needs: which results? Mika Saranpää, Haaga-Helia School of Vocational Teacher Education

21 A training framework for the future Henri Combi, Crif Formation Conséil

41 Testing of training for VET mangers in the project. Italian case study: training for a network of vocational training networks Francesco Arleo, ISRE

47 Testing of training for VET mangers in the project. Lithuanian case study: University’s strategic plan Stefanjia Alisauskiene, Siauliai University

57 Testing of training for VET mangers in the project. Belgian case study: training for managers of training and inclusion organisations in the Walloon region Marie Cahuzière, ACFI-FIAS

63 A web environment for partners and the project: which opportunities? Francesco Arleo, ISRE

67 Learning from the experience: lessons of « La strada per domani » project Renata Purpura, CIVIFORM (SCF)

5

1. «La strada per domani»: an experience of European cooperation

In the present document we would like to illustrate the philosophy behind the Leonardo project called “La strada per domani”, its struc-ture and how it developed during the two-year period, from October 2006 through September 2008. In the following pages are described the single activities carried out and the main products obtained thanks to the co-operation among the European organisations as project partners and to the lessons learnt while working.

Before presenting the “La strada per domani” project it is impor-tant to underline an element which, at first, would seem obvious in a European project but it really isn’t so: the positive and thorough collaboration among the partners, who shared with openness their knowledge, methodologies and instruments to offer a ‘new’ product, first of all new for us – and this is what we hope for – for those who work in the field of education and vocational training. Of course our final products and this same report cannot account for the wealth of exchanges among the partners during these two project years, but we hope that the debate started with the experience “La strada per domani” can continue and involve other actors.We thank all the people and the organisations who worked with us on this project and are aware that knowledge sharing in the first stage and team working in the second are the necessary means to build the society and economy based on knowledge which are the subject of much interest at a European Community level.

6

The main objective pursued by the “La strada per domani” project (convention code I/06/B/F/PP-154148) was to model on-the-job train-ing units meant for managers in education and vocational training, in the broad sense of the expression and not only as regards manage-ment at vocational centres and training agencies.The project, which was approved in 2006 as part of the last Leonardo da Vinci call of the past 2000-2006 EU programme, focused on the second strategic priority of the Leonardo programme: “Improve the quality of, and access to, continuing vocational training”.

The point behind the project is that qualifications and professional development of top and middle managers in the educational serv-ices in a long life learning perspective represent a successful con-dition for both implementing innovation and system reorganisation and, above all, accompanying the necessary processes carried out to assure achievement of the objectives set in Lisbon and repeatedly underlined in the documents following that conference.Education and training policies are at the centre of creation and transmission of knowledge and competences and are an important element to determine innovation potentialities in every society: the management at VTC (vocational training centres) has, therefore, to have the necessary knowledge and competences to rule such proc-esses within their own organisation, in close connection with all the staff involved. Thus, the “La strada per domani” project insisted on the need to speed change processes up within the centres for education and vo-cational training, starting from the top, the ‘head’ of the organisa-tions. In other words, the project actually acted on the adjustment or, better, the continuous refreshment of competences of the managers who rule these processes.

The project had a 24-month duration, it involved partners in 5 EC countries: Italy, France, Belgium, Lithuania and Finland.A founding characteristic of the partners was that they had already met: in fact, all the organisations who collaborated in the project had already had the occasion of getting to work and co-operate at least with Scuola Centrale Formazione, grant-holder and co-ordinator; a

7

very important aspect, especially if we take into account the implicit difficulties in collaborating at an international level. The fact that the partners were acquainted with one another – a relation which devel-oped into a deeper rapport during the Leonardo project – is certainly one of the strengths of the project itself.

The project partners are:

Scuola Centrale Formazione - SCF (http://www.scformazione.it/):grant-holder and co-ordinator of the Leonardo project. SCF is a na-tional non-profit organisation, which promotes and manages voca-tional training, culture, refresher courses, in compliance with the re-gional, national and EC norms and regulations on the subject and in appliance of statutory laws.SCF is an association founded in 1975 and later accredited as a na-tional organisation for vocational training in compliance with the Ital-ian Law 40/87, which unites associations and organisations managing centres and institutes for vocational training in Italy. It is registered in the national research records under the code number H18907UT. At present SCF associates more that 40 bodies on the national territory, active in 11 regions, through more than 90 vocational training centres for a total of 1.600 teachers, trainers and workers, who train about 20thousand people a year. SCF belongs to CONFAP (project partner) and to Comité Européen de Coordination (CEC) based in Bruxelles.

Istituto Superiore Internazionale Salesiano di Ricerca Educativa -ISRE (http://isre.edinf.com/CMS/index.php):operates above all in the field of education and training, organising study and research activities, training for trainers, high-level vocation-al courses, plays host to programmes promoting knowledge and ex-perimentation of competences and good practice at both a national and international level. Through the Scuola Superiore Internazionale di Scienze della Formazione (International Collegiate School of Edu-cation Sciences), in association with the Università Pontificia Salesiana (Papal Salesian University) of Rome, it trains by means of specific cur-

8

ricula one-year or two-year courses for teacher trainers. ISRE is mem-ber of the World Organisation of Salesian University Institutes (a total of 43) all over Europe, Asia and Latin America. ISRE is a member of Ttnet-Italy since it was established in year 2000.

Confederazione Nazionale Formazione AggiornamentoProfessionale - CONFAP (http://www.confap.it/): established in 1974 on the initiative of the Italian Bishops Conference in order to offer an organic and coherent framework of reference for vocational education centres of Christian inspiration providing train-ing for both young and adult groups. CONFAP is one of the founder members of the FORMA Association, established in 1999, which unites all the actors in the sector of vocational education of Christian inspira-tion (CONFAP, ENAIP-ACLI, IAL-CISL, CIF, INIPA-Coldiretti..), in order to be united when operating officially. It sends its representatives to the Consiglio Nazionale della Scuola Cattolica (The National Council of Catholic Schools) and the regional and national Consulte ecclesiali (Eecclesial Councils). It is present all over Italy: today 40 organisations and associations belong to CONFAP, with a total of 269 vocational training centres, more than 8.000 teachers, trainers and workers and 70.000 students a year. CONFAP publishes a two-monthly magazine “Presenza CONFAP” and “Quaderni CONFAP”.

Action Coordonnée Formation Insertion – ACFI(http://www.acfi.be/):is a federation which puts together about forty vocational training centres aiming at social and professional integration. The associate organisations aim at offering greater social and professional integra-tion opportunities for adults with a low level of education, who cannot enter the world of work, in a perspective of emancipation and contin-uing education. ACFI is member of a number of regional and national organisations (CENM, UFENM, CESSOC, FESEFA, Interfédération des EFT–OISP, FEBISP, SAW, CREDAL, RES, Business & Society…), it is moreover founder member of the Comité Européen de Coordination (CEC), based in Bruxelles, to which Scuola Centrale Formazione also belongs.

9

CRIF Formation Conséil (http://www.crif-formation.com/):since its foundation in 1984, this organisation’s mission has been to favour professional transition and integration of employed, unem-ployed and working people. Thanks to a great investment in research and development of courses and educational methodologies, CRIF can promote innovation in different activity sectors: the fight against illiteracy, vocational guidance, competence evaluation, training through mock business activities and qualification of social workers. CRIF developed acknowledged competences in planning and pro-moting vocational training courses leading to qualification. CRIF was also accredited for VAE (Validation des Acquis de l’Expérience).

Haaga-Helia School of Vocational Teacher Education(http://www.haaga-helia.fi/en):is one of the five vocational teacher education schools in Finland. HAAGA-HELIA arranges teacher education for polytechnics, vo-cational colleges, adult education organisations and professional training companies. Vocational teacher education is meant for both teachers and teacher applicants. The programme comprises 60 ECTS credits. Haaga-Helia School of Vocational Teacher Education belongs to Haaga-Helia University of Applied Sciences whose 6 different col-leges guarantee degree, master and specialisation courses in many different disciplines: business, hotel, restaurant and tourism manage-ment, information technology, journalism, management assistant training, sports management and vocational teacher education. University of Siauliai (http://www.su.lt/en):established in 1997 thanks to the merge of former colleges, the Univer-sity of Siauliai is the youngest university in Lithuania. Today it includes 8 faculties: Education, Natural Sciences, Humanities (with European Studies Institute), Mathematics and Informatics, Arts, Social Sciences, Social Welfare and Disability Studies, Technology, and the Continu-ing Studies Institute. Students, researchers and University staff par-ticipate in such international projects as EUREKA, LEONARDO DA VINCI, PHARE, SOCRATES, FP6, FP5, ASEMDUO-Korea, INTERREG III, EQUAL, YOUTH, as well as in the projects of the Nordic Council of Ministers.

10

Partnership, it can be seen, presents elements which, if they are greatly complementary they are also different in that they belong to different organisations and this affected strongly project development and, in the end, final results, too. In the conclusions we will try to define in detail what we learnt from the project itself: certainly we now value the great relevance of more time spent among partners and how im-portant it is to leave room for positive debate when carrying out co-operation projects; this is true especially in research-action projects, where it is not so necessary to acquire the same logic and adopt the same approach, but it is fundamental to communicate, mediate and stimulate mutual sympathy.

A characteristic feature of the work we carried out over the last two years is the enhancement and optimisation of what had already been developed in this sector, especially as regards successful manage-ment education activities and research still in progress or already car-ried out, both on the educational and training needs of the project target group (management of vocational training centres and agen-cies, in a broad sense) and on the definition of a framework of ref-erence on competences for the different professional profiles: an example are the studies promoted by Cedefop (European Agency of education and vocational training established 1975: http://www.cedefop.europa.eu/) or the works by the European net Ttnet (Net of national networks created by Cedefop in 1998: http://www.trainingvil-lage.gr/etv/Projects_Networks/TTNet/).

In the initial phase already, when a training needs analysis of man-agement in education agencies and vocational training centres was carried out in the 5 partner countries we referred to the Ttnet studies and reports on the subject and, in particular, to the research work ‘De-fining VET professions in line with the European qualification frame-work’. The investigation – it will be better explained later in chapter 2 of this report – was carried out through a 5-section questionnaire to be filled by the prospective participants, presenting multiple choice

11

questions with a fixed set of values to choose from. Written in English, the questionnaire was afterwards translated in the partners’ language and the 193 filled-in interviews were eventually collected. It indicated some common key competences of the different management pro-files as well as common training needs: the outcome of this survey were the starting point of the next phases of project designing and experimentation.

With reference to the former (training frame of reference) we pro-ceeded by taking into account successful management training ex-periences for top and executive managers in vocational education carried out in the five partner countries, aiming at highlighting their strengths and innovation aspects while taking into account the dif-ficulties and criticalities met during the courses and seminaries. A comparative analysis of successful cases allowed us to identify the single elements of key competences, an important point of reference – a part from the initial training needs analysis – to frame training plans of reference. In particular, a comparative grid was prepared to clearly explain every reported successful experience, the role/figure/professional profile involved in the training activity, the training objectives, the teaching methodologies, the typology of evaluation criteria and the transfer-able innovation elements.

The training framework, resulting from a process of concurrence among partners on a shared model, a part from defining macro-areas of common reference activities (professional frame of reference) di-vided by competences (also taking into account the indications which emerged from sharing experiences with project partners and some CEDEFOP research results), allowed definition of the relevant Learn-ing Units and essential contents, underlining some training method-ology guidelines, as well as process and outcome evaluation criteria. Chapter 3 describes in detail structure of this training framework and the definition process which lead to it.

12

At the same time the contents in detail were defined of 3 learning units, which became object of experimentation in 3 partner countries: Italy, Lithuania and Belgium and are described in chapter 4, 5 and 6.

The learning units:

• Competences to develop a strategic vision

• Competences to develop strategic planning

• Instruments in shared management

were organised on the basis of:

• Expected learning outcome

• Goals

• Main contents.

Starting from this document produced by all the partners together, each organisation involved in experimentation at a national level pro-ceeded to design the learning unit (LU) to be tested in the same place in terms of expected learning outcomes and goals, taking into ac-count the fact that every LU was made of a 24 hours experimentation time and, therefore, objectives were made suitable to levels of mas-tery and knowledge trainees could achieve within this short period of time, moreover, participants’ features were considered and taken into account.Testing was carried out in Belgium, Italy and Lithuania between April and September 2008, following a different schedule and agenda in each country. In chapter 7 some ‘lessons learnt’ from testing will be described to suggest, in particular, methodologies and training or-ganisational elements useful in the future.

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The matter being on-the-job training for top and executive managers of vocational training centres, partners developed a proposal of ac-knowledgement of competences acquired on the job, starting from the French experience (VAP: Validation des Acquis Professionnels). The proposal has a competence ‘acknowledgement’ for managers to have access to training and for project operators to better customise the training programme and better design contents to answer each single participant’s “condition”. At present, such acknowledgement is left up to the each single organisation when they promote and carry out management training, but the debate is open as far as other pos-sible types of certification are concerned.

All the products developed over the last two years of work are avail-able on the project website: http://lastradaperdomani.eu We hope they can offer support to all those who are involved in top and middle management training, also in other sectors than educa-tion and vocational training.

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2. Analysis of VET managers’ training needs: which results?

In spring 2007, after the phase of Start up, in which the general struc-ture of the intervention and of the development plan was established, a training needs analysis was made. The analysis was centred on iden-tifying, quantifying and defining the training needs of the manag-ers of the education and training sector. In fact, as the first step of a complex process of training design, the survey on training needs was a crucial moment for the following implementation of successful initiatives. Like all the other project phases, the Analysis was also devised and achieved with the contribution of all partners, who shared the re-search methodology, the identification of the sample, the data col-lection tools and the modality to submit them.

The survey on the training needs of the selected sample was carried out by sending the same structured postal questionnaire in English to all partners, with the intent to gather qualitative and quantitative information. The questionnaire was made by the co-operation of the Finnish, Italian and French partners.

The questionnaire was divided into five sections. On the main sec-tors it allowed multiple choice answers on a scale of predetermined values. For each question, a value had to be selected, based on a four-level scale: 1=strongly disagree; 2=disagree; 3=agree; 4=strong-ly agree. There was no possibility of “I don’t know”.

The first section of the questionnaire was a grid demanding informa-tion on the training centre (location, number of employees, sectors of

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activity) and personal data on the respondent (post within the organi-zation, educational qualifications, length of service).

Each of the remaining four sections concerned a specific area:

Administration and Planning

Development and Education

Quality assurance

Networking with key actors

These four areas were taken from a Cedefop research report that was published as a work document for the 9th annual TTnet con-ference.1 The report worked as a starting point for defining compe-tences of the managers in different sections of vocational education. As the synthesis on the TTnet report, these four areas were divided into “competences”. We used those competences as a target for our questioning. There seemed to be some competences that were not included but that seemed important from the point of view of the ‘La strada per domani’ partners. These were included in the question-naire. All sections were divided into three fundamental questions. The first question aimed at detecting - among all the competences indicated in the questionnaire – the general competences characterising all managers and more specific competences characterising the profes-sional profile referred to and competences mostly affecting everyday work. The second question asked for a self-assessment of the degree of mastery of those same competences and was aimed at mirroring the level of professional ability expressed by the respondent.Finally, the third question called for a reflection on the perception of the individual training gap regarding the lack of knowledge or of a more critical competence in each thematic area of the questionnaire.

1 Thessaloniki, 7 and 8 December 2006. Report presents the final results of TTnet pilot project “Defining VET professions in line with the European qualification framework”.

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The proposed scheme presents an easy and intuitive structure: the ratio seems to be that of the confrontation between the theoretical model of the professional profile referred to and the professional competences the interviewee owns and uses, with the intent to de-scribe his/her own need for Qualification/Re-qualification/Updating. Shortly, the knowledge gap and the subsequent training needs de-pend on the differential existing between the importance attached to the competences which are necessary for everyday work and the degree of mastery of them, as is perceived and assessed by each interviewee.As for the ways in which the questionnaire was submitted to the se-lected sample, each partner chose the centres to be contacted and involved in data collection, on the basis of the characteristics of the national training system and of the agreements established when de-signing the project.

Results of questionnaire

Our questionnaire opened up the perspectives from which it was quite easy to point out the competences, which can be seen as a starting point for the planning of the training model for the managers of vocational education.

This is the list of competences that was collected from the sample:

AAbility to detect signals of change and trends (3, 20)

BKnowledge of anticipation and forecasting theory (3, 09)

DNegotiation skills (3, 07)

CAbility to utilize evaluation results for development (3, 06)

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These were the four areas where the training was needed the most, according to our results. Project partners think that it is possible to arrange training in all of these. It is also possible to see these four areas as ones that can be mixed and fixed together on one training module. They can be seen as different angles of the same thing, for example strategy work. This can include the calculating of the future, together with personnel interpreting the results of evolution and the methods of anticipation and forecasting. All the competencies were estimated important. The competences of managers vary a lot, but some can be pointed out as better suited for the job. The lowest ones aren’t necessarily the same as the ones where the training need is the most urgent. From the practical view of the work this is very logical.

The practical question for those who started to think the training of the managers was first of all: how is it possible to create a training substance that can respect the needs of the managers that are ex-pressed in the research? Should we take just one point of view at the time? Or should we try to do a mixture of different views?

The second question was: what kinds of methods should this training use? We cannot forget the reality of work, the workloads and time lim-its, and the necessity of being in work and not in the training. At least training should use many methods and should not underestimate the meaning of ‘on the job’ learning. To think about one’s own work, to reflect on it from the point of view of the competences expressed by the interviewees can be one way to teach someone to learn more from his/her own work.

And the third question was – and this is not the last question from the point of view of the ‘La strada per domani’ project - how is it possible to create a training program that can be arranged and practiced in all participating countries? That we can even think of this as a model for future training modules? Four competences that are valued highest

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in the training needs give many possibilities. They are not restricted by any national demands. Moreover, they seem to be the ones that can be conjoined well with the European trends of vocational training and education. The results obtained from the questionnaires and the ideas which developed from them have been our starting point to design train-ing modules, which are, in fact a direct consequence of our sample research.

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3. A training framework for the future

The operational objective of the project «La strada per domani» con-sisted to do the engineering of a training programme accessible to the managers from the vocational and educational training sector who work in one of the 5 countries where the partners of the project are established; for the record: Belgium, Finland, France, Italy, and Lithuania. We need to specify that, according to the country concerned, the sector which is designated here as «sector of educational and voca-tional training», can include or not initial training.

The programme comes in the form of a training framework, in other words of a document containing in particular, for the jobs held by these managers in this sector, a list of the targeted competences.

From the beginning, the question of homogeneity arose concern-ing the appellation of «managers»: what professionals are we talk-ing about? In these countries, does a public of professionals - which could be interested by a common training programme - exist?

I. targeted public: to which «managers» is the training framework aimed at?

The European network Ttnet achieved in 2005/2006 a comparative study entitled «Defining VET professions», in 13 European countries. One of the objectives of this study was to analyse roles, and respon-

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sibilities of VET professions and to identify the main trends in the development of them. The study highlighted real differences between the countries, dif-ferences which are due, among others, to the national contexts of these jobs and which cause very heterogeneous appellations and job contents, on the teacher or training officer level as well as leaders or other types of managers.On the other hand, the Ttnet study shows that convergences exist in another field: in all these countries, teaching and vocational training have to face a new social demand of education and training (at an individual, organizational and territorial level). In fact, all VET profes-sions are to a large extent influenced by the “democratization” of learning developments where the traditional training roles practices have evolved into being more about coaching, counselling, mentor-ing and supporting. In addition, the students and trainees expect more autonomy and freedom of choice, hence an increasing demand of personalized, modular trainings, and including in part different so-lutions of distance training.

The partners of the “La strada per domani” project have thus started from the idea that these trends have a global impact on vocational training organizations, and that in one way or another, the compe-tences and responsibilities of all professionals, including the manag-ers, are meant to evolve.Thus, in this project, the notion of «manager» is to be taken in the broad sense of the word, it can be leaders as well as sector managers, project managers, training engineers, or coordinators, the common point being that all of them have responsibilities as far as team man-agement is concerned.

We will see below that in order to take into account the fact that these jobs qualifications are different, the training is modular, which enables possible trainees to choose a programme which fits the roles and responsibilities they hold or will have to hold.

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II. The principles of elaboration of the training framework

Two principles have governed the development of the project: the partners agreed to design:

• a training programme relevant in the 5 participating countries,

• and a homogeneous but not uniform programme.

II.1. The relevance of the programme: to target key-competences

This framework does not target all the competences necessary to the job of manager in the vocational training sector, but more precisely competences which deserve the «key-competences» appellation.By this term, we refer to those whose control is essential for the de-velopment of the activities of the training organization, according to changes in progress or to come in this sector.

These competences were mainly spotted by means of inquiries achieved through needs analysis, whose conclusions appear in the previous part of this report.

At the same time, the partners started from the idea that these com-petences are not identical to those mastered by any manager, what-ever the sector (industry, services) in which he/she is employed. Even if it is questionable that “to manage” still means “to manage”, it is necessary to take into account the fact that the vocational training sector shows some specificities, and that therefore in this sector, it is necessary for any manager to know how to combine (and not merely juxtapose) managerial competences peculiar to the training field.

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II.2. An homogeneous programme, but not a uniform one.

The common training framework intended to these managers is made of several elements:

• an only framework of competences; it represents the «core» of the training framework

• this framework is divided into 4 fields of competences, to enable a modular programme,

• the choice of the modules can result from a prior process of recog-nition of professional acquisitions,

• the partners have adopted the same evaluation criteria to recognize professional and post-training acquisitions,

• it is also the case concerning the evaluation of the training process itself,

• finally, in terms of educational organization, it has been agreed that the training programme would offer the learners 3 types of learning situations: presential training, online self-training, and collaborative learning.

By choosing to structure the training programme centred around tar-geted competences and not training contents, by defining common evaluation criteria, the partners have sought two intentions:

• give the best visibility possible to the competences the managers will have developed during the training,

• confer to these competences a European impact, with a view to favor the mobility of the professionals concerned.

Nevertheless, it was necessary to take into account national spe-cificities: the organization and the policies of initial and continuous (in-service) vocational training are different, it is also true concerning the structure and the size of the organizations; therefore, the training

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contents given by the partners cannot be identical, even if the tar-geted competences are the same. That is why the training contents mentioned in the framework are so as a guideline. The durations are not mentioned, since they will result, among others, from the choices that will be made concerning the contents, but also the composition, homogeneous or heterogeneous, of the groups.

On the other hand, each partner can make a different mix between the 3 modes of learning organization; same thing concerning learning methods and techniques, which, as the contents, are mentioned as a guideline.

III. Key-competences for the managers

The framework divides them into 4 fields of key-competences, which cause as many training modules:

1 Shared management of a vocational education and training organiza-tion as a learning organization.

2 Anticipation of trends and strategy work in a vocational education and training organization.

3 Management through quality and development of the vocational edu-cation and training organization.

4 Curricula work and management of the resources of the vocational education and training organization.

The formulations of the fields 1, 3 and 4 are those which show the most the necessary combination of managerial competences on the one hand and educational on the other hand.

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III.1. The competences of the field “Shared management of a vocational education and training organization as a learning organization”

The competences formulation of this module express a conception of management according to which, in the vocational training sector, «classical» (according to objectives) methods of management cannot reach a full efficiency without being associated to another approach according to which, what makes the efficiency and the development of training organizations, is the existence of values and a shared project, a common culture and a narrow cooperation.

Competences are divided into 3 groups:

Management of the training organization project:

• Promote processes to discuss VET organizational values.

• Promote the culture of organization as a learning organization.

• Support the staff to identify the organization shared vision/goals.

Leadership:

• Develop behavioral and leadership styles, coherent with corporate organizational culture.

• Lead effective staff meetings.

Development of the staff’s potential:

• Promote team members’ involvement and responsibility, through delegation and empowerment.

• Build, motivate and conduct teams, according to the mission and the training organization project

• Promote positive and cooperative atmosphere.

• Assure the knowledge management and facilitate cooperative learning between staff members.

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III.2. The competences of the field “Anticipation of changes and activities of a strategic nature”

In this field of key-competences, we try to promote, in the managers, the appropriation of an anticipative approach of the changes and of a strategy of development deliberately oriented towards research and negotiation of partnerships. We must face two trends which appear more and more clearly:

• on the labor and training markets mutations accelerate, as a result the anticipation ability gains an increased importance,

• the complexity and the size of issues is such that a training organi-zation has less and less the capacity and resources to answer alone certain requests; the partnership becomes a condition of success which cannot be ignored.

The competences are divided into 3 groups:

Watch and anticipation:

• Ensure a forward-looking watch on the changes in progress on the labor and training markets.

• Detect future trends and priority choices carried out (by the deci-sion makers) at local, national, global levels.

Development strategy:

• Identify opportunities to develop strategic planning or improve edu-cational offer (in the market).

• Adopt systematically a strategic and anticipative vision of the activ-ity development of the training company (organization) develop-ment (not only follow, but anticipation).

• Integrate and adapt values and external preconditions into strategy.

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Partnerships:

• Promote a partnership culture to develop and improve the educa-tional offer.

• Support the training organization development through network-ing at different levels (local, national, international).

• Negotiate and contract partnerships by taking into account the in-terests and the objectives of the training company (institution).

III.3. The competences of the field «Management through quality and development of the training organization»

The way in which the competences of this module were expressed, meet quite a specific intention: we must allow managers to place their project design activities in a team management approach through evaluation and quality. Here, the quality is thus considered as a full mode of management, with all the consequences (organizational, strategic, educational,…) that it implies, and not only as a simple ob-jective to reach. In the background, we come across the idea again that it is indeed the combination of managerial and educational competences which determine the efficiency of the management.

Evaluation, quality and innovation:

• Define or supervise Quality Assurance (QA) strategy and QA priori-ties.

• Embed a QA culture (self-evaluation culture and accountability cul-ture).

• Improve the quality of operations, processes and projects.

• Create or enrich QA indicators and tools to identify the “added value” to design educational offer.

• Involve the staff to find improvement points and propose new solu-tions and innovative projects.

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• Apply methodologies of project management to the context.

• Create a positive relation environment in customers/users relations management.

• Evaluate project results and integrate these results in a strategic perspective.

Design and project supervision:

• Design, formalize and implement projects (according to their dif-ferent dimensions: political, educational, financial, etc), and assure financial reporting of projects.

• Design innovating drafts by connecting the information, the direc-tives and proposals coming from the management and those result-ing from reports and empirical observations made by the training officers in the field.

III.4. The competences of the field «Curricula work and management of resources in the vocational and training organization»

Compared to the previous ones, which imply from the manager a certain objectivity concerning daily activities, this last field of compe-tence relates to activities more directly operational. Here also, it is the combination of competences in management and in the job of vocational training which is the key to success.

Curricula work:

• To know the structures of curriculum and to develop new study programs.

• To understand and adopt new learning approaches and learning tools in planning (i.e. social community network, on the job learning etc.).

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• To be able to design educational planning and developing educa-tional offer.

• To be able to coordinate teaching (training) teams and support the teaching practices.

Management of the resources:

• To manage financial resources and assure their accountability.

• To recruit staff and external experts by using recruitment techniques and tools.

• To assure and supervise Human Resources (HR) administration.

• To be able to evaluate and supervise staff potential development.

• To make the analysis of the HR needs by checking the consistency between these needs, the strategy and the capacities of answer of the training company.

IV. Upstream from the training programme, a system to recog-nize professional acquisitions

The configuration of this system was inspired by what was imple-mented in France in 1992 though the law on «Accreditation for pro-fessional experience». Its objective was to facilitate the access to cer-tain higher education trainings for the people who do not have the required diplomas (for exemple, in France, the Baccalauréat, a school leaving diploma). They can enter those trainings and being exempt from some modules. But this exemption can only be partial: the 1992 law thus limits the impact of experience accreditation: a diploma can-not be completely obtained that way. The candidate has in the mean-time to prepare a complementary training project in order to get the targeted diploma. [1]

1This system is different from the one implemented from 2001; named «Accreditation for work experience», it can enable any candidate to obtain a technological and professional secondary education diploma, without following any part of the corresponding training.

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The partners of the «La strada per domani» project followed this sys-tem to design a system of «professional acquisition recognition», ena-bling the trainees tocome to obtain an exemption of module(s), and thus to enjoy a modular training programme. To do so, the candidates will have to fill-in a file which is structured, so as to help them describe and analyse their professional experience, in the fields which are connected to those listed in the training frame-work of the «La strada per domani» project.

An evaluation interview will complete this process.

V. Identical criteria for the evaluation of professional and post-training acquisitions

This choice meets the necessity of consistency which has to guide all the methods of evaluating professional acquisitions: from the mo-ment we have to evaluate competences, it is logical to adopt the same criteria whatever the stage we are in.

Theoretically, the approach of this evaluation is based on a specific definition of the notion of «competence» (singular): the idea which underlies this notion is that no working situation is identical to an-other, including when one has to make the same task. In other words, the activity of any worker is never the mere implementation of proce-dures, instructions, directives or rules stipulated to him/her in advance. The worker has to take into account the situation in which he is be-cause, to reach efficiency, he/she has to face the events and the unexpected which arise. Meanwhile, he/she is going to activate a cognitive process through which he/she rallies his/her intelligence, inventiveness, decision-making, knowledge and know-how he/she has previously acquired, in order to reach the objectives, to imple-ment the rules and the procedures he/she was stipulated, or even to make up their gap or their unsuitability. This process is named «the competence».

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The competence can be identified through the following three points:

• Its connection with action: it is made, it develops, updates with the action, through the work activity.

• Its connection with context: one is skilled in a given situation to solve a given problem and not generally.

• Its nature: the competence is a process of combination, integra-tion of different elements: knowledge, know-how and behaviors, indeed, but also understanding of situation, modes of cooperation, information which characterize such situation in comparison with such other.

This approach of the notion of competence led the partners to adopt evaluation criteria, which take it into account.4 criteria have been kept, all of them based on the idea that compe-tence is assessed in the eyes of working situations.

To evaluate the acquired knowledge, we must know if the candidates are able to:

Atake into account, in the strategic decisions, the data related to the environment

Btake into account, in the decisions, the team members’ and external teams’ characteristics

Cadopt a critical distance related to working situations

Drefer to the representation of their own role within the training organi-zation when taking decisions

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Concerning the evaluation of the acquired knowledge, a fifth crite-rion was added; we will have to know whether the candidates show:ETechnicality of the written and/or verbal productions, referring to the knowledge object of the training.

VI. The evaluation of the Training process

The approach was inspired by the works of a French researcher, Guy LE BOTERF, who recommend to manage the training through a qual-ity-approach. [1]

From this perspective, we consider that the training (training ac-tion, system, training programme) represents a system which is itself contained in a wider system: the company. The systems «company» and «training» consist of various elements which are put in interac-tion to form a «process», itself supposed to produce «expected ef-fects» («products»).

Thus it is the functioning quality of the process, in other words the way in which the different elements which compose the two systems interact together, which determines the importance and the quality of the effects.

This approach presents a triple interest:

• while being based on a theoretical conception (management through quality) it is nevertheless pragmatic: the proposed criteria enable to make the assessment process easily operational;

1Guy LE BOTERF, «L’ingénierie et l’évaluation de la formation», Editions d’Organisation, 1990.

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• by underlining the interdependence between the process and the effects, it draws our attention on the importance there is to take into account the assessment questions from the design;

• the assessment is seen as a process which works continuously, and which enables to think in a continuous loop: the assessment of the effects invites to wonder about the functioning of the process, to adjust it permanently; the assessment of the functioning of the process enables to estimate, and to optimize the effects.

Le Boterf proposes several criteria within of this process.

EFFICIENCYThe criterion of efficiency of the training refers to effects - direct and indirect, planned and not planned - on the individuals, the groups or the organizations.

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These can be assessed on 3 levels:

• at the level of the training itself: developed abilities and knowledge acquired by the learners, skills developed in a working situation,

• at the level of working situations: skills developed and implemented in situation,

• at the level of the «company» system: for instance changes in the organization of work, evolution of the turnover.

The implementation of the conditions for the transfer holds a decisive role if we do not want training effects to be reduced to mere learning acquired in the training room, and never reinvested in the work.

The training system thus has to be «transfer-oriented».

Several criteria, relative to the training process, enable to estimate this characteristic: relevance, opportunity, acceptance, coherence, synchronization.

RELEVANCEThe relevance of a training is assessed through the relationships it maintains with the needs, problems, projects and objectives of the employees and their organizations. From this perspective, the train-ing is based on the actors’ needs analysis even before conceiving the training system. The objectives, the way they are defined and ex-pressed, offer useful indicators to assess the criterion of relevance.

Nevertheless, the relevance criterion can be assessed in the training process subsequently: indeed, in the case of training systems which work for a certain amount of time, some elements of the context may experience some evolutions which can make such or such element of the system (objectives or program of a module), become void or in need to be adjusted.

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OPPORTUNITYThe training is not necessarily an appropriate answer to the projects and objectives of the workers and of their organizations. What we must do is to check whether other solutions (changes in the organi-zation of the work, in the management, etc…) turn out to be more adapted to contexts.

COHERENCEThe coherence said «external» is confirmed when trying to know whether the training, in its objectives, contents, methods… ensures coherence with the other sub-systems of the company’s human re-sources management policy, and more globally with its general strate-gy.

The internal strategy expresses the adequacy of the various elements of the training between all of them: coherence between objectives and contents, between contents and abilities or aimed competences, etc…

ACCEPTANCEThe realization of this criterion is conditioned by the existence, up-stream from and in the process of the training, of processes of dia-logue and consulting between the actors concerned during the de-sign, the realization and the follow-up of the training.

• Was the operational hierarchy involved in the identification of the training needs, in the follow-up?

• How were the employees informed and consulted?• Were the conditions fulfilled to develop the taste for learning?

SYNCHRONIZATIONThis criterion indicates the period of time between the moment when the training takes place and when the employees can use what they have learnt.

To those «transfer-oriented» criteria, Le Boterf adds two others: com-pliance and efficiency.

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COMPLIANCEIt expresses the degree of compliance between the training (module, action, system, programme) such as it effectively took place, and such as it was initially planned, according to:

• specifications,

• current legislation,

• scheduling,

• etc…

COST/EFFICIENCY RATIOIt expresses the relationship between the undertaken cost to imple-ment the training, and the efficiency noted. We have to know if it is possible to do better at a lower cost.

VII. A homogeneous learning organization

It was agreed that the training would offer the learners 3 types of learning situations: presential training, online self-training, and col-laborative learning.

This choice was also dictated by the conclusions of the Ttnet network study mentioned above: while being reticent towards trend effects, it is certain that the presential training is not the only efficient answer anymore, especially when we are aimed at adults in a professional activity. The collaborative learning may enable them to develop com-petences by exchanging their practices and by cooperating in the learning. As far as online self-training is concerned, of course under the condition that learners are assisted, it fits the constraints which weigh on managers’ agendas better.

Nevertheless, the partners, inside this organizational frame, wanted to keep rooms to manœuvre in order to adapt the training organiza-tion to national contexts.

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VIII. To preserve rooms to manœuvre to take into account national specificities

VIII.1. Measure in a different manner the learning organization modes

With learners, the habits of distance training and collaborative learn-ing are unequally spread in the countries concerned, and all the train-ing organizations themselves have not integrated these tools, either to train their customers or their own staff.

Each partner can make a different «measurement» between the 3 modes of learning organization.

VIII.2. Freedom in the choice of training contents

From the moment when the basis of the trainings given in each coun-try is formed by the same competences, it is possible, on a national level, to select specific training contents, while preserving what is es-sential, that is to say common training objectives.

Why specific contents?

• because some knowledge such as those concerning employment and training policies, the organization of systems, are necessarily «national»

• because different «paths» can always exist, in terms of training con-tents, to reach a training objective.

Nevertheless, to ensure a common framework, the contents which relate to the 4 fields of competences have therefore simply been di-vided into 11 learning units:

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Module 1. 1. Shared management of a vocational education and train-ing organization as a learning organization.

• Analysis of training organization

• Actions for a better pedagogical management

• Planning of evaluation process

Module 2. 2. Anticipation of trends and strategy work in a vocational education and training organization.

• Anticipation of trends and future needs and competences

• Building strategy

• Building and managing networks and partnerships

Module 3. 3. Management through quality and development of the vocational education and training organization.

• Philosophy of Quality and quality work in vocational education and training

• Recognizing the possibilities of development

• Management of development projects

Module 4. 4. Curricula work and management of resources in a voca-tional education and training organization

• Curriculum work

• Management of human, technical, financial resources

VII.3. Freedom in the choice of learning methods

In the framework, they are mentioned as a rough guide: active metho-ds (individual case study or in group, project work, etc) are recom-mended nonetheless.

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4. Testing of training for VET mangers in the project. Italian case study: training for a network of vocational training networks

Goals

With reference to some of the abilities outlined in the Training Frame-work – which have been described earlier in this text – the objec-tives of the two tested Learning Units (LU) are given here, in terms of expected learning outcomes. Objectives were defined taking into consideration that each LU was made of 24 hours (16 hours in the classroom and 8 hours spent on self-learning online). Therefore, ob-jectives were made suitable to levels of mastery and knowledge train-ees could achieve within the period of time given above.

Unit 1 (Shared Management)

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Unit 2 (Strategic vision in training)

Learning outcomes

The trainees who attended the modules were 18: directors/managers, area co-ordinators and management staff at vocational training cen-tres associated to the project partner CONFAP - National confedera-tion for training and continuous education. The trainees’ professional background and entry competence, as well as their age, were quite varied. The group of learners was largely heterogeneous and its in-trinsic differences therefore contributed to determine the teaching activities to be performed.

The trainers involved were 3.

The first two experts, who lectured in the first Unit (Shared Manage-ment) were:

• Prof. Alberto De Toni – Dean of the Faculty of Engineering at the University of Udine and full professor of Production Strategy and Production Management, international expert in management, or-ganisations and complex organisational models.

• Prof. Alberto Turchini – Chairman of AIF (Associazione Italiana Formatori/Italian Trainers Association) in the Friuli Venezia Giulia re-gion and expert in change and learning management.

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The second Unit (Strategic vision in training) had Prof. Domenico Lipari as lecturer, university professor of sociology of organisations and expert in organisational learning, practice community and reflec-tive practices in training.

Contents

The first Unit - Shared Management - developed the following con-tents:

• Analysis tools to research simple and complex organisational mo-dels.

• Principles and models of self-organisation

• Differences between management and leadership - analysis and interpretation tools

• Tools to improve delegating abilities, empowerment and team-working to achieve goals

• Introduction to participatory management: from vision to empower-ment

• Vision and empowerment in a study case on vocational training or-ganisations

• Team building and group work in organisations

The second Unit – Strategic vision in training – developed the follo-wing contents:

• Vision, strategy, training, building a shared meaning for these key-words

• Abilities to anticipate trends and “start innovative environments” as strategic competences

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• Practice on organisational self-cases and models of vision analysis

• Practice communities and networks based on practice as a local means to build knowledge, make knowledge circulate and promote innovation.

Methodologies and evaluation criteria

Both Learning Units were developed by means of a blended ap-proach, in fact some of the work was carried out in the classroom, while some collaborative activities were performed by the trainees as part of the online learning section.

Unit 1consisted of an introductory theoretical session on innovative and complex organisational models, and also:

• Sharing and group work, in the classroom

• Presentation of multimedia and video material to analyse different styles of leadership and shared management.

Evaluation was achieved through an online test, in which trainees were confronted with applying a scheme of interpretation to the organisa-tional models operating in their own professional context.

Unit 2 Made each participant’s professional experience and background play the most important role, thus providing for:

• A brainstorming session on the unit key words (vision, strategy, train-ing, organisation, community, practice, learning)

• A session in which self-cases within the group were presented

• A session in which analysis on selected representative self-cases was carried out.

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Work during this unit included the use of a project web platform, in order to start a collaborative activity between the participants and the expert, for the purpose of expanding a significant glossary of the key words which had been used in the classroom.

On this web platform, moreover, a “media library” was created for the Vocational Training management, where experts offered biblio-graphic and multimedia references concerning the contents of the two units.

Training period

• LU1 5th –7th June 2008 (16 hours) – Mestre (Venice) - and 8 hours of online self-learning, using the online teaching environment of the Leonardo pilot project: http://lastradaperdomani.eu

• LU2 10th-12th July 2008 (16 hours)– Rome – and 8 hours of online self-learning, using the online teaching environment of the Leon-ardo pilot project: http://lastradaperdomani.eu

Assessment (strengths and weaknesses)

The following tools were used to perform assessments: a final sati-sfaction paper questionnaire for each unit, a final satisfaction online questionnaire and a group debate during each unit.On the basis of the joint results obtained through the 3 aforemen-tioned tools and with reference to a general evaluation of the activi-ties carried out, it is possible to point out some inner strengths and weaknesses.

Strengths:

• Cooperative teaching activities were enriched by the learners’ dif-ferent professional experiences.

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• The teaching approach adopted by the experts was meant to en-hance the participants’ professional experience.

• The employment of varied tools of both presentation and work (vid-eos, study cases, direct experiences) made comprehension of the training contents easier.

• A blended training approach allowed participants, even through distance learning, to investigate some key elements dealt with in the classroom.

• A special attention paid by the experts to the participants’ profes-sional background allowed comparison among organisational and management models belonging to fields different from training.

Weaknesses:

• The teaching activities carried out in the classroom showed a de-crease in interest by the participants, in particular when reference models were presented, which the experts had taken from profes-sional fields different from vocational training.

• Online work sessions showed a decrease in participation during col-laborative activities (forums), while trainees performed with a higher degree of concentration when researching further information.

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5. Testing of training for VET mangers in the project. Lithuanian case study: University’s strategic plan

Professional and Training Standards1 for the Managers of the educa-tion and vocational training system are included in to the general system of Public Administration Study Regulations. of Bachelor and master graduates in management can choose between two profiles (with specializations in various fields) in Lithuania, as follows: 1) Man-agement and business administration 2) Public administration. Bach-elor studies in management and business administration are more targeted to the administration of various business fields (logistics, management of production companies, tourism management, etc) while those in public administration to the administration of state in-stitutions and various public life fields (i.e. education). The education-al institutions’ managers can acquire master degrees in Educational Management or Education of carrier; however managers working at universities belong to special group of managers.

1The Training standards (or training frame of reference or record of training) is an agreed SET of requirements - knowledge, skills and personal abilities - at a particular level of quali-fication; in other words, requirements for professional, social and personal qualification. The training standard thus allows making the link between a training programme and the skills to be acquired for each kind of employment (occupational profile) in a given sector (network) of profession. It is to be used in the elaboration of the training plan (programme) and/or in the preparation of training projects. The training frame of reference or record of training or vocational training standard - as we can call it – it is also necessary in order to evaluate trainees’ learning at the beginning, during and at the end of a training programme.The employment frame of reference describes a specific profession or profile. We can obtain it from the set of both present tasks – description of employment place, activities, skills etc. – and future tasks – expected evolution of skills and activities.

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The leaders of departments, faculties etc. are elected or appointed for a limited period (for 4-5 years) and often they have no special training in the management area. Because of that, the focus of the “La strada per domani” testing training in Lithuania was extremely actual and important for university administrative leaders/managers. The “Strategic vision” module for the University’s administrative staff was necessary because the University experiences permanent chang-es and needs strategic planning.

In the context of the reform of higher education, strategic planning acquires particular importance as our economy does not ensure suf-ficient educational and social development of the country. The state is not able to finance normally the system of higher education (ac-cording to GDP, one inhabitant of the country gets 30% of European Union’s average). The biggest part of the budget allocated to the University falls to wages, whereas the resources for maintenance of material facilities, purcharse of means for studies, for renovation of buildings have to be earned by the University itself. Practically, the education facilities are non-renewable. The State ensures free of charge studies only for a half of students, the others have to pay for their studies fully or par-tially.

At the University, all Faculties have Strategic plans. A Group of Stra-tegic Planning, which consists of University administration staff, pre-pares and revises the University’s Strategic Plan of Activity. Besides this Group, the main role in planning at the University is performed by the Department of Economics, while indices of education and studies are planned by the Departments of Education and Studies. Strategic planning at the University level is closely connected with strategic planning at separate sub-divisions (faculties, institutes) level; thus, it is very important that employees and managers at separate subdivisions should perceive the essence and principles of strategic planning, and would be able to initiate and coordinate this process properly.

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Goals. The main goal of the tested module “Strategic vision” was to realize strategic vision, i.e. to support the process of the institution’s strategic planning (use strategic vision developing strategic plans at the University).

Structure of module training. The module has been implemented through three seminars (24 hours) led by dr. Ricardas Malkevicius:

• I Seminar a 3-days session has been organized on 2-4 April, 2008 for 10 people: deans of faculties, Rectorate’s staff, heads of depart-ments.

• II Seminar a 1-day session help on 20 June, 2008 for 5 people: Rec-tor and 4 Vice Rectors. The aim of this session was to use strategic vision to develop the Strategic plan of our University (Strategic plan has been prepared, but it was revised after the 3rd seminar).

• III Seminar a 3-days session was organized in 10-12 September, 2008 for all administrative staff of Siauliai University (common seminar).

People involved. Trainer, prof. dr. Ricardas Malkevicius, is a nation-wide well known lecturer in the field of management. He is a consult-ant of the Lithuanian Public Administration Training Association. The lecturer is an expert of conducting management courses (especially, in the filed of strategic planning and creation of a strategic vision).

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Before starting to conduct the module at the Siauliai University, he properly got acquainted with contents of the “La strada per domani” project and with expected competences of the “Strategic Vision” module and was oriented towards them.

Trainees:15 academic and administrative staff of Siauliai University.

Considering the fact that the University is a big structure consisting of many sub-divisions, in which competences and functions of people in-volved in strategic planning are different, it was decided to organize the training in separate groups: a) managers of offices and departments; b) managers of faculties (deans); c) members of the Rectorate. After the training in separate groups, a common practical seminar was held, in which a particular strategic plan of Siauliai University for 2009-2013 has been developed. 15 people from Siauliai University’s Continuing Studies Institute, Fac-ulty of Humanities, Staff-office, Finance office, Department of stud-ies, etc. participated in the training.

Contents. A special attention during the trainings was given to the following competences:

• Evaluate processes and activities to promote changes

• Detect signals of change and trends

• Crafting strategies to thinking future

• Create alliances and networking.

The main topics of the module were:

• Core of strategic vision

• The main functions of the leader of the institution

• Systemic approach in management/management of critical situa-tions

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• The main categories of values of an organization

• The principles of building team work

• Personal strategy: the main structural steps

list of activities

list of dreams priorities of values harmonization of values and goals

list of goals

main internal attitudes

the rules of implementing

• The stages of strategic planning

• The structure of strategic planning

• The environment of organization

• The models of decision making

• The reasons of weak decisions

• The method of brain storming in strategic planning

• The model strategic planning

• The developing of strategic plan

Methodologies and evaluation criteria.

The seminars have been organized as face-to-face meetings for dif-ferent target groups:

• for heads of departments and administrative staff

• for staff of Rectorate

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and a common meeting for everybody (administrative staff, heads of departments and rectorate’s staff).

Seminars have been organized using active learning methods (role playing, discussions and reflections, self-case studies, elements of critical thinking) based on the Institution’s actual and real practical situations.The evaluation process (data collection and analysis from the inter-views) started after the 1st seminar and was continued till training test-ing finished in September 2008.

For the evaluation of the module, the Strategic Plan of our University has been developed through a cooperative learning process and re-vised in the third seminar in September.

Assessment (strengths and weaknesses).

After the training, following substantial provisions set in the project module on “Strategic Vision”, 15 participants were surveyed by the method of semi-structured interview. The aim was to reveal the par-ticipants’ attitude towards changes of their own competences on strategic planning, and also towards the following competences mentioned by project partners as one of the most important in this context: evaluate organisation performance and external operating environment; detect signals of change and trends; crafting strategies to thinking future; create alliances and networking.

After generalization of the interview results, it emerged that: partici-pants appreciate differently the competences they possessed and changes in terms of strategic planning, in relation with their work-ing experiences and acquired knowledge. It is possible to make the following conclusions:

• The University offices’ managers with an education in the field of management appreciate their theoretical knowledge as good, however they miss ability to relate these knowledge with particular

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problems of strategic planning in the institution and sub-division they work in (“theoretically, we were aware about stages, structure and methods of strategic planning. But the module enabled us to discuss theoretical concepts considering particular plans and reality of our University”). These employees do not doubt about need and benefits of strategic planning (“the need of strategic planning was known before the seminar. However, it was important to check the already available knowledge, to learn new matters. The seminar de-nominated some matters, which earlier were done by me intuitively. I learnt what determines particular problems”).

• The offices’ managers without any education in the field of man-agement acquired knowledge about the structure and principles of strategic planning, evaluated their own competences, and were persuade about the need to learn and improve in this field (“after the seminar, I feel even more incompetent. I even have made a con-clusion that management is a science and I need to acquire a master degree on management; the finding was such, that it is important to plan everything, there can’t be activity for activity.”)

All participants, regardless of their working experience, field of man-agement and level of education, especially emphasized the attitude formed during the seminar towards team work and work in a network: it was perceived that strategic planning has to involve as much as possible members of the community and it can’t be “the work” of one or few people; a manager does not only delegate this function to a particular subdivision or inferior, but also to actively involve himself/herself into this process and coordinate it (“we used to think that only the manager is responsible for strategic planning. But it emerged that the manager has to be able to concentrate all employees. Because if a person does not contribute, he/she does not feel responsible, thus a team should be formed and a work should be performed under the principle of team”).

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Strengths:

• cooperative learning between different staff involved into the real process of strategic planning of the institution

• the emphasis on positive attitudes towards teamworking in strate-gic vision/planning

• evident benefit of sharing responsibilities

• actualized knowledge, skills and wider/personal competences in re-flective way

• stimulated further training needs

Weaknesses:

• separate meetings for different staff involved (can be assessed as a weakness only in this concrete case regarding the opinion the participants)

• resistance/passiveness of some of the managers involved

• the external lecturer is not interested in receiving a feedback from the participants

Lessons learned: • Strategic vision realized through cooperative learning in actual prac-

tical situations provide the opportunity to develop competences of management (to actualize and renew knowledge, to test and prove skills, to reflect on internal resources: values and attitudes).

• Strategic vision for strategic planning should be a continuous proc-ess (not based on episodic seminars).

• Lecturers or professors leading seminars should be motivated to participate in continuous processes and final results. .

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6. Testing of training for VET mangers in the project. Belgian case study: training for managers of training and inclusion organisations in the Walloon region

Goals

The objectives of the testing in Belgium were:

1To learn to know each other better (especially strengths and weak-nesses, potentialities)The training seeks to enable each one to make a personal appraisal of his or her current operation as a manager.

2To learn to know one’s employees and team betterThe training is to suggest analysis grids for understanding the opera-tion of a team of professionals and/or volunteers better.

3To enrich management visionThe training is to allow each one to take position in relation to the exi-sting theories and to build his or her own vision of the management function in a non-commercial environment.

4To acquire certain essential tools for a non-commercial managerThe training is to propose practical tools to improve the communi-cation within a team and with respect to each worker, in order to progress employee autonomy, to delegate responsibilities realistical-ly, to make motivating collective decisions, to evaluate the individual and the collective work, and so on.

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People Involved (Trainers and Trainees)

The five participants in the training were managers and manageress-es of vocational training centres in French-speaking Belgium. Their working and professional experiences are different and this therefore enabled profitable sharing and some rewarding mutual learning for the group. The trainer, Alan Kyndt, is a group trainer-dynamist, who has been specialising in the training of adults and organisational interventions in the Belgian and Luxemburg non-commercial sector since 1995. Since this year, he has been a “Diversity Consultant”, approved by the Walloon Region.

Contents

The “Tools for Shared Management” module has been tested with the following contents: 1A look at the managerial function

• Power and people’s relations with it

• A strategic analysis of power (Crozier)

• The difference between managerial power and leadership

• Status, roles and expectations of roles

• The management function, its resources and its constraints

• Steering with reference to an aim (and not only to objectives)

• The organisation chart and job descriptions.

2A look at the employee

• The mirror effect (or the importance of the look at the employee)

• Standard employee profiles and the most effective intervention modes

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• Usable feedback

• The impossibility of motivating employees

• Change and inevitable resistance to change

• Appraisal and feedback as worker rights and management tools

• The training plan at the service of employee and organisation de-velopment.

3A look at team performance

• The circept of the high-performance team (Team Operation Diag-nostic tool)

• The systemic interpersonal communication approach (Palo Alto school)

• Efficient group work

• Group decisions

• Proactive conflict management

• Team-building

4A look at non-commercial management

• Progressive situational management cycles (Hersey & Blanchard)

• Conditions for quality delegation

• A social situation’s levels of intelligibility (Adriano)

• Setting up an individual employee coaching system

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Methodologies and Evaluation Criteria

1Systematic use of the training group’s in situ experience.

2Alternating between structured exercises, role playing, work in sub-groups and individual and collective analysis time.

3Theoretical interventions and/or reference to a syllabus.

4Use of the participants’ experience in their own fields.

5“Hot” final evaluation (end of the 24 hours).

6Oral and written evaluation of each participant by the ACFI.

Training Period

The training was delivered over 2 x 2 days: 08/09 July then 14/15 July 2008, i.e. 24 hours of training in total.

Assessment (Strengths and Weaknesses)

The immediate assessment made at the end of the 24 hours indicates that the participants showed an interest in having received theoretical tools that enabled them to “put into words things that they had felt without being able to express them”. The first day (which sought the acquisition of a common vocabulary and reference) was more ardu-ous, but as of the second day, the application of the tools to concrete situations experienced by the participants dynamised the training.

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The training methodology allowed people to “step back”, the train-ing was thus “anchored in reality both within and beyond the group”. The fact of having crossed theoretical contributions, trainer experi-ences and participant experiences was greatly appreciated.

As far as the number of participants was concerned, at the begin-ning some regretted being only five, but then as the training went on, they found real interest in it because “we couldn’t’ have gone so far in terms of trust and exchange in a larger group”. Others pointed out that at the beginning of the training they had few questions – “I had an organisation chart and some job descriptions and I thought that they were good” and that they had especially come about thanks to the presented tools “… before confronting it with the theory and the other experiences”.

All in all, the participants emerged satisfied with their training, and expressed their desire to have regular follow-up meetings with the trainer in order to take stock of the progress/repercussions on the ground.

Finally, they expressed the idea of seeing training days spread through-out the year at a rate of one per month (adapted programmes, main-tenance of the training process and constant self-questioning).

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7. An web environment for partners and the project: which opportunities?

The online environment general system

“La strada per domani” project adopted an open source integrated LCMS platform (Learning Content Management System) which can support online communication and training activities, both synchro-nous and asynchronous. This platform is based on the integration of a Content Management System1 and a Course Management System2.

The online environment is made of a public communication area where research reports can be found (home page including the project logo as well as the Leonardo da Vinci programme logo), a short descrip-tion of the project, the logos of the different project partners and their web address. From the “Community” area, through login, one enters the project management area and sections concerning the set experimental training activities.


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Picture 1 - Home page www.lastradaperdomani.eu

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Picture 2 - Login page management area

After the login operations, the different partners enter the common “Community” area. In this area varied project materials and tools can be found, as well as some collaborative forums to create online work sessions and/or management of project documents, files and folders.

Apart from the Community area, a training area is also present, where, if necessary, one can start up some work areas aimed at accompany-ing the experimental training activities which the project promotes. It is, in fact, possible to observe the training area of training testing car-ried out in Italy and called “Shared Management and Strategic Vision” (from the titles of the 2 modules tested). In this area, just like in the Community area, many different tools can be found to start up col-laborative work sessions and supplement in-depth analysis materials.

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In the above mentioned Italian partners’ training area, teaching ma-terials can be found, which were employed during the experimental class training, a media library for vocational training managers and some collaborative forums aimed at training research and practice, as provided for by the online activities. All the blended learning activities contained in the “La strada per domani” project were started up and supported through the integra-tion of the tools provided for by the online environment described above.

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8. Learning from the experience: lessons of «La strada per domani» project

The lessons learnt during the making of the ‘La strada per domani’ project can be classified according to their levels, from general to particular, in two categories:

• the lessons learnt by carrying out the project itself, which are les-sons characterised by the monitoring and analysing of intermediate reports and assessment during the course;

• the lessons learnt during the crucial phase of testing modules, which derived from collecting the experiences made in all the countries taking part in this phase.

At a first level, it can be said that intermediate reports made a number of things clear: the different partners gave fundamental information on the high quality of coordination processes, the clear definition of objectives and responsibilities and the efficiency of communication between the partnership members. An indication shared by the group is that the meetings held were relevant and interpersonal contacts were important for the success of the project. A lesson of great value for the future is related to the dif-ferences in defining objectives in a multicultural context. In fact, even though the strategy was shared by the partners, they faced a great challenge: they had different experiences, different educational and training models and also had to choose a lingua franca. The lesson learnt from this has included the awareness of cultural differences among different countries, which can lead to the need for ‘European’

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products, not necessarily the same for all partners. This can be done in deep respect for everyone’s specificities and differences.

The activities carried out over a period of two years have also shown how it is necessary for the funding body to have a certain flexibility in managing economic resources (through the possibility of operat-ing transfers from one item of expenditure to another and among partners – an indication which was accepted for the planning of the years 2007-2013 – and scheduling activities which were not originally planned and included in the project, etc.). In fact, these are medium-term innovative projects of action research therefore it is not possible to foresee everything in detail when the proposal package is designed.

The important lesson to be learnt is that when working within innova-tive projects, systems must be kept flexible and adaptable to condi-tions subject to change, different from the ones in the initial stages.

At a more specific level, some relevant observations can be made from analysing the progress of training modules in their testing phase.

First of all, the training structure was designed taking into account the key competences which vocational training managers must have, leaving each partner free to develop their own specific training pro-gramme, greatly focused on their own context. In order to respect cultural differences, specific contents and teaching methodologies were also left for the different partners to choose. The organisation of the learning units, based on competences to be achieved, also allowed interpretative freedom and project making ac-tivities which went along with the specificity of each class group as far as homogeneity, expertise and organisational context went.

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On the other hand, speaking strictly of training experimentation, the following ideas can be taken as inspiration:

First of all, these testing processes being spread over medium-long periods (considering the whole training programme put forward by this project), it is positive to think of at least 3 phases:

• in the first phase it is worth organising more class sessions, to fa-vour an atmosphere of trust among the participants, especially if the group is made up of people coming from different vocational training organisations;

• in the second phase, distance-learning could be prevalent (not ex-cluding some class hours);

• finally, it is always important to link the learning activities held in class with individual work by the trainee, related to the organisation he/she belongs to.

Moreover, following the indications given by the vocational train-ing managers who took part in the experimentation phase, negative points as well as positive aspects were underlined, which can be used as suggestions for the future:

• participatory-collaborative methodologies are to be preferred when offering employed adults further education;

• it is also important to focus on the actual applicability of the con-tents dealt with, making them correspond to the context within the organisations the participants belong to.

Finally, taking into consideration the whole amount of training frame-work which emerged from the ‘La strada per domani’ project, a sug-gestion can be made, to present some of the units and deal with some contents in homogeneous groups, while others can profit from being taught in groups where both the qualifications and the working positions of the participants are different.

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Training testing also showed how occasional seminars cannot be considered sufficient, while training for vocational training managers needs to employ continuity and managers need to meet and com-pare their experiences; different knowledge and skills are, in fact, a resource to be shared through a common vocabulary, a blended training and the possibility to be guided when comparing each oth-er’s expertise.

The last element to be mentioned concerns the acknowledgement of the training programme, in other words its validation and repeat-ability in different contexts. This aspect opens a great and heartfelt debate at a European level, because it summarises the importance of carrying out programmes which are clearly acknowledged in every country and which, hopefully, will lead to competence certification. This is perhaps the most important lesson learnt for the future.

Sommaire

5 Le projet «La strada per domani»: une expérience de collaboration européenne Rita Festi, Scuola Centrale Formazione

15 L’analyse des besoins de formation des managers de la formation professionnelle: quels résultats? Mika Saranpää, Haaga-Helia School of Vocational Teacher Education

21 Un référentiel de formation pour le futur Henri Combi, Crif Formation Conséil

41 L’expérimentation de la formation pour les managers dans le projet. Le cas de l’Italie: la formation dans un réseau des réseaux de structures de formation professionnelle Francesco Arleo, ISRE

47 L’expérimentation de la formation pour les managers dans le projet. Le cas de la Lituanie: le plan stratégique de l’Université Stefanjia Alisauskiene, Université de Siauliai

57 L’expérimentation de la formation pour les managers dans le projet. Le cas de la Belgique: la formation pour les directeur/directrices des structures de formation et d’insertion de la Wallonie Marie Cahuzière, ACFI-FIAS

63 Un environnement en ligne au service du projet et des partenaires: quelles opportunités? Francesco Arleo, ISRE

67 Apprendre de l’expérience: les leçons du projet «La strada per domani» Renata Purpura, CIVIFORM (SCF)

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1. Le projet «La strada per domani»: une expérience de collaboration européenne

Nous voulons ici illustrer la philosophie et la structure du projet Leo-nardo “La strada per domani” et détailler son développement à par-tir d’octobre 2006 jusqu’à septembre 2008.Dans les pages qui suivront, nous retracerons non seulement les ac-tivités réalisées et les principaux produits obtenus grâce à la coopé-ration des organismes européens partenaires du projet, mais égale-ment les leçons apprises.

Avant de commencer la présentation du projet “La strada per do-mani”, il est important de souligner un élément qui, à première vue, semblerait évident dans un projet européen, mais qui dans la réalité ne l’est pas du tout: la collaboration active et efficace entre les parte-naires qui, grâce à une attitude d’ouverture et de remise en question, ont partagé complètement connaissances, méthodes et instruments pour arriver à l’élaboration d’un produit “nouveau” premièrement pour nous et – nous le souhaitons – pour tous ceux qui travaillent dans le monde de l’enseignement et de la formation professionnelle. Il est clair que les produits et ce rapport même ne peuvent rendre compte de la richesse des échanges entre les partenaires pendant les deux années du projet, mais nous souhaitons que le débat enga-gé avec “La strada per domani” puisse continuer à impliquer encore d’autres interlocuteurs.Nous remercions donc toutes les personnes et les organisations qui ont travaillé au sein de ce projet, conscients que le partage et le tra-vail commun sont les instruments nécessaires pour construire la so-ciété et l’économie européenne fondée sur la connaissance dont on parle tant à niveau communautaire.

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L’objectif principal poursuivi par le projet “La strada per domani” (nu-méro de convention I/06/B/F/PP-154148) a été la modélisation d’in-terventions de formation en service adressées au management de l’enseignement et de la formation professionnelle, au sens large du mot et non pas strictement aux directeurs de centres et d’organismes de formation.Le projet, approuvé en 2006 dans le cadre du dernier appel du pro-gramme Leonardo da Vinci prévu par la précédente programmation communautaire 2000-2006, était centré sur la deuxième priorité stra-tégique du programme Leonardo «Améliorer la qualité des systèmes et des pratiques dans le secteur de l’enseignement et de la formation professionnelle».

La qualification et le développement professionnel des directeurs et des cadres des organismes de formation dans une perspective de formation tout au long de la vie – c’est là la thèse sous-jacente au projet – représentent une condition de succès pour mettre en place des innovations et des réorganisations du système, mais surtout pour accompagner les processus nécessaires à assurer la réalisation des objectifs établis à Lisbonne et répétés avec vigueur dans les docu-ments successifs.Les politiques de l’enseignement et de la formation sont au centre de la création et de la transmission des connaissances et sont un élé-ment déterminant des potentialités d’innovation de toute société: le management de l’EFP doit de ce fait maîtriser les connaissances et les compétences nécessaires pour gouverner ces processus à l’in-térieur de ses propres structures, en rapport étroit avec toutes les parties intéressées.Le projet “La strada per domani” a donc insisté sur la nécessité d’ac-célérer les processus de changement des systèmes d’enseignement et de formation professionnelles à partir de la “tête” des organisa-tions: autrement dit, le projet a agit précisément sur l’adaptation ou plutôt sur la remise à niveau constante des compétences de ceux qui sont préposés au gouvernement de ces processus.

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Le projet, de la durée de 24 mois, a concerné des partenaires prove-nant de 5 différents pays de l’Union Européenne: Italie, France, Belgi-que, Lituanie, Finlande.La caractéristique fondamentale de ce partenariat est la connaissance entre les partenaires: en effet, tous les organismes qui ont construit et réalisé le projet avaient déjà eu la possibilité de collaborer dans le passé au moins avec l’organisme contractant et coordinateur, Scuola Centrale Formazione; ce point n’est pas sans importance si l’on consi-dère les difficultés implicites dans une collaboration à niveau interna-tional. Cette connaissance – qui s’est renforcée grâce au projet Leo-nardo – est certainement un élément de force du projet même.

Les partenaires du projet sont donc:

Scuola Centrale Formazione - SCF (http://www.scformazione.it/):contractant et coordinateur du projet Leonardo, SCF est un organis-me national sans but lucratif, qui promeut et gère des activités de for-mation professionnelle, culturelle, de remise à niveau, conformément aux lois régionales, nationales et les normes communautaires en ma-tière et selon les dispositions statutaires. SCF est une Association née en 1975 et successivement reconnue en tant qu’organisme national de formation au sens de la Loi 40/87, qui réunit les Associations et les Organismes gérant des centres et des structures de formation professionnelle actifs en Italie. SCF est inscrit au registre national des recherches avec le numéro de code définitif n. H18907UT. Actuelle-ment SCF est présent sur le territoire national avec plus de 40 Orga-nismes qui travaillent en 11 régions, à travers 90 centres de formation professionnelle pour un total de plus de 1.600 opérateurs qui forment environ 20 miles personnes tous les ans. SCF fait partie de CONFAP (partenaire du projet) et du Comité Européen de Coordination (CEC) qui siège à Bruxelles.

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Istituto Superiore Internazionale Salesiano di Ricerca Educativa -ISRE (http://isre.edinf.com/CMS/index.php):ISRE travaille surtout dans le secteur de l’éducation et de la formation en organisant des activités d’étude et de recherche, des formations de formateurs, des cours de haute formation; il active des programmes pour la connaissance et l’expérimentation d’expériences et bonnes pratiques à niveau national et international. A travers l’Ecole Supé-rieure Internationale de Sciences de la Formation, reliée à l’Université Pontificale Salésienne de Rome, il forme par des cursus spécifiques d’un ou deux ans les formateurs des formateurs. ISRE est membre de l’Organisation mondiale des Institutions Universitaires Salésiennes (43 au total) présentes en Europe, Asie et Amérique Latine. ISRE est membre, dès sa fondation en 2000, de Ttnet-Italie.

Confederazione Nazionale Formazione AggiornamentoProfessionale - CONFAP (http://www.confap.it/):CONFAP a été constitué en 1974 par la Conférence Episcopale Ita-lienne pour offrir un référent organique et unitaire aux organismes de formation professionnelle d’inspiration chrétienne dans leur ser-vice de formation des jeunes et des adultes. CONFAP fait partie des membres fondateurs de l’Association FORMA, née en 1999, qui réu-nit le monde de la formation professionnelle d’inspiration chrétienne (CONFAP, ENAIP-ACLI, IAL-CISL, CIF, INIPA-Coldiretti..), afin de se présenter unis dans les différentes institutions. CONFAP participe avec ses propres représentants au Conseil National de l’Ecole Catho-lique et aux Conseils ecclésiaux nationaux et régionaux. Géographi-quement il est présent dans tout le pays: actuellement 40 organismes et associations adhèrent à CONFAP, pour un total de 269 centres de formation professionnelle, plus de 8.000 opérateurs et 70.000 élèves formés tous les ans. CONFAP publie la revue bimestrielle «Présence CONFAP» et les «Cahiers CONFAP».

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ACFI – Action Coordonnée Formation Insertion(http://www.acfi.be/):ACFI est une fédération qui réunit une quarantaine de structures de formation et d’insertion sociale et professionnelle. Les organismes associés ont comme finalité d’offrir de plus grandes opportunités d’intégration sociale et professionnelle à des adultes peu scolarisés, exclus du marché du travail, dans une perspective d’émancipation et d’éducation permanente. ACFI est membre d’une série d’orga-nismes régionaux et nationaux (CENM, UFENM, CESSOC, FESEFA, Interfédération des EFT–OISP, FEBISP, SAW, CREDAL, RES, Business & Society…), et est aussi membre fondateur du Comité Européen de Coordination (CEC), qui siège à Bruxelles, dont fait partie également Scuola Centrale Formazione.

CRIF Formation Conseil (http://www.crif-formation.com/):dès sa création en 1984, son but est de favoriser la transition et l’in-sertion professionnelle des personnes actives, des chômeurs et des travailleurs. Grâce à un investissement important dans la recherche et dans le développement de produits et méthodes/pratiques pé-dagogiques, CRIF est capable de promouvoir de l’innovation dans différents secteurs d’activité: lutte contre l’illettrisme, orientation professionnelle, bilan de compétences, Entreprise d’Entraînement Pédagogique, professionnalisation des opérateurs des entreprises sociales. CRIF a également acquis des compétences reconnues en ingénierie de formations qualifiantes. CRIF est également agréé pour l’accompagnement à la VAE (Validation des acquis de l’expérience).

Haaga-Helia School of Vocational Teacher Education(http://www.haaga-helia.fi/en):Haaga-Helia est une des 5 écoles de formation pour formateurs en Finlande; Haaga-Helia offre des parcours de formation pour poly-techniques, instituts professionnels, organismes de formation pour adultes, centres et agences de formation professionnelle et d’autres associations. La formation des formateurs comprend aussi bien la for-mation au rôle que la formation en service; les programmes d’édu-

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cation comportent 60 crédits. Haaga-Helia School est une partie in-tégrante de Haaga-Helia Université des Sciences Appliquées et son offre formative au niveau Maîtrise, Master et études spécialisées, comprend des secteurs tels que: économie, gestion du tourisme, technologies de l’information, journalisme, management des activi-tés sportives, etc. distribués sur six différents campus.

Université de Siauliai (http://www.su.lt/en):fondée en 1997 à partir de structures de haute formation préexis-tantes, l’Université de Šiauliai est la plus jeune université de la Litua-nie. Aujourd’hui elle comprend 8 facultés: Sciences de l’Education, Sciences Humaines, Sciences Naturelles, Informatique et Mathémati-que, Art, Sciences Sociales, Welfare social et études sur l’handicap et Technologie ainsi que l’Institut pour les études continues. L’Université a développé un ample réseau de partenariats dans le cadre de pro-grammes tels que Eureka, Leonardo da Vinci, Phare, Socrates, FP6, FP5, Asemduo-Korea, Interreg III, Youth, Equal, Conseil des Ministres de la Mer du Nord.

Comme il est évident, le partenariat présente des éléments de for-te complémentarité, mais aussi de diversité, donnés surtout par les contextes d’appartenance, qui ont significativement influencé le dé-roulement du projet et donc son résultat final. Dans la partie conclusi-ve de ce rapport, nous chercherons de mieux expliquer ce que nous avons appris du projet: certainement la possibilité de consacrer da-vantage de temps et des espaces appropriés à la confrontation entre les partenaires est une donnée à tenir toujours en considération dans les projets de coopération, surtout lorsqu’on agit sur le terrain de la recherche-action, où il est fondamental d’acquérir non seulement la même logique ou le même approche, mais surtout la capacité de dialogue, de médiation et de compréhension réciproque.

Un trait propre aux activités de ces deux ans a été la valorisation de ce qui avait déjà été réalisé dans ce secteur, surtout en ce qui concerne les expériences de succès de management education et

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les recherches en cours ou achevées relatives aussi bien aux besoins formatifs du groupe visé par le projet (qui est, nous le rappelons, le management des centres et des agences de formation au sens large du mot) qu’à la définition du référentiel de compétences, transversal au différents profils: pensez aux projets du Cedefop (Agence euro-péenne pour la promotion de l’enseignement et la formation pro-fessionnelle en Europe née en 1975: http://www.cedefop.europa.eu/) ou aux activités du réseau européen Ttnet (réseau de réseaux na-tionaux créé par Cedefop en 1998: http://www.trainingvillage.gr/etv/Projects_Networks/TTNet/).

Dès la phase initiale de relèvement des besoins de formation du ma-nagement de la formation professionnelle dans les 5 pays partenaires nous avons fait référence aux travaux du réseau Ttnet et notamment à la recherche intitulée “Defining VET professions in line with the Eu-ropean qualification framework”. L’enquête, comme nous le décrirons dans le chapitre 2, a été réalisée à travers l’administration d’un ques-tionnaire articulé en 5 sections, avec des questions à choix multiple suivant une échelle de valeurs prédéfinies. Le questionnaire élaboré en anglais a été successivement traduit dans les différentes langues des partenaires; au total nous avons recueilli 193 questionnaires. L’enquê-te a mis en évidence des compétences-clé communes aux différents profils professionnels de management, ainsi que des besoins de for-mation communs: les résultats de cette enquête ont constitué la base pour les successives phases de modélisation et d’expérimentation.

Relativement à la première phase, nous avons procédé à relever des histoires de succès de formation du management de la formation professionnelle dans les cinq pays partenaires, dans le but de sou-ligner les points de forces et d’innovation et de considérer les dif-ficultés et les criticités remarquées dans les différentes expériences réalisées. L’analyse comparative des cas de succès a permis d’analy-ser les besoins formatifs, mais surtout d’identifier les éléments des compétences-clé, point de repère important pour la structuration du référentiel de formation.

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Notamment, une grille de comparaison a été élaborée pour expliciter, dans toutes les histoires de succès, le type/figure/profil professionnel impliqué dans l’action de formation, les objectifs de formation, les méthodes didactiques, la typologie des critères d’évaluation et les éléments innovateurs et de transférabilité.

Le référentiel de formation, venant d’un processus de convergence du partenariat sur un modèle partagé, non seulement a explicité une articulation de macro aires communes d’activités de référence (réfé-rentiel professionnel) déclinées en termes de compétences (en re-lation également aux indications nées de la confrontation entre les partenaires du projet et certains des résultats des recherches du CE-DEFOP), mais a permis aussi de définir les relatives Unités d’appren-tissage et les contenus essentiels, en indiquant des lignes directrices de méthodes formatives, ainsi que les critères d’évaluation du pro-cessus et des résultats. Au chapitre 3 nous détaillons l’articulation du référentiel et son processus de définition.

En même temps, nous avons définis les contenus détaillés de 3 unités d’apprentissage, qui ont été l’objet de l’expérimentation dans trois des pays partenaires: Italie, Lituanie, Belgique; à ce propos vous trou-verez une description spécifique dans les chapitres 4, 5 et 6.

Les unités d’apprentissage:

• “Compétences pour développer la vision stratégique ”

• “ Compétences pour développer la planification stratégique ”

• “Outils pour le management partagé”

ont été structurées en:

• Résultats d’apprentissage attendus

• Finalités

• Contenus principaux.

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A partir de ce document élaboré conjointement par les partenaires, chacune des organisations impliquées dans l’expérimentation à ni-veau national a procédé à décliner l’unité ou les unités d’apprentis-sages à réaliser sur place en termes de résultats d’apprentissage at-tendus et d’objectifs, en considérant toujours que pour chacune des unités le temps total d’expérimentation était de 24 heures. Il s’agissait donc d’adapter les résultats et les objectifs à des seuils de maîtrise et de connaissances qu’il est possible d’atteindre dans les temps ci indiqués, ainsi qu’aux caractéristiques des participants à la formation. L’expérimentation s’est déroulée en Belgique, Italie, Lituanie à partir du mois d’avril jusqu’au mois de septembre 2008, avec un calendrier et une organisation différente dans chaque pays. Dans le chapitre 7, nous cherchons à expliquer les “leçons” que nous avons apprises grâ-ce à l’expérimentation pour conseiller principalement méthodologies et éléments organisationnels de la formation utiles pour le futur.

S’agissant de formation en service de dirigeants de la formation pro-fessionnelle, les partenaires ont également élaboré une proposition de reconnaissance des compétences acquises sur le travail, à partir de l’expérience française (VAP: Validation des Acquis Professionnels). La proposition se situe plutôt sur le plan de la “reconnaissance” des compétences pour l’accès à la formation, dans le but de personnali-ser le parcours et moduler encore plus les contenus afin qu’ils répon-dent à la “condition” individuelle de chacun des participants. Actuel-lement, cette reconnaissance est confiée à l’organisme qui promeut et réalise la formation, mais le débat est ouvert sur d’autres formes de certification.

Tous les produits développés au cours de ces deux années de travail sont disponibles dans le site du projet à l’adresse:http://lastradaperdomani.eu

Enfin, nous souhaitons qu’ils puissent constituer un support pour tous ceux qui s’occupent de formation de cadres et de dirigeants dans d’autres secteurs.

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2. L’analyse des besoins de formation des managers de la formation professionnelle: quels résultats?

A l’issue de la phase préliminaire au cours de laquelle nous avons arrêté la structure générale de notre initiative et notre plan de déve-loppement, une analyse des besoins en formation a été réalisée au printemps 2007. Il s’agissait d’identifier, de quantifier et de définir les besoins en formation des managers du secteur de l’éducation et de la formation professionnelle. Point de départ d’un processus com-plexe devant déboucher sur la conception de formations, l’enquête sur les besoins en formation fut une étape décisive pour la mise en oeuvre des initiatives fructueuses qui ont suivi.

Comme dans toutes les phases du projet, cette Analyse a été conçue et réalisée avec la contribution de tous les partenaires, qui ont mis en commun leurs méthodologies en matière de recherche, méthodes pour définir un échantillon, outils de collecte de données et modali-tés de présentation de ces données.

L’enquête sur les besoins en formation auprès de l’échantillon retenu a pris la forme d’un questionnaire standard rédigé en anglais, qui a été envoyé par courrier à tous les partenaires afin de récolter des informations à la fois quantitatives et qualitatives. Le questionnaire a été élaboré en collaboration avec les partenaires finlandais, italiens, et français. Le questionnaire se divise en cinq parties. Les grands chapitres com-portent un questionnaire à choix multiples consistant en une échelle de valeurs. Chaque question appelle une réponse se situant entre 1 et 4: 1=pas du tout d’accord; 2=pas d’accord; 3=d’accord; 4=tout à fait d’accord. Le questionnaire ne comporte pas d’option “sans avis”.

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La première partie du questionnaire consiste en une grille à remplir avec des informations sur le centre de formation (situation, nombre d’employés, secteurs d’activité) et les données personnelles du son-dé (poste au sein de la structure, formation, ancienneté).

Les quatre autres parties portent sur un volet spécifique: AAdministration et planification BDéveloppement et enseignement CAssurance qualitéDMise en réseau avec des acteurs clés

Ces quatre volets sont tirés d’un rapport relatif à une recherche me-née par le Cedefop, publié à titre de document de travail à l’occa-sion de la 9ème conférence annuelle TTnet.1 Ce rapport commence par définir les compétences des managers dans divers domaines de la formation professionnelle. Dans la synthèse du rapport Ttnet, ces quatre volets sont déclinés en compétences. Nous avons ciblé notre questionnaire sur ces compétences. Par ailleurs, d’autres compéten-ces semblaient également importantes aux yeux des partenaires de «La strada per domani» et ont été inclues dans le questionnaire.

Les différentes parties de l’enquête comportent trois questions fon-damentales. La première vise à déterminer, parmi toutes les compé-tences reprises dans le questionnaire, les compétences générales, communes à tous les managers, ainsi que les compétences plus spé-cifiques au profile professionnel concerné et les compétences néces-saires dans le travail au quotidien. La deuxième question consiste en une auto-évaluation du degré de maîtrise de ces compétences, devant refléter le niveau de professionnalisme tel qu’exprimé par le sondé.

1Thessaloniki, 7 et 8 décembre 2006. Rapport présentant les résultats finaux du projet pilote Ttnet “Définir les professions de la formation et de l’enseignement professionnels conformément au Cadre européen de qualifications”.

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Enfin, la troisième question appelle à une réflexion sur la formation nécessaire en vue de combler le manque de connaissances ou de compétences dans les différents domaines abordés par le question-naire.La méthode proposée pour dégager des résultats est simple et intui-tive: il s’agit d’effectuer le ratio entre le modèle théorique du profile professionnel concerné et les compétences professionnelles que le sondé possède et utilise en vue de déterminer ses besoins en forma-tion, recyclage et actualisation de ses compétences.

En bref, le manque de connaissances et les besoins en formation sont définis en fonction du différentiel existant entre l’importance recon-nue de certaines compétences, considérées comme nécessaires au quotidien, et le degré de maîtrise de ces mêmes compétences, tel qu’il est perçu et évalué par les sondés.

Quant à la sélection de l’échantillon, chaque partenaire a choisi les centres auprès desquels il souhaitait récolter des données, compte tenu des caractéristiques du système de formation de son pays et des accords passés lors de la rédaction du projet.

Résultats du questionnaire

Le questionnaire nous a donc permis d’identifier aisément les com-pétences utiles, à partir desquelles nous avons planifié un modèle de formation à l’intention des managers de l’enseignement profession-nel. Voici la liste des compétences identifiées sur la base de notre échan-tillon: ACapacité à détecter les changements et les tendances qui se dessi-nent (3, 20)B Connaissance de la théorie de l’anticipation et des prévisions (3, 09)DCapacité de négociation (3, 07)

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C Capacité d’utiliser les résultats d’une évaluation pour développer des choses (3, 06)

D’après notre enquête, telles sont les quatre compétences pour les-quelles se fait le plus ressentir un besoin de formation.

Les partenaires au projet ont estimé qu’il est possible de mettre sur pied une formation visant à acquérir ces quatre compétences ain-si que de les travailler ensemble dans un seul et même module de formation. En effet, elles peuvent être vues comme les différentes facettes d’un même savoir, qui pourrait s’appeler “la planification stratégique”, incluant une vision de l’avenir d’une équipe et son in-terprétation des résultats d’une évolution et des méthodes d’antici-pation et des prévisions. Toutes les compétences sont considérées comme importantes. Les compétences des managers varient grandement mais certaines s’im-posent comme les plus essentielles et d’autres apparaissent comme étant de second plan. Ces dernières ne sont pas nécessairement cel-les pour lesquelles une formation est la plus urgente. Du point de vue de l’organisation du travail, ceci est très logique.

La première question que se sont posée les concepteurs de la forma-tion des managers était de savoir s’il est possible de créer un contenu de formation répondant aux besoins exprimés par les managers son-dés dans notre enquête. Fallait-il partir d’un seul postulat ou tenter de concilier différents points de vue?

Deuxième question: quelles méthodes utiliser dans cette formation? Nous ne pouvions ignorer la réalité du métier, la charge de travail et les contraintes de temps, la présence nécessaire au travail et non, en formation. Nous en sommes arrivés à la conclusion qu’il fallait re-courir à des méthodes variées et ne pas sous-estimer l’importance de l’apprentissage sur le lieu de travail. Envisager sa fonction sous l’angle des compétences que nous avons identifiées peut, en effet,

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constituer une manière d’en apprendre davantage quant à son pro-pre travail.

Troisième question, et non des moindres dans le cadre du projet «La strada per domani»: comment élaborer un programme de formation organisable et praticable dans tous les pays participant au projet? Comment faire en sorte que cette formation puisse même devenir un modèle pour de futurs modules de formation? Les quatre compéten-ces qui ont été retenues comme celles requérant le plus une forma-tion ouvrent le champ à de nombreuses possibilités. Elles ne sont pas déterminées par une demande strictement nationale et apparaissent, en outre, comme recoupant parfaitement les tendances européen-nes en matière de formation et d’enseignement professionnel.

C’est sur la base des résultats de notre enquête et de ces considéra-tions que nous avons élaboré des modules de formation.

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3. Un référentiel de formation pour le futur

L’objectif opérationnel du projet «La strada per domani»consistait à faire l’ingénierie d’un parcours de formation accessible à des mana-gers du secteur de la formation professionnelle qui travaillent dans l’un ou l’autre des 5 pays où sont implantés les partenaires du projet; pour mémoire: la Belgique, la Finlande, la France, l’Italie, et la Litua-nie. Précisons que selon le pays concerné, le secteur désigné ici comme «secteur de la formation professionnelle», peut inclure ou non la for-mation initiale.

Le parcours se présente sous la forme d’un référentiel de formation, autrement dit d’un document qui contient notamment, pour la filière des emplois occupés par ces managers, un inventaire des compéten-ces visées.

Dès le départ, la question de l’homogénéité s’est posée de l’appella-tion «managers»: de quels professionnels parle-t-on? Existe-t-il, dans ces pays, un public de professionnels susceptible d’être intéressé par un parcours de formation commun?

I. Le public vise: a quels «managers» s’adresse le referentiel de formation?

Le réseau européen Ttnet a réalisé en 2005/2006 une étude compara-tive intitulée «Defining VET professions», dans 13 pays européens. Un des objectifs de cette étude était d’analyser les rôles, responsabilités

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des métiers existants dans l’enseignement et la formation profession-nel et d’identifier des tendances qui influent sur le développement de métiers. L’étude a mis en évidence des différences sensibles entre les pays, différences qui tiennent, entre autres, aux contextes nationaux d’exercice de ces métiers et qui donnent lieu à des appellations et des contenus d’emplois très hétérogènes, que ce soit au niveau des enseignants ou formateurs que des dirigeants ou des autres types de managers.Par contre, l’étude de TtneT montre que c’est à dans un autre domai-ne qu’existent des convergences: dans tous ces pays, l’enseignement et la formation professionnels doivent «faire face à de nouvelles de-mandes sociales en matière d’éducation et de formation, qui s’expri-ment au niveau des individus, des entreprises et des territoires. En fait, tous ces métiers sont dans une large mesure impactés par la «dé-mocratisation» de la formation, où les pratiques de formation tradi-tionnelles évoluent pour intégrer du coaching, de la guidance, du tu-torat et du soutien. De plus, les étudiants et les stagiaires demandent plus d’autonomie et de liberté de choix dans leurs apprentissages», d’où une demande croissante de formations à la carte, modulaires, et incluant pour partie différentes solutions de formation à distance.

Les partenaires du projet «La strada per domani» sont donc partis de l’idée que ces tendances ont un impact global sur les établissements et organismes de formation professionnelle, et que d’une manière ou d’une autre, les compétences et responsabilités de tous les profes-sionnels, y compris les managers, sont appelées à évoluer.

Du coup, dans ce projet, la notion de «manager» est à prendre au sens large, il peut s’agit aussi bien de dirigeants, que de responsa-bles de secteurs d’activité, de chefs de projets, d’ingénieurs de for-mation, de coordinateurs, le point commun étant que tous ont des responsabilités en matière de management d’équipe(s).

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Nous verrons plus loin que pour tenir compte du fait que ces profils d’emplois sont différents, la formation est modulaire, ce qui permet aux éventuels stagiaires de choisir un parcours en rapport avec les rôles et responsabilités qu’ils assument ou vont devoir assumer.

II. Les principes d’elaboration du referentiel

Deux principes ont présidé au développement du projet: les parte-naires étaient en accord pour concevoir:

• un parcours de formation qui soit pertinent dans les 5 pays partici-pants,

• et pour que ce parcours soit homogène sans toutefois être uni-forme.

II.1. La pertinence du parcours: cibler des compétences-clés

Ce référentiel ne cible pas l’ensemble des compétences nécessaires à l’exercice des fonctions qu’occupent les managers dans le secteur de l’enseignement/formation professionnelle, mais plus précisément des compétences qui méritent l’appellation de «compétences-clés».Par ce terme, on désigne celles dont la maîtrise est primordiale pour le développement des activités des organismes de formation, comp-te tenu des changements en cours et à venir dans ce secteur d’acti-vité. Le repérage de ces compétences a été fait essentiellement au moyen des enquêtes réalisées à travers l’analyse des besoins, dont les conclu-sions figurent dans la partie précédente de ce rapport.

Parallèlement, les partenaires sont partis de l’idée que ces compé-tences ne sont pas identiques à celles que maîtrise tout manager, quel que soit le secteur d’activité (industrie, services) dans lequel il est employé. Même s’il est incontestable que «manager», c’est tou-

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jours «manager», il est nécessaire de prendre en compte le fait que le secteur de la formation professionnelle présente certaines spéci-ficités, et que par conséquent dans ce secteur, il est nécessaire pour tout manager de savoir combiner (et non pas simplement juxtaposer) des compétences managériales et des compétences propres au do-maine de la formation.

II.2. Un parcours homogène, mais pas uniforme

Le cadre commun de formation destiné à ces managers est constitué de plusieurs éléments:

• un seul et même référentiel de compétences; il représente le «cœur» du référentiel de formation,

• ce référentiel est divisé en 4 domaines de compétences, pour per-mettre un parcours modulaire,

• le choix des modules peut résulter d’un processus préalable de reconnaissance des acquis professionnels,

• les partenaires ont adopté les mêmes critères d’évaluation des ac-quis professionnels et des acquis post-formation,

• c’est aussi le cas en ce qui concerne l’évaluation du processus de formation lui-même,

• enfin, en terme d’organisation pédagogique, il a été convenu que le parcours offrirait aux apprenants 3 types de situations d’appren-tissage: formation présentiel, autoformation en ligne, et apprentis-sage collaboratif.

En faisant le choix de structurer le parcours de formation autour de compétences visées et non pas de contenus de formation, en définis-sant des critères d’évaluation communs, les partenaires ont poursuivi deux intentions:

• donner la meilleure visibilité possible aux compétences que les ma-nagers auront développées à travers la formation,

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• conférer à ces compétences une portée européenne, en vue de favoriser la mobilité des professionnels concernés.

Néanmoins, il était nécessaire de tenir compte des spécificités na-tionales: l’organisation et les politiques de formation professionnelle initiale et continue sont différentes, c’est vrai aussi à propos de la structure et la taille même des organisations; par conséquent, les contenus de formation dispensés par les partenaires ne peuvent pas être identiques, même si les compétences visées sont les mêmes. C’est pourquoi les contenus de formation mentionnés dans le réfé-rentiel le sont à titre indicatif. Les durées, quant à elles, ne sont pas mentionnées, puisqu’elles résulteront, entre autres, des choix qui se-ront faits au niveau des contenus, mais aussi de la composition, ho-mogène ou hétérogène, des groupes.D’un autre côté, chaque partenaire peut effectuer un «dosage» dif-férent entre les 3 modes d’organisation pédagogique; il est en de même en ce qui concerne les méthodes et techniques pédagogi-ques, qui, comme les contenus, sont citées à titre indicatif.

III. Des competences-clés pour les managers

Le référentiel les divise en 4 domaines de compétences-clés, qui donnent lieu à autant de modules de formation.

1Management partagé d’un établissement/organisme de formation en tant qu’organisation apprenante.

2Anticipation des changements et activités à caractère stratégique.

3Management par la qualité et développement de l’établissement/organisme de formation.

4Ingénierie de formation et management des ressources de l’établis-sement/organisme de formation.

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Les libellés des domaines 1, 3 et 4 sont ceux qui font le plus apparaî-tre la nécessaire combinaison de compétences managériales d’une part et d’autre part pédagogiques.

III.1. Les compétences du domaine “Management partagé d’un établissement/organisme de formation en tant qu’organisation ap-prenante

Les libellés de compétences de ce module traduisent une concep-tion du management selon laquelle, dans le secteur de la formation professionnelle, les méthodes de management «classiques» (par les objectifs) ne peuvent pas atteindre une pleine efficacité sans être as-sociés à une autre approche selon laquelle, ce qui fait l’efficacité et le développement des établissements/organismes de formation, c’est l’existence de valeurs et d’un projet partagé, d’une culture commune et d’une étroite coopération.

Les compétences sont divisées en 4 groupes:

Management du projet de l’établissement/organisme de formation:

• Favoriser les échanges au sein de l’établissement/organisme de formation autour des valeurs portées par celui-ci.

• Promouvoir une culture d’organisation apprenante au sein de l’éta-blissement/organisme de formation.

• Aider l’équipe à s’approprier des buts et un projet partagé pour l’établissement/organisme de formation.

Leadership:

• Développer des styles de comportement et de leadership cohé-rents avec la culture de l’établissement/organisme de formation.

• Conduire des réunions d’équipe efficaces.

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Développement du potentiel de l’équipe:

• Encourager l’engagement et la prise de responsabilité par les mem-bres de l’équipe, à travers la délégation et «l’enpowerment».

• Constituer, motiver et animer l’équipe en référence à la mission et au projet de l’établissement/organisme de formation.

• Favoriser une atmosphère positive et de coopération dans l’équi-pe.

• Garantir le management du savoir et faciliter l’apprentissage coo-pératif entre les membres de l’équipe.

III.2. Les compétences du domaine «Anticipation des changements et activités à caractère stratégique»

Dans ce domaine de compétences-clés, on cherche à favoriser, chez les managers, l’appropriation d’une approche anticipatrice des chan-gements et d’une stratégie de développement délibérément orien-tée sur la recherche et la négociation de partenariats. Il s’agit de faire face à deux tendances qui se dessinent de manière de plus en plus nette:

• sur les marchés du travail et de la formation les mutations s’accé-lèrent, et par conséquent la capacité d’anticipation acquiert une importance accrue,

• la complexité et la dimension des problématiques est telle qu’un établissement/organisme de formation a de moins en moins la ca-pacité et les ressources pour répondre seul à certaines demandes; le partenariat devient une condition de réussite incontournable.

Les compétences se répartissent en 3 groupes:

Veille et anticipation:

• Assurer une veille prévisionnelle sur les changements en cours sur les marchés du travail et de la formation.

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• Détecter des tendances futures et des choix de priorités effectués (par les décideurs) au niveau local national et global.

Stratégie de développement:

• Identifier des opportunités de développement stratégique ou d’amélioration de l’offre de formations.

• Adopter de manière systématique une approche stratégique et anticipatrice du développement des activités de l’établissement/organisme de formation.

• Intégrer et adapter les values et les conditions externes dans la stratégie.

Partenariats:

• Promouvoir une culture du partenariat pour développer et amélio-rer l’offre de formations.

• Favoriser le développement de l’établissement/organisme de for-mation à travers le travail en réseaux à différents niveaux (local, na-tional, international).

• Négocier et contracter des partenariats en prenant en compte les intérêts et les objectifs de l’établissement/organisme de formation.

III.3. Les compétences du domaine «Management par la qualité et développement de l’établissement/organisme de formation»

La manière dont les compétences de ce module ont été libellées ré-pond à une intention bien précise: il s’agit de permettre aux managers d’inscrire leurs activités d’ingénierie de projets dans une démarche de management des équipes à travers l’évaluation et la qualité. Ici, la qualité est donc considérée comme un mode de management à part entière, avec toutes les conséquences (organisationnelles, stratégi-ques, pédagogiques,…) que cela implique, et pas seulement comme un simple objectif à atteindre.

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En arrière-plan, on retrouve l’idée que c’est bien la combinaison de compétences managériales et pédagogiques qui déterminent l’effi-cacité du management.


Evaluation, qualité et innovation

• Définir ou superviser la stratégie d’assurance-qualité et ses priori-tés.

• Implanter une culture-qualité (culture de l’autoévaluation et du re-porting).

• Améliorer la qualité des opérations, des processus et des projets.

• Créer ou enrichir les indicateurs et outils-qualité servant à identifier la valeur ajoutée en vue de concevoir des offres de formation.

• Impliquer l’équipe dans la recherche de points d’amélioration, de solutions nouvelles et de projets innovants.

• Appliquer des méthodes de management de projets au contexte.

• Créer dans les relations avec les clients et usagers une relation po-sitive.

• Evaluer les résultats des projets et les intégrer dans une perspective stratégique.

Conception et conduite de projets

• Concevoir, formaliser et implanter des projets (dans leurs différen-tes dimensions: politique, éducative/formative, financière, …) et en assurer le reporting financier.

• Concevoir des avants-projets innovants et associant les informa-tions, directives et propositions venant du management, et celles qui résultent d’observations empiriques faites par les intervenants de terrain (enseignants/formateurs).

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III.4. Les compétences du domaine «Ingénierie de formation et management des ressources de l’établissement/organisme de formation»

Comparativement aux précédents, qui impliquent de la part du ma-nager une certaine prise de recul par rapport aux activités quotidien-nes, ce dernier domaine de compétences se rapporte à des activités plus directement opérationnelles. Ici aussi, c’est la combinaison de compétences en management et dans le métier de la formation professionnelle qui est la clé du suc-cès.


Ingénierie de formation

• Connaître la structure des programmes et développer de nouveaux programmes de formation.

• Comprendre et adopter de nouvelles approches et de nouveau outils (par ex. apprentissage en réseau, apprentissage en situation de travail, etc.).

• Concevoir des programmes et développer l’offre de formations.

• Coordonner les équipes d’enseignants/formateurs et favoriser les pratiques pédagogiques.

Gestion des ressources

• Gérer les ressources financières et assurer le reporting.

• Recruter une équipe et des experts extérieurs en utilisant différen-tes techniques et outils.

• Assurer et superviser la gestion administrative des ressources hu-maines.

• Evaluer et superviser le développement du potentiel de l’équipe.

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• Faire l’analyse des besoins en ressources humaines en vérifiant la coherence entre ces besoins, la stratégie et les capacité de réponse de l’établissement/organisme de formation

IV. En amont du parcours, un dispositif de reconnaissance des acquis professionnels

La configuration de ce dispositif s’inspire de ce qui a été mis en place en France en 1992 par la loi sur la «Validation des Acquis Profession-nels». Son objectif était de faciliter l’accès à certaines formations de l’enseignement supérieur pour les personnes qui ne possèdent pas les diplômes requis (par exemple, en France, le Baccalauréat). Elles peuvent entrer dans ces formations en étant dispensées de suivre certains modules. Mais cette dispense ne peut être que partielle: la loi de 1992 limite ainsi la portée de la validation d’acquis: un diplôme ne peut pas être intégralement obtenu par cette voie. Le candidat doit en même temps construire un projet de formation complémen-taire permettant d’obtenir le diplôme visé. [1]

Les partenaires du projet «La strada per domani» se sont inspirés de ce dispositif pour concevoir un dispositif de «reconnaissance des ac-quis professionnels», permettant aux futures stagiaires d’obtenir une dispense de module(s), et donc bénéficier d’un parcours modulaire. Pour ce faire, les candidats devront renseigner un dossier qui est structuré de manière à les aider à décrire et analyser leur expérience professionnelle, dans les domaines qui sont en rapport avec ceux qui sont déclinés dans le référentiel de formation du projet «La strada per domani».

Un entretien d’évaluation viendra compléter cette procédure.

1 Ce système est différent de celui qui a été mis en place à partir de 2001; dénommé «Validation des Acquis de l’Expérience», il peut permettre à tout candidat d’obtenir un diplôme de l’enseignement secondaire technologique et professionnel, sans suivre aucu-ne partie de la formation correspondante.

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V. Des critères identiques pour l’évaluation des acquis profes-sionnels et des acquis post-formation

Ce choix répond à la nécessité de cohérence qui doit guider toutes les démarches d’évaluation des acquis: à partir du moment où il s’agit d’évaluer des compétences, il est logique d’adopter les mêmes cri-tères quelle que l’étape du parcours à laquelle on se situe.

Sur le plan théorique, l’approche de l’évaluation des acquis (profes-sionnels ou de formation) est basée sur une définition précise de la notion de «compétence» (au singulier): l’idée qui sous-tend cette no-tion est qu’aucune situation de travail n’est identique à une autre, y compris quand il s’agit de réaliser la même tâche. Autrement dit, l’activité de tout salarié n’est jamais la simple exécution des procédu-res, des consignes, des directives ou des règles qui lui sont préscrits d’avance. Il doit tenir compte de la situation dans laquelle il se trouve car, pour atteindre l’efficacité, il doit faire face aux événements et aux imprévus qui se présentent. Ce faisant, il va développer un processus cognitif par lequel il mobilise son intelligence, de l’inventivité, de la prise de décision, des connaissances et des savoirs faire qu’il a préa-lablement acquis, ceci pour atteindre les objectifs, pour rendre appli-cables les règles et les procédures qu’on lui a prescrites, voire pour pallier leur manque ou leur inadéquation. Ce processus se nomme «la compétence».

La compétence se reconnaît au travers des trois points suivants:

• Son rapport à l’action: elle se fabrique, se développe, s’actualise dans l’action, à travers l’activité de travail.

• Son rapport au contexte: on est compétent dans une situation don-née pour résoudre un problème donné et non pas en général.

• Sa nature: la compétence est un processus de combinaison, d’inté-gration de différents éléments: des savoirs, des savoir-faire et des

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comportements, certes, mais aussi la compréhension de la situa-tion, des modes de coopération, des informations qui viennent ca-ractériser telle situation par rapport à telle autre.

Cette approche de la notion de compétence a conduit les partenai-res à adopter des critères d’évaluation des acquis qui la prennent en compte.4 critères ont été retenus, tous sont basés sur l’idée que la compé-tence s’évalue au regard des situations de travail.

Pour évaluer les acquis, il s’agira donc de savoir si les candidats sont capables de:APrendre en compte, dans leurs décisions stratégiques, les données relatives à leur environnement BPrendre en comte, dans leur décisions, des caractéristiques des membres de l’équipe et des équipes externes CAdopter une distance critique vis-à-vis des situations de travail DFaire référence à la représentation qu’ils ont de leur rôle au sein de l’établissement/organisme de formation quand ils prennent des dé-cisions

Concernant l’évaluation des acquis de la formation, un 5° critère a été ajouté; il s’agira de savoir si les candidats font preuve de:

ETechnicité dans leurs productions écrites ou orales, en référence aux savoirs dispenses en formation.

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VI. L’évaluation du processus de formation

La démarche s’inspire des travaux d’un chercheur français, Guy LE BOTERF, qui préconise de manager la formation à travers une démar-che-qualité. [1]

Dans cette optique, on considère que la formation (action de forma-tion, dispositif, plan de formation) représente un système, lui-même englobé dans un système plus large: l’entreprise.Les systèmes «entreprise» et «formation» se composent de différents éléments qui sont mis en interaction pour former un «process», lui-même étant sensé produire des «effets attendus» («products»).

C’est donc la qualité de fonctionnement du process, autrement la manière dont les différents éléments qui composent les 2 systèmes interagissent entre eux, qui détermine l’importance et la qualité des effets.

Cette approche présente un triple intérêt:

• tout en étant fondée sur une conception théorique (management par la qualité) elle se veut néanmoins pragmatique: les critères pro-posés permettent de rendre aisément opérationnelle la démarche d’évaluation

• en soulignant l’interdépendance entre le process et les effets, elle attire l’attention sur l’importance qu’il y a à prendre en compte les questions d’évaluation dès la phase de l’ingénierie

• l’évaluation est vue comme un process qui fonctionne en continu, et qui permet de raisonner en boucle: l’évaluation des effets invite à s’interroger sur le fonctionnement du process, pour l’ajuster en permanence; l’évaluation du fonctionnement du process permet d’évaluer d’optimiser les effets

1 Guy LE BOTERF, «L’ingénierie et l’évaluation de la formation», Editions d’Organisation, 1990.

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LE BOTERF propose plusieurs critères utilisables dans le cadre de cette démarche.

EFFICACITELe critère d’efficacité de la formation désigne des effets directs et indirects, prévus et non prévus sur les individus, les groupes ou les organisations.Ceux-ci peuvent d’être évalués à 3 niveaux:

• au niveau de la formation elle-même: capacités développées et connaissances acquises par les apprenants, compétences dévelop-pées en situation de travail,

• au niveau des situations de travail: compétences développées et mises en œuvre en situation,

• au niveau du système « entreprise »: par exemple changements dans l’organisation du travail, évolution du chiffre d’affaires.

La mise en place des conditions du transfert occupe un rôle déter-minant si l’on veut que les effets de la formation ne se réduisent pas à de simples apprentissages acquis en salle de formation, et jamais réinvestis dans le travail.Le système de formation doit donc être «orienté –transfert».

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Plusieurs critères relatifs au process de formation permettent d’évaluer cette caractéristique: pertinence, opportunité, accepta-tion,cohérence, synchronisation.

PERTINENCELa pertinence d’une formation s’évalue dans les relations qu’elle en-tretient avec les besoins, les problèmes, les projets, les objectifs des salariés, et de l’organisation qui les emploie. Dans cette optique, la formation est articulée sur les projets des acteurs, et non sur une lo-gique de l’offre par catalogue. Pour réaliser ce critère, il faudra donc procéder à une analyse des besoins avant même de concevoir le dis-positif de formation. Les objectifs, de la manière dont ils sont définis et formulés, offrent des indicateurs utiles pour évaluer le critère de pertinence.

Néanmoins, le critère de pertinence peut être évalué en cours de formation et a posteriori: en effet, dans le cas des dispositifs de for-mation qui fonctionnent sur une certaine durée, il se peut que des éléments du contexte connaissent des évolutions, qui peuvent faire que tel ou tel élément du dispositif (objectifs ou programme d’un module, etc.), devienne caduc ou ait besoin d’être ajusté.

OPPORTUNITÉLa formation n’est pas nécessairement une réponse appropriée aux projets, objectifs des salariés, et de l’organisation qui les emploie Il s’agit donc de vérifier si d’autres solutions (changements dans l’orga-nisation du travail; dans le management, etc.) s’avèrent plus adaptées aux contextes.

COHERENCELa cohérence dite «externe» se vérifie en cherchant à savoir si la for-mation, dans ses objectifs, contenus, méthodes, …assure une cohé-rence avec les autres sous-systèmes de la politique de gestion des ressources humaines de l’entreprise, et plus globalement avec sa stratégie générale.

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La cohérence interne exprime l’adéquation des différentes compo-santes de la formation entre elles: cohérence entre les objectifs et les contenus, entre les contenus et les capacités ou compétences visées, etc.

ACCEPTATIONLa réalisation de ce critère est conditionnée par l’existence, en amont et en cours de formation, de processus de concertation et de consul-tation entre les acteurs concernés lors de la conception, la réalisation et le suivi de la formation.

• est-ce que la hiérarchie opérationnelle a été impliquée dans l’iden-tification de besoins de formation, dans le suivi, comment les sala-riés ont-ils été informés et consultés?

• est-ce que les conditions ont été réunies pour développer le goût d’apprendre?

SYNCHRONISATIONCe critère désigne le délai entre le moment où la formation se dé-roule et où les salariés peuvent utiliser ce qu’ils ont appris.

A ces critères « orientés transfert », LE BOTERF en ajoute 2: la confor-mité et l’efficience.

CONFORMITEElle exprime le degré de conformité entre la formation (module, ac-tion, dispositif, plan) telle qu’ils se sont effectivement déroulés, et telle qu’ils étaient initialement prévus, par référence:

• au cahier de charges,

• à la législation en vigueur,

• au calendrier prévisionnel,

• etc…

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RAPPORT COUT/EFFICACITÉIl exprime le rapport entre les coûts engagés pour mettre en oeuvre la formation, et l’efficacité qu’elle à enregistré. Il s’agit de savoir s’il est possible de faire mieux à moindre coût.

VI. Une organisation pedagogique homogène

Il a été convenu que le parcours offrirait aux apprenants 3 types de situations d’apprentissage: formation présentielle, autoformation en ligne, et apprentissage collaboratif.

Ce choix a été dicté par les conclusions de l’étude du réseau TtneT citée plus haut: tout en étant réservé vis-à-vis des effets de mode, il est certain que la formation présentielle ne représente plus la seule et unique réponse efficace, notamment quand on s’adresse à des adultes en activité professionnelle. L’apprentissage collaboratif peut leur permettre de développer des compétences en échangeant sur leurs pratiques et en coopérant dans les apprentissages. De son côté, l’autoformation en ligne, bien entendu sous condition d’être assistée, répond mieux aux contraintes qui pèsent sur les agendas des mana-gers.

Néanmoins, les partenaires, à l’intérieur de ce cadre organisationnel, on voulu conserver des marges de manoeuvre pour adapter l’organi-sation de la formation aux contextes nationaux.

VII. Préserver des marges de manœuvre pour tenir compte des spécificites nationales

VII.1. Doser de manière différente les modes d’organisation péda-gogique

Chez les apprenants, les habitudes de formation à distance et d’ap-prentissage collaboratif sont inégalement répandues dans les pays

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concernés, et les établissements/organismes de formation eux-mê-mes n’ont pas tous intégré ces outils, que ce soit pour former leurs clients ou leur propre personnel.

Chaque partenaire peut effectuer un «dosage» différent entre les 3 modes d’organisation pédagogique.

VII.2. Une liberté dans le choix des contenus de formation

A partir du moment où le socle des formations qui seront dispensées dans chaque pays est formé par les mêmes compétences, il est pos-sible, au niveau national, de sélectionner des contenus de formation spécifiques, tout en préservant ce qui est essentiel, à savoir des ob-jectifs de formation communs.

Pourquoi des contenus spécifiques?

• parce que certaines connaissances comme celles qui concerne les politiques d’emploi, de formation, l’organisation des dispositifs sont nécessairement «nationales»

• parce qu’il peut toujours exister différents «chemins», en terme de contenus de formation, pour atteindre un objectif de formation.

Néanmoins, pour garantir un cadre commun, les contenus qui se rat-tachent aux 4 domaines de compétences du référentiel ont donc été simplement découpés en 11 unités de formation:

Module 1: Management partagé d’un établissement/organisme de formation en tant qu’organisation apprenante:

• Analyse des organismes de formation

• Actions pour un meilleur management pédagogique

• Planning du processus d’évaluation

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Module 2: Anticipation des changements et activités à caractère stra-tégique:

• Anticipation des tendances et des futurs besoins en compétences

• Stratégie de conception/construction

• Construire et manager les réseaux et partenariats

Module 3: Management par la qualité et développement de l’éta-blissement / organisme de formation:

• Philosophie de la qualité et travail de qualité des organismes d’éducation et de formation professionnel

• Reconnaissance des possibilités de développement

• Management du développement de projets

Module 4: Ingénierie de formation et management des ressources de l’établissement / organisme de formation:

• Etablissement des Curriculum

• Management des ressources humaines, techniques et financières

VII.3. Liberté de choix des méthodes pédagogiques.

Dans le référentiel, elles sont citées à titre indicatif. Ceci n’empê-che pas que les méthodes actives (étude de cas individuelles ou en groupe, conduite de projets, etc.) soient recommandées.

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4. L’expérimentation de la formation pour les managers dans le projet. Le cas de l’Italie: la formation dans un réseau des réseaux de structures de formation professionnelle

Finalités

En relation avec quelques unes des habilitées identifiées dans le ca-dre de formation précédemment décrit, nous présentons ici, en nous concentrant sur les résultats attendus de l’apprentissage, les objec-tifs des deux Unités d’Apprentissage expérimentées. Les objectifs ont été présentés en considérant que, pour chacune des Unités d’ap-prentissage, le temps total de l’expérimentation était de 24 heures (16 heures en classe et 8 heures d’auto apprentissage en ligne). Il a été donc nécessaire adapter les objectifs à un seuil de maîtrise et de connaissance qu’il est possible d’atteindre dans les temps ci indi-qués.

Unité 1 (Le management partagé)

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Unité 2 (La Vision stratégique dans la formation)

Stagiaires et formateurs

Les participants aux activités formatives étaient 18. Coordinateurs de secteur et staff de direction des Centres de formation profession-nelle adhérents au partenaire de projet CONFAP (Confédération Na-tionale Formation et Remise à niveau Professionnelle). Le niveau et les compétences professionnelles initiales, ainsi quel l’âge des parti-cipants étaient assez diversifiés. Le groupe de travail était donc très hétérogène et les différences internes ont, de ce fait, contribué à orienter les activités didactiques.

Les formateurs intervenus dans les activités étaient trois. Les deux premiers experts, intervenus dans la première Unité d’Ap-prentissage (Le management partagé) étaient respectivement

• prof. Alberto De Toni - Doyen de l’école d’Ingénieur de l’Université de Udine et maître de conférences de Stratégie de la Production et Gestion de la Production, expert international de management, organisations et modèles organisationnels complexes

• prof. Alberto Turchini – président AIF (Association Italienne Forma-teurs) dans la Région Frioul Vénétie Julienne et expert en change-ment et apprentissage des outils de gestion

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La deuxième Unité d’Apprentissage (La Vision stratégique dans la formation) a vu la participation du prof. Domenico Lipari, professeur universitaire de sociologie des organisations et expert d’apprentis-sage organisationnel, de communauté de pratique et de pratiques de réflexion dans la formation.

Contenus

Dans la première Unité d’Apprentissage - Le management partagéles contenus développés étaient:

• Les instruments d’analyse des modèles organisationnels simples et complexes

• Les principes et les modèles de l’auto organisation

• Différences et instruments d’analyse et lecture du management et du leadership

• Les instruments pour améliorer la capacité de délégation, de res-ponsabilisation et de travail de groupe pour atteindre les résultats

• Introduction aux modèles de management participatif: de la vision à la responsabilisation

• La vision et la responsabilisation dans un cas d’étude sur les Orga-nismes de la Formation Professionnelle

• La construction d’un groupe et le travail de groupe dans l’organi-sation

La deuxième Unité d’Apprentissage - La Vision stratégique dans la formation a développé les contenus suivants:

• La construction partagée de la signification des mots-clé: vision, stratégie, formation

• Les capacités d’anticipation des tendances et les capacités «d’acti-vation de milieux» aux compétences stratégiques innovatrices

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• Exercices sur des cas d’organisation tirés de l’expérience person-nelle et modèles d’analyse de la vision

• Les communautés de pratique et les réseaux fondés sur la pratique comme véhicule de construction locale de la connaissance, de cir-culation du savoir et d’innovation.

Méthodologies et critères d’évaluation

Les deux unités d’apprentissage ont été présentées avec une appro-che blended, en prévoyant à cet effet une partie du travail en classe et des activités d’apprentissage collaboratif en ligne.

L’Unité 1comprenait un cours théorique introductif aux modèles organisation-nels innovateurs et complexes, ainsi que:

• le partage et le travail de groupe en classe

• la présentation de vidéo pour l’analyse des styles de leadership et de management partagé

L’évaluation des apprentissages a été faite par des exercices en ligne proposant l’application d’une grille d’analyse des modèles organi-sationnels présents dans le contexte de provenance de chacun des participants.

Dans l’Unité 2 l’expérience professionnelle et le contexte de provenance de chacun des participants ont été mis au centre du débat et ont rendu possi-ble:

• Une séance de brainstorming sur les mots-clé de l’Unité d’Appren-tissage (vision, stratégie, formation, organisation, communauté, pratique, apprentissage)

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• Une séance de présentation de cas d’organisation tirés d’expérien-ces personnelles internes au groupe

• Une séance d’analyse des cas organisationnels emblématiques tirés de l’expérience personnelle

La plateforme web du projet a été utilisée pour le développement de ce cours dans le but d’entreprendre une activité collaborative en-tre les participants et l’expert, finalisée à approfondir la construction d’un glossaire significatif des mots-clé étudiés en classe.

Sur la plateforme web, en outre, une biblio-médiathèque a été mise en place pour le management de la Formation Professionnelle; les experts ont fourni des références bibliographiques et multimédia concernant les contenus des deux Unités d’Apprentissage.

Période

• UA1 5-7 juin 2008 (16 heures) – Mestre (VE) - et 8 heures d’auto apprentissage en ligne, en utilisant l’espace didactique en ligne du projet Leonardo pilote:http://www.lastradaperdomani.eu

• UA2 10-12 juillet 2008 (16 heures)– Rome – et 8 d’auto apprentissage en ligne, en utilisant l’espace didactique en ligne du projet Leonardo pilote: http://www.lastradaperdomani.eu

Evaluation

Pour l’évaluation des activités les instruments utilisés ont été: un questionnaire d’appréciation sur papier pour chacune des Unités d’Apprentissage, un questionnaire d’appréciation final en ligne et une discussion de groupe à chaque Unité d’Apprentissage.

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Sur la base des résultats conjoints, obtenus à travers l’utilisation des trois instruments indiqués et dans le cadre d’une évaluation générale des activités réalisées, il est possible d’identifier des points de force et des criticités ou points faibles internes:

Points de force:

• Les différentes expériences professionnelles, présentes à l’intérieur du groupe de travail ont permis d’enrichir les activités didactiques coopératives

• L’approche didactique des experts a visé à la valorisation des expé-riences professionnelles des participants

• L’utilisation d’instruments de présentation et de travail diversifiés (vidéo, cas d’étude, expériences directes) a facilité la compréhen-sion des contenus formatifs

• L’approche formative blended a permis d’approfondir, également à distance, certains des éléments-clé des contenus étudiés en classe

• L’attention des experts au contexte professionnel des participants a permis de comparer des modèles d’organisation et de manage-ment afférents à des contextes non liés à la Formation

Criticités/Points faibles:

• Les activités didactiques en classe ont révélé une flexion de l’intérêt surtout quand les modèles de référence des experts étaient tirés de secteurs professionnels non concernant la formation profession-nelle

• Les séances de travail en ligne ont vu une flexion de la participa-tion dans les activités collaboratives prévues et une plus grande concentration dans la recherche de matériel informatif et d’appro-fondissement

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5. L’expérimentation de la formation pour les managers dans le projet. Le cas de la Lituanie: le plan stratégique de l’Université

En Lituanie, les règlements régissant les études d’administration pu-blique comportent des normes professionnelles et de formation1 s’appliquant aux managers de la formation et de l’éducation profes-sionnelles. Les détenteurs d’un baccalauréat et d’un master en ma-nagement (et spécialisés dans une matière) suivent une formation: 1) soit, en management et gestion d’entreprise 2) soit, en administration publique. Le baccalauréat en management et gestion d’entreprise est axé sur la gestion dans différents domaines du secteur privé (logisti-que, sociétés de production, tourisme, etc..) tandis que le baccalau-réat en administration publique porte davantage sur l’administration d’institutions publiques et de divers domaines relevant du secteur public (l’enseignement, par ex.). Les gestionnaires d’établissement scolaire peuvent faire un master en Gestion de l’enseignement ou en gestion de carrière. Toutefois, les gestionnaires travaillant au sein des universités sont repris dans un groupe particulier de managers.

1Le cadre de référence pour la formation constitue un ensemble d’exigences – connais-sances, compétences, aptitudes personnelles – à un niveau particulier de qualification; en d’autres termes, il s’agit d’exigences de compétences professionnelles, sociales et personnelles. La norme de formation permet donc d’établir un lien entre un programme de formation et les compétences à acquérir pour chaque type de poste (profile professionnel) dans un domaine professionnel donné (réseau). Elle doit être utilisée lors de l’élaboration du plan de formation (programme) et/ou lors de la préparation de projets de formation. Le cadre de référence de la formation ou norme de formation professionnelle, selon les appellations, est également nécessaire afin d’évaluer l’apprentissage des stagiaires au début, en cours et à la fin du programme de formation.Le cadre de référence décrit une profession ou un profil spécifique. Il est basé sur les tâches actuelles – description du lieu de travail, des activités, des compétences, etc. – et les tâches futures–évolution prévue des compétences et des activités.

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Les chefs de département, doyens, etc. sont élus ou nommés pour une période déterminée (4-5 ans) et n’ont en général aucune forma-tion en gestion. C’est pourquoi le projet “La strada per domani” vi-sant à former des responsables administratifs/gestionnaires d’univer-sités revêtait une importance et un intérêt particuliers.

Le module “Vision stratégique” destiné au personnel administratif des universités est nécessaire car l’université est sans cesse confron-tée au changement et a besoin de planification stratégique.

Dans le cadre de la réforme de l’enseignement supérieur, la plani-fication stratégique prend une importance tout particulière dans la mesure où notre économie nationale n’assure pas un développement scolaire et social suffisant dans le pays. L’Etat n’a pas la capacité de financer normalement l’enseignement supérieur (en Lituanie, le PIB par habitant équivaut à 30% du PIB moyen de l’Union européenne).

La plus grande partie du budget octroyé aux universités est consa-crée aux salaires et les universités doivent gagner elles-mêmes l’ar-gent nécessaire à l’entretien des infrastructures, l’acquisition de ma-tériel et la rénovation des bâtiments. Concrètement, cela signifie que les infrastructures scolaires ne sont pas renouvelables. L’Etat n’assure la gratuité des études qu’à la moitié des étudiants, les autres doivent financer eux-mêmes leurs études, partiellement ou complètement.

Toutes les facultés universitaires établissent des plans stratégiques. Le Groupe de planification stratégique, dont la tâche consiste à gérer une université, travaille en permanence et prépare et revoit le Plan stratégique des activités de l’université. La planification des activités de l’université échoit également au dé-partement économique tandis que l’enseignement et les études sont planifiés par le service de l’enseignement et des études.La planification stratégique d’une université est étroitement liée à la planification stratégique mise en place dans les différentes subdivi-sions (facultés, instituts); il est donc très important que les employés

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et les gestionnaires des subdivisions comprennent l’essence et les principes de la planification stratégique et soient en mesure de lan-cer et de coordonner un tel processus de manière adéquate.

Les objectifs. L’objectif principal du module testé, intitulé “Vision stratégique”, est de concrétiser une vision stratégique, par ex., en soutenant le processus de planification stratégique de l’institution (faire preuve de vision stratégique en développant un plan stratégi-que pour l’université).

Structure du module de formation. Le module s’est déroulé en trois séminaires (24 heures), dirigés par M. Ricardas Malkevicius:

• Le séminaire I, d’une durée de 3 jours, s’est tenu du 2 au 4 avril 2008 et réunissait 10 personnes: des doyens de facultés, du personnel de rectorat, des chefs de département (tout le matériel d’apprentis-sage est en lithuanien, traduit en anglais et joint au matériel annexé au rapport sur le projet).

• Le séminaire II s’est tenu le 20 juin 2008 et réunissait 5 personnes: le recteur et quatre vice-recteurs. Cette séance visait à ce que les par-ticipants adoptent une vision stratégique en développant un plan

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stratégique pour l’institution (le plan stratégique a été préparé à cette occasion et revu à l’issue du 3ème séminaire).

• Le séminaire III, d’une durée de 3 jours, s’est tenu du 10 au 12 sep-tembre 2008, et regroupait tout le personnel administratif de l’Uni-versité de Siauliai (séminaire commun).

Les personnes. Le formateur, M. Ricardas Malkevicius, assistant en management à l’université, est bien connu au niveau national. Il est également consultant auprès de l’Association lithuanienne de forma-tion de l’administration publique. C’est un expert en cours de mana-gement (en particulier, en planification stratégique et vision stratégi-que). Avant d’assurer cette formation à l’université de Siauliai, il s’est dûment familiarisé avec le contenu du projet „La strada per domani“ et du module „Vision stratégique“ ainsi qu’avec les compétences à transmettre afin de se focaliser sur ces éléments.

Les stagiaires:15 membres du corps académique et du personnel administratif de l’Université de Siauliai.

Compte tenu du fait que l’Université est une grande structure com-portant de nombreuses subdivisions au sein desquelles les compé-tences et les fonctions des personnes participant à la planification stratégique diffèrent, il a été décidé d’organiser les cours en fonction de différents groupes cibles: a) les gestionnaires de services et de départements; b) les gestionnaires de facultés (doyens); c) les mem-bres du Rectorat.A l’issue des modules destinés aux différents groupes, un séminaire pratique a été organisé pour tous. A cette occasion, les participants ont élaboré un plan stratégique pour l’Université Siauliai pour la pé-riode 2009-2013.15 personnes provenant de l’Institut SU de l’Apprentissage tout au long de la vie, de la Faculté des Sciences humaines, du personnel administratif, du service des finances, du service des études, etc. ont participé à la formation.

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Le contenu. Au cours des formations, une attention toute particulière a été accordée aux compétences suivantes:

• évaluer les processus et les activités afin de promouvoir des chan-gements

• détecter les changements et les nouvelles tendances

• mettre au point des stratégies pour l’avenir

• créer des alliances et des réseaux.

Le module portait essentiellement sur:

• l’essence de la vision stratégique

• les fonctions principales du chef de l’institution

• l’approche systémique en management/ gestion de situations dif-ficiles

• les différents types de valeurs d’une organisation

• les principes du travail en équipe

• la stratégie personnelle les étapes structurelles la liste des activités la liste des rêves les valeurs prioritaires l’harmonisation des valeurs et objectifs la liste des objectifs les principales attitudes en interne les règles de la mise en œuvre

• les étapes de la planification stratégique

• la structure de la planification stratégique

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• l’environnement de l’organisation

• les modèles de la prise de décision

• le pourquoi des décisions molles

• la méthode du brainstorming en planification stratégique

• le modèle de planification stratégique

• le développement d’un plan stratégique


Les séminaires ont été organisés sous la forme de face à face avec les différents groupes cibles:

• chefs de département et personnel administratif

• personnel du Rectorat

Des réunions communes ont également regroupé le personnel admi-nistratif, les chefs de département et le Rectorat.

Les séminaires étaient sous-tendus par des méthodes actives d’ap-prentissage (jeux de rôle, discussions et réflexion, études de cas personnel, éléments de réflexion critique) et basés sur des situations réelles et pratiques que connaît l’institution.

L’évaluation (collecte de données et analyse sur la base des entre-tiens) a démarré après le 1er séminaire et s’est poursuivie jusqu’à la fin du test, en septembre.

Quant à l’évaluation du module, le plan stratégique de l’institution a été mis au point grâce à une méthode d’apprentissage coopératif et a été revu au cours du troisième séminaire en septembre.

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A l’issue de la formation, conformément aux importantes disposi-tions établies en ce sens dans le projet concernant le module „Vision stratégique“, les 15 personnes qui ont participé la formation ont été sondées par le biais de la méthode des entretiens semi-structurés. Le but de ces entretiens était de mettre en lumière l’attitude des par-ticipants face à l’évolution de leurs compétences en matière de pla-nification stratégique, mais aussi des compétences épinglées par les partenaires au projet comme étant parmi les plus importantes dans le contexte donné: évaluer les résultats de l’organisation et l’environ-nement extérieur dans lequel on évolue; détecter les changement et les nouvelles tendances, mettre au point des stratégies pour l’avenir, créer des alliances et des réseaux.

Une fois les résultats systématisés, il est apparu que les participants à la formation apprécient différemment leurs compétences et le changement en matière de planification stratégique. Tout dépend de leur expérience et de leur formation. On peut tirer les conclu-sions suivantes:

• Les managers de l’Université responsables de services liés à l’ensei-gnement apprécient leurs connaissances théoriques mais ne font pas le lien entre ces connaissances et les problèmes spécifiques de planification stratégique au sein de l’institution et de la subdivision où ils travaillent (“En théorie, nous connaissons les étapes, la struc-ture et les méthode de planification stratégique. Mais ce module nous permis de discuter de concepts théoriques en tenant compte des plans de l’Université et de sa réalité”). Ces employées ne dou-tent pas du besoin et de l’intérêt de la planification stratégique (“Le besoin de planification stratégique était connu avant le séminaire. Toutefois, il était important de vérifier les connaissances déjà en place et d’apprendre de nouvelles choses. Le séminaire a permis de nommer certaines matières que jusqu’à présent je traitais de manière intuitive. J’ai découvert ce qui engendre des problèmes particuliers”).

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• Les managers responsables de services non liés à l’enseignement ont acquis des connaissances quant à la structure et aux principes de planification stratégique, ont évalué leurs propres compétences et sont persuadés de la nécessité d’apprendre et de s’améliorer dans ce domaine (“Après le séminaire, je me sens encore plus in-compétent. Je suis même arrivé à la conclusion que le management est une science et que je devrais faire un master en management; la révélation est telle, à savoir, qu’ il est important de tout planifier, qu’on ne peut pas se contenter de faire une activité pour faire une activité.”)

Tous les participants au séminaire, indépendamment de leur expé-rience de travail, du genre de service qu’ils gèrent et de leur forma-tion, ont mis en avant l’attitude développée au cours du séminaire vis-à-vis du travail en équipe et en réseau: à l’issue de la formation, ils considèrent que la planification stratégique doit impliquer le plus possible de membres de la communauté et qu’elle ne peut être l’œu-vre d’une seule ou de quelques personnes; qu’un manager doit non seulement savoir déléguer à une subdivision ou à un subalterne mais qu’il doit aussi s’impliquer activement dans le processus et en assurer la coordination (“Nous pensions que seul le manager est responsa-ble de la planification stratégique. Mais il apparaît que le manager doit être capable d’impliquers tous ses employé car si une personne n’apporte pas sa contribution, elle ne se sent pas responsable; il faut bâtir une équipe et travailler en équipe”).

Forces:• apprentissage coopératif de différents personnels participant réel-

lement au processus de planification stratégique de l’institution

• accent mis sur les attitudes positives vis-à-vis du travail en équipe sur la vision/planification stratégique

• avantage évident du partage des responsabilités

• actualisation des connaissances et aptitudes, élargissement des compétences personnelles par la réflexion

• stimule les besoins en formation

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Faiblesses:

• réunions séparées des différents personnels (peut être vu comme une faiblesse seulement dans ce cas concret regarding l’opinion des participants)

• résistance/passivité de certains managers

• le formateur extérieur n’est pas intéressé par le feedback des parti-cipants au séminaire

Leçons tirées:

• La vision stratégique obtenue par l’apprentissage coopératif dans des situations pratiques et réalistes offre l’occasion de développer des compétences de management (d’actualiser et de revoir ses connaissances, de tester et de prouver ses compétences, de réflé-chir sur les ressources internes: les valeurs et les attitudes).

• La vision stratégique pour une planification stratégique doit être un

processus continu (et non uniquement à l’occasion de séminaires ponctuels).

• Les formateurs ou les professeurs dirigeant les séminaires doivent être motivés à participer à un processus continu et s’intéresser aux résultats finaux.

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6. L’expérimentation de la formation pour les managers dans le projet. Le cas de la Belgique: la formation pour les directeur/directrices des structures de formation et d’insertion de la Wallonie

Finalités

Les objectifs du testing en Belgique étaient: 1D’apprendre à mieux se connaître (forces et faiblesses, potentiali-tés surtout).La formation vise à permettre à chacun(e) d’établir un bilan personnel dans son fonctionnement actuel en tant que responsable.2D’apprendre à mieux connaître ses collaborateurs, son équipe.La formation propose des grilles d’analyse pour mieux comprendre le fonctionnement d’une (de son) équipe de professionnels et/ou de bénévoles.3D’enrichir sa vision du «management»La formation permet à chacun de se situer par rapport aux théories existantes et de construire sa propre vision de la fonction de respon-sabilité dans l’environnement du non-marchand4D’acquérir certains outils indispensables pour un manager du non-marchandLa formation propose des outils pratiques pour améliorer la commu-nication au sein d’une équipe et vis à vis de chaque travailleur, pour faire progresser l’autonomie du collaborateur, pour déléguer les res-ponsabilités de façon réaliste, pour prendre des décisions collectives motivantes, pour évaluer le travail individuel et collectif…

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Stagiaires et formateurs

Les 5 participants à la formation sont des directeurs et directrices de centre de formation professionnels en Belgique francophone. Leurs expériences professionnelles sont différentes et cela a donc permis un partage fructueux et un apprentissage mutuel valorisant pour le groupe. Le formateur, Alan Kyndt, est formateur-dynamicien de groupes, il est spécialisé dans la formation d’adultes et les interventions organi-sationnelles dans le secteur non-marchand belge et luxembourgeois depuis 1995. Depuis cette année il est «Consultant Diversité», agréé par la Région Wallonne.

Contenus

Le module «Le management partagé» a été expérimenté avec les contenus suivants: 1Regard sur la fonction dirigeante

• Le pouvoir et le rapport de chacun-e avec ce dernier

• L’analyse stratégique du pouvoir (Crozier)

• La différence entre pouvoir hiérarchique et leadership

• Statuts, rôles et attentes de rôles

• La fonction de direction, ses ressources et ses contraintes

• Piloter en référence à une finalité (et non seulement à des objec-tifs)

• L’organigramme et les descriptions de fonctions.

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2Regard sur le collaborateur

• L’effet miroir (ou l’importance du regard porté sur le collaborateur)

• Les profils types de collaborateurs et les modes d’intervention les plus efficaces

• Le feedback utilisable

• L’impossible motivation des collaborateurs

• Le changement et l‘inévitable résistance au changement

• L’évaluation et le feedback comme droit du travailleur et comme outil de la direction

• Le plan de formation au service du développement du collabora-teur et de l’organisation.

3Regard sur la performance de l’équipe

• Le circept de l’équipe performante (outil de diagnostic du fonction-nement d’une équipe)

• L’approche systémique de la communication interpersonnelle (éco-le de Palo Alto)

• Le groupe de travail efficace

• La prise de décision en groupe

• La gestion proactive des conflits

• Le team-building

4Regard sur le management du non-marchand

• Les cycles progressifs du management situationnel (Hersey & Blan-chard)

• Les conditions d’une délégation de qualité

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• Les niveaux d’intelligibilité d’une situation sociale (Ardoino)

• La mise en place d’un système de coaching individualisé des colla-borateurs.


1Utilisation systématique de l’expérience in situ du groupe de forma-tion.2Alternance d’exercices structurés, de mises en situation, de travaux en sous-groupes et de temps d’analyse individuelle et collective.3Interventions théoriques et/ou renvois à un syllabus.4Utilisation de l’expérience des participants sur leur propre terrain.5Evaluation finale «à chaud» (fin des 24h)6Evaluation orale et écrite de chacun des participants par l’ACFI

Période

La formation a été délivrée en 2 fois 2 jours: 8 & 9 Juillet puis 14 et 15 Juillet 2008, soit 24h de formation au total.

Evaluation

L’évaluation immédiate réalisée à la fin des 24h indique que les parti-cipants marquent un intérêt d’avoir reçu des outils théoriques qui leur permettent de «mettre des mots sur des choses qu’ils ressentaient

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sans pouvoir les exprimer». Le premier jour (qui visait l’acquisition d’un vocabulaire et de référents communs) était plus ardu mais dès la seconde journée, l’application des outils sur des situations concrètes et vécues par les participants a dynamisé la formation.

La méthodologie de formation a permis la prise de recul, la forma-tion était ainsi «ancrée dans la réalité à la fois du groupe et au-delà du groupe». Le fait d’avoir croisé apports théoriques, expériences du formateur et expériences des participants a été très apprécié.

Concernant le nombre de participants, au départ certains regrettaient de n’être que 5 puis au fil de la formation y ont trouvé un véritable in-térêt car «on n’aurait pas pu aller si loin dans la confiance et l’échange dans un groupe plus large». D’autres ont fait remarqué qu’en début de formation ils avaient peu de questions «j’avais un organigramme, des descriptions de fonction et je pensais qu’ils étaient bons» et que celles-ci étaient surtout venues grâce aux outils présentés «… avant de la confronter à la théorie et aux autres expériences».

Globalement, les participants ressortent satisfaits de leur formation, ils expriment la volonté d’avoir des rencontres de suivi régulières avec le formateur afin de faire le point sur les avancées / répercussions sur le terrain. Ils expriment enfin l’idée de voir les jours de formation répartis sur l’année à raison d’un par mois (agenda adapté, maintien du proces-sus de formation et de remise en question constant).

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7. Un environnement en ligne au service du projet et des partenaires: quelles opportunités?

Plan général de l’environnement en ligne

Le projet «La strada per domani» a adopté une plateforme LCMS (Learning Content Management System) open source intégrée ca-pable de supporter des activités communicatives et formatives en ligne de type synchrone et asynchrone. La plateforme se base sur l’intégration d’un Système de gestion des contenus (Content Mana-gement System)1 et un Système de gestion de cours en ligne (Course Management System)2.

L’environnement en ligne se compose d’un espace de communication public où sont présents les rapports de recherche (page d’accueil comprenant le logo du projet et le logo du programme Leonardo da Vinci), une présentation synthétique du projet, le logo des différents partenaires du projet et leur adresse web. De l’espace «Community» de la page d’accueil, à travers les opérations d’inscription (login), on accède à l’espace de management de projet et gestion des sections relatives aux activités expérimentales de formation prévues.


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Figure1 Page d’accueil www.lastradaperdomani.eu

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Figure 2 - Page login espace gestion

Après les opérations d’inscription, les différents partenaires entrent dans l’espace commun “Community”. Ici sont présents les différents matériels et les instruments du projet, ainsi que des forums collabo-ratifs pour la prédisposition en ligne de sections de travail et/ou la gestion de fichiers, dossiers et documents de projet.

En même temps que l’espace networking, un espace de formation est disponible pour pouvoir activer, quand cela est utile, des espaces de travail finalisés à accompagner les activités expérimentales de for-mation prévues à l’intérieur du projet. Il est possible d’observer, par exemple, l’espace de formation de l’expérimentation mise en place en Italie dénommée “Management Partagé et Vision Stratégique” (du nom des deux Unités d’Apprentissage expérimentales propo-sées). Cet espace, ainsi que l’espace networking, offre différents ins-truments pour activer des sections de travail collaboratif et intégrer les matériels d’approfondissement.

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Dans l’espace de formation des partenaires italiens que nous venons de citer, il est possible de trouver les matériels didactiques utilisés au cours de la formation expérimentale en classe, une biblio-médiathè-que pour le management de la formation professionnelle et des fo-rums collaboratifs finalisés à l’étude et/ou à l’exercice formatif prévu dans les activités en ligne.

Toutes les activités de blended learning du projet “La strada per do-mani” ont été activées et supportées à travers l’intégration des ins-truments de l’environnement en ligne ici présenté.

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8. Apprendre de l’expérience: les leçons du projet «La strada per domani»

Les leçons apprises de la réalisation du projet “La strada per domani” peuvent être classifiées selon le niveau, du général au particulier, en deux catégories:

• les leçons apprises pendant le déroulement du projet et dont les lignes sont tracées par le suivi, par l’analyse des rapports intermé-diaires et par l’évaluation en continu

• les leçons apprises pendant la phase cruciale de l’expérimentation des modules de formation dérivant de l’ensemble des expériences réalisées dans les différents pays.

Premièrement, nous pouvons affirmer que les rapports intermédiaires des différents membres du partenariat ont fait émerger des observa-tions au sujet de la haute qualité des processus de coordination, de la claire définition des objectifs et des responsabilités et de l’efficience dans la communication entre les membres du partenariat.La considération partagée par le groupe concerne la valeur des ren-contres effectuées et l’importance des contacts personnels pour la réussite du projet. Une leçon essentielle pour le futur se rattache aux écarts présents entre les partenaires au niveau de la définition des objectifs bien que la stratégie soit partagée; le contexte multiculturel, la disparité des expériences, l’inégalité de l’encadrement normatif et le choix d’une langue véhiculaire ont représenté ici un immense défi. Ceci nous enseigne que les différences culturelles peuvent porter à l’exigence de réaliser des produits “européens” qui ne sont pas né-cessairement les mêmes pour tous les partenaires, dans le respect le plus profond des spécificités et des différences de tous les pays.

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Encore, le déroulement des activités sur deux ans a souligné la né-cessité de trouver chez l’organisme bailleur de fonds une certaine flexibilité dans la gestion des ressources économiques (à travers la possibilité de faire des transferts entre postes budgétaires et entre partenaires – indication entre autres accueillie par la nouvelle pro-grammation 2007-2013 – la possibilité d’inclure des activités non pré-vues à l’origine, etc.) car il s’agit d’interventions de recherche-action innovatrices de moyenne durée, où tous la frais ne sont pas objecti-vement estimables a priori au moment de l’élaboration du project.

La principale leçon apprise est de penser que, si on fait de l’innova-tion, il faut éviter d’immobiliser le système, mais plutôt essayer de s’adapter aux conditions qui peuvent modifier les engagements ini-tiaux.

L’analyse plus spécifique du déroulement de l’expérimentation des modules de formation, nous permet de ponctuer des aspects déter-minants.D’abord, l’architecture des cours a été projetée sur les compétences-clé que doivent maîtriser les managers de la formation, en laissant à chaque partenaire la possibilité de développer un cursus de forma-tion spécifique fortement adapté à son propre contexte.

La faculté de choisir les contenus spécifiques et les modalités didacti-ques a été laissée éminemment pour respecter les différences cultu-relles. L’articulation en compétences à atteindre a donc permis une liberté d’interprétation et de réalisation qui a satisfait la spécificité du groupe en termes d’homogénéité, expérience et organisme d’appar-tenance.

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Également, en ce qui concerne l’expérimentation de la formation tout court, nous pouvons retenir les indications suivantes:Tout d’abord, puisqu’il s’agit de processus moyennement longs (si l’on pense à tout le parcours de formation proposé par le projet) il est convenable de prévoir au moins 3 phases:

• dans la première phase il est avantageux d’organiser plusieurs cours en classe, afin de favoriser une atmosphère de confiance entre les participants, surtout si le groupe est formé de personnes provenant d’organismes différents;

• dans la deuxième phase, la formation à distance pourrait être pré-dominante (mais sans exclure la formation présentielle);

• enfin, il est important de transférer toujours la formation reçue en classe à son propre organisme d’appartenance à travers un travail individuel.

En suivant encore les indications des managers de la formation qui ont participé à l’expérimentation, les criticités et les positivités cata-loguées ont mis en évidence des suggestions pour le futur:

• les méthodes de formation participatives - collaboratives sont pré-férables, puisqu’il s’agit d’adultes occupés;

• il est important de se concentrer sur l’applicabilité des contenus traités, en les rapportant aux contextes des organismes d’apparte-nance des participants.

Enfin, en considérant le référentiel de formation du projet “La strada per domani” dans son intégralité, nous suggérons de traiter certains modules et certains contenus préférablement à l’intérieur de grou-pes homogènes au contraire d’autres modules, qui peuvent offrir des avantages du fait que le groupe soit composé de profils et rôles pro-fessionnels différents.

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L’expérimentation a pareillement montré que la formation avec les managers de la formation a besoin de continuité et ne peut pas se borner à des séminaires occasionnels; les managers ont besoin de formation continue et de confrontation; les expériences profession-nelles diversifiées représentent une richesse à partager à travers un vocabulaire commun, une formation mixte («blended») et la possibi-lité d’une confrontation guidée.

Le dernier élément à signaler est celui de la reconnaissance du par-cours de formation, c’est-à-dire de sa validation et de la possibilité de le répéter dans différents contextes. Cet aspect ouvre un débat profond et très sincère à niveau européen, car il résume l’importance d’effectuer des parcours clairement reconnus dans tous les pays et qui, nous le souhaitons, porteront à la certification de compétence. Peut-être, avons-nous ici la leçon la plus importante pour le futur.

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