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Veröffentlicht von:Emil Kirchner Geändert vor über 9 Jahren
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© Gesellschaft für Ausbildungsforschung und Berufsentwicklung GbR mbH08-2007 Lindwurmstr. 41/43, T: 0049-89 24417910 www.gab-muenchen.de www.gab-muenchen.de CompServ Development of Competences Through Self- Learning in Service SME www.compserv.org
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Seite 2© GAB München, Gesellschaft für Ausbildungsforschung und Berufsentwicklung GbR CompServ SME, Lisboa Conference, September 2007 www.gab-muenchen.de PLAN OF PRESENTATION From teaching to learning CompServ Project: - concept - results
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Seite 3© GAB München, Gesellschaft für Ausbildungsforschung und Berufsentwicklung GbR CompServ SME, Lisboa Conference, September 2007 www.gab-muenchen.de From teaching to learning:„Triangle of Learning“ TRIANGLE OF LEARNIN G Organised Learning Objectives being set and controlled by teachers, trainers – from the outside Self- (directed) Learning Objectives self-defined, ways of learning self- organised Learning from and for Experience … from life, work, reality, on basis of challenges, non-intentional, non- formal
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Seite 4© GAB München, Gesellschaft für Ausbildungsforschung und Berufsentwicklung GbR CompServ SME, Lisboa Conference, September 2007 www.gab-muenchen.de From teaching to learning: Facilitator For facilitators, learners shall: a) become more and more capable for self-directed and even self-organised processes of learning, b) should be increasingly able to learn within and from their day-to-day situations, questions, problems, experiences etc., and should be able to learn c) on, or at least close to their workplace,
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Seite 5© GAB München, Gesellschaft für Ausbildungsforschung und Berufsentwicklung GbR CompServ SME, Lisboa Conference, September 2007 www.gab-muenchen.de From teaching to learning: Facilitator Facilitators basic tasks and responsibilities (=competences) allow him to: discover and detect the chances for learning within those day- to-day situations, questions, problems, experiences etc. in the enterprise. discover and detect situations, which usually are considered to be of technical, organisational etc. nature and “feel”, which chances for learning are embedded in them (actual, relevant) be able to diagnose the needs for learning – even if the situation/problem was not conceived to be a learning-question
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Seite 6© GAB München, Gesellschaft für Ausbildungsforschung und Berufsentwicklung GbR CompServ SME, Lisboa Conference, September 2007 www.gab-muenchen.de From teaching to learning: Facilitation Then FACILITATING LEARNING means to support the development of competences of self-learning of individuals as well as of organisations. learning must be closely linked to the real needs of individuals and organisations. (the more it takes place within the real (working) situation the more effective) “Facilitators” detect those situations and needs don’t teach or instruct, but create, arrange and support individual and organisational processes of experience-based self-learning.
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Seite 7© GAB München, Gesellschaft für Ausbildungsforschung und Berufsentwicklung GbR CompServ SME, Lisboa Conference, September 2007 www.gab-muenchen.de CompServ Project Aim: to develop and test a package of instruments for facilitators of learning by using a set of self-learning instruments which support competencies development of SME workers in services sector
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Seite 8© GAB München, Gesellschaft für Ausbildungsforschung und Berufsentwicklung GbR CompServ SME, Lisboa Conference, September 2007 www.gab-muenchen.de CompServ Project Specific objectives are: To investigate the state of the art in each region involved to produce more user oriented products. To develop a facilitation guide for facilitators to support the learning process implementation in SME To develop a set of self-learning instruments to create self- reflection processes to support development of competencies of workers and improvement in the organisation To test the set of tools in different sub-sectors in at least 5 organisations by region involved and to compare the results
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Seite 9© GAB München, Gesellschaft für Ausbildungsforschung und Berufsentwicklung GbR CompServ SME, Lisboa Conference, September 2007 www.gab-muenchen.de Basic Goals of “Facilitation Guide“ THE „FACILITATION GUIDE“ AIMS: 1.…to introduce and support self-learning to and in SME 2.… to „create“ Facilitators 3.… to make Facilitators create their own „Facilitation Guide“
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Seite 10© GAB München, Gesellschaft für Ausbildungsforschung und Berufsentwicklung GbR CompServ SME, Lisboa Conference, September 2007 www.gab-muenchen.de FACILITATION GUIDE SECTION A: “THEORY” - EXPLANATIONS, SUGGESTIONS, HINTS INTRODUCTION + USER’S MANUAL Module 1: CHANGE AS THE CHALLENGE: CHANGE MANAGEMENT BY LEARNING Module 2: LEARNING NEEDS ANALYSIS (LNA) - “PUTTING ON LEARNING GLASSES” Module 3: FACILITATING LEARNING MEASURES ON THE BASIS OF LNA SECTION B:“PRACTICE” – INSTRUMENTS, TOOLS MATERIALS: Instruments / Tools for Modules 2 and 3 Table of Contents
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Seite 11© GAB München, Gesellschaft für Ausbildungsforschung und Berufsentwicklung GbR CompServ SME, Lisboa Conference, September 2007 www.gab-muenchen.de Facilitation Guide INTRODUCTION / USER‘S MANUAL: 1 - „Facilitation“ 2 - „Facilitators“/Target Groups This kind of learning needs to be „piloted“ by either -- „INTERNALS“ of an SME, or -- „EXTERNALS“ of a training provider, -- or BOTH (in cooperation)
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Seite 12© GAB München, Gesellschaft für Ausbildungsforschung und Berufsentwicklung GbR CompServ SME, Lisboa Conference, September 2007 www.gab-muenchen.de Facilitation Guide INTRODUCTION / USER’S MANUAL 3: Methodology MAIN METHODOLOGICAL HINT: The FG does not offer receipts! “Internal” and “External” facilitators need to be most sensitive for situations and real needs of SME. Concerning methods and instruments the facilitator’s main task – and challenge – is a task of composition
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Seite 13© GAB München, Gesellschaft für Ausbildungsforschung und Berufsentwicklung GbR CompServ SME, Lisboa Conference, September 2007 www.gab-muenchen.de Facilitation Guide MODULE 1: CHANGE AS THE CHALLENGE: CHANGE MANAGEMENT BY LEARNING MAIN MESSAGE: LEARNING IS A FACTOR WHICH MUST NO LONGER BE NEGLECTED BY SME! THEY MUST TACKLE THE PROBLEM OF “INTRODUCING LEARNING” INTO THEIR ORGANISATIONAL PROCESSES.
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Seite 14© GAB München, Gesellschaft für Ausbildungsforschung und Berufsentwicklung GbR CompServ SME, Lisboa Conference, September 2007 www.gab-muenchen.de FG: SECTION A, Module 1/2 Whenever something is going wrong in a business, it is PEOPLE who have been doing something “wrong”. This does NOT mean: blame people, but recognise their needs! Learning happens anyways – for the good or the worse! The largest part happens in informal ways. But: Informal / spontaneous learning very often is not supported, not even noticed consciously. “Learning” must be understood as a normal – and the only – strategy to survive in an environment of dynamic and permanent change.
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Seite 15© GAB München, Gesellschaft für Ausbildungsforschung und Berufsentwicklung GbR CompServ SME, Lisboa Conference, September 2007 www.gab-muenchen.de FG: SECTION A, Module 2/1 MODULE 2: LEARNING NEEDS ANALYSIS (LNA) – BY PUTTING ON “LEARNING GLASSES” MAIN OBJECTIVE: TO BECOME FAMILIAR WITH DIFFERENT WAYS OF LNA AND ITS PRACTICAL APPLICATION TO SME
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Seite 16© GAB München, Gesellschaft für Ausbildungsforschung und Berufsentwicklung GbR CompServ SME, Lisboa Conference, September 2007 www.gab-muenchen.de FG: SECTION A, Module 2/3 TWO BASIC APPROACHES TO LNA: (Learning) Needs defined via work-requirements (Learning) Needs defined via person-related, developmental requirements FG suggests: Person-related developmental needs are equally important as work-defined requirements (= Human Resource Development)!
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Seite 17© GAB München, Gesellschaft für Ausbildungsforschung und Berufsentwicklung GbR CompServ SME, Lisboa Conference, September 2007 www.gab-muenchen.de FG: SECTION A, Module 3/1 MODULE 3: FACILITATING LEARNING MEASURES ON THE BASIS OF LNA MAIN OBJECTIVE: HOW TO IMPLEMENT = FACILITATE LEARNING PROCESSES ON BASIS OF LNA?
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Seite 18© GAB München, Gesellschaft für Ausbildungsforschung und Berufsentwicklung GbR CompServ SME, Lisboa Conference, September 2007 www.gab-muenchen.de FG: SECTION A, Module 3/2 GENERAL PERSPECTIVE: Once learning needs are assessed it is highly recommendable to check out in the first place, whether these qualifications can be trained / learned in work- integrated ways In most cases work-integrated learning meets the needs of SME far better than the ways of institutionalised training / learning … unless it meets the real needs and situations / questions of the business
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Seite 19© GAB München, Gesellschaft für Ausbildungsforschung und Berufsentwicklung GbR CompServ SME, Lisboa Conference, September 2007 www.gab-muenchen.de FG: SECTION B SEcTION B: „PRACTICE“ – INSTRUMENTS, TOOLS for MODULES 2 and 3 Concerning methods and instruments the facilitator’s main task – and challenge – is a task of composition …
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Seite 20© GAB München, Gesellschaft für Ausbildungsforschung und Berufsentwicklung GbR CompServ SME, Lisboa Conference, September 2007 www.gab-muenchen.de „ADAPTATION“ OF FG LEVEL I: „MASTER GUIDE“ (EN) TESTING: … in all partner countries LEVEL II: “NATIONAL AND CULTURALLY ADAPTED, EVEN LOCALISED VERSIONS” for all partner countries and languages LEVEL III: GOAL: “INDIVIDUALISED GUIDES OF FACILITATION”
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Seite 21© GAB München, Gesellschaft für Ausbildungsforschung und Berufsentwicklung GbR CompServ SME, Lisboa Conference, September 2007 www.gab-muenchen.de Thank you very much for your attention ! maria.rauch@mnet-online.de
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