© dr. winfried heusinger1 action oriented training for high skilled workers - experiences in...

© Dr. Winfried Heusinger 1

Action oriented training for High Skilled Workers - Experiences in Germany

Situation

Consequences

Concepts


Changing working environment reflects to VET

Present and future factors of influence concerning VET

Factors of Influence Companies Possible strategies and instruments

Globalisationsupport intercultural

competence

Change of Values changed customer orientation

Virtualisationstrengthen virtual

communication / IT competence

Increasing Dynamic people instead of knowledge

Economic Orientation training oriented on creation of value


劳动市场的变化是职业培训机构的影像

目前和将来对职业培训的直接影响

影响因素企业需求对人员的新要求

全球化（与世界接轨）人文科学

年轻人的理智性以顾客为导向的工作

综合能力各种能力的强化

不断提高的技术和工艺知识的灵活运用

经济方面的发展创造价值观


Who is supplier, partner, customer of vocational training (process chain)

School Secondary

schoolTechnical

schoolHigh school

VocationalVocationaltrainingtraining

Works council

Top management

Vocationalschool Chambers

Parents PeerGroup

SME /Departments

ProductionMontage

DevelopmentResearch

Distribution Finance

HR…

Supplier Partner Customer


职业培训机构的生源单位、合作伙伴和顾客 ( 过程链 )

学校普通中学实科中学专科学校

高级文科中学

培训

企业协会企业领导

职业学校商会

学生家长同龄群体

行业生产安装

产品开发科研销售金融

人力资源其它

生源单位合作伙伴顾客


Customizing vocational training – who is the target group

VocationalVocationalTrainingTraining

Secondary customers

Trainees andpotential trainees

(Applicants)

PrimaryCustomers

Future employersof the trainees


职业培训对象 – 目标群体

职业培训技术工人

高级工程师未来技术工人 ( 其他报名者 )

初级工长工长

职业培训负责人


Declining half-life of knowledge: People instead of pure knowledge

KnowledgeSchool Knowledge

ITKnowledge

University Knowledge

technologicalKnowledge

vocationalKnowledge

Years


随着时间的推移知识不断老化，关键应学会捕捉知识的能力


Knowledge and personal competence in time response

Time / t

AmountDevelopment of

personality

Development of knowledge


时间的变化 — 对专业能力和个人能力要求的变化

时间曲线

变化曲线能力

知识


Action competence

VocationalVocational

ActionActionCompetenceCompetence

IndividualCompetence

OccupationalCompetence

MethodicalCompetence

Social competence


行为能力

职业行为职业行为能力能力个人能力

专业能力

方法能力

社会能力


Competence

Occupational competenceOccupational competence ability to recognize professional connections, develop professional creativity, and execute self-responsible, independent, and professional tasks according to the demands of customers.

Individual competenceIndividual competence ability to appear and act authentically, creatively, and persuasively, all with a positive attitude.

Methodical competence Methodical competence ability to recognize action structures and to gather information systematically. To choose and apply successful theoretical and working methods for every professional situation.


Competence

Social competenceSocial competence ability to interact with others, to work actively in a team, to develop the capability to carry our productive dialogs in teams, to work together toward a mutual goal, and eventually manage a team.

Action competence Integration of professional competence, individual competence, methodical competence, and social competence. An employee has the ability to solve problems when she/he has the necessary action competence.


Demand for future trainers and trainees

occupational competenceoccupational competence

methodical competencemethodical competence

social competencesocial competence

individual competenceindividual competence

Past Today Future


对未来接受培训人员的要求

专业能力

方法能力

社会能力

个人能力

昨天今天明天


Complete action procedureInformation: Trainees work out independently the needed information for planning and execution of the task

Planning: Trainees work out independently the complete action plan for the task

Deciding: Trainees decide together with the trainer over the realisation of the plan. The trainer can asses if the students gathered the needed competences.

Realisation: The students carry out the project task. This can be done individual or in team work, according to the approved plan.

Controlling: The trainees control and evaluate their own work result. They use eventually the tools which they developed during the planning phase.

Evaluation: The trainees and the trainer evaluate the process and the result of their work. As a consequence of this meeting new tasks and targets will be determined and the cycle is closed

Target of the action Target of the action processprocess

Tools and material


Learning-Island as an integrated qualifying model

Logistics Purchase Material-logistics

Production-planning

Time-Mana-

gement

Distri-bution

etc.

Regular Training situation: sequential experience of the tasks

Potential errors in the task execution becomes not tangible because the trainee is not observing the whole process.


过程式教学 — 一套完整的教学模式

逻辑性思考材料购置材料的合理使用生产计划时间安排销售其它

正规的培训场所 : 依次完成的任务

各环节的操作失误，会在下一个环节中明显的体现出来。


Learning-Island as an integrated qualifying model

Learning-island: parallel experience of dependent tasks

QualityQualitycontrolcontrol

Production-Production-planningplanning

MaterialMaterial

PurchasingPurchasing

DispositionDisposition

MarketingMarketing

DistributionDistribution

Customer (internal or external)

Delivery tocustomer

Integrated entrepreneurial action is necessary since the trainee is responsible for the entire added value chain. Potentially incorrect task execution (for example, incorrect material order) becomes immediately visible during the task execution. A high learning-efficiency results for the trainee.


过程式教学 — 一套完整的教学模式

完整的教学模式 : 任务各环节的统一思考

质量保证生产计划

材料的合理使用

材料购置

安排

市场营销

销售

订单交货（顾客）

完整的教学模式要求学生对价值链的整体过程十分清楚，并从始至终负责。其中一个环节的失误，会影响下一个环节的操作，对效益产生影响。


Education aspect

Occupationalcompetence

Methodicalcompetence

Socialcompetence

Individualcompetence

Time consumptionFlexibility

Poss

ibilit

y to

eva

luat

e an

ddu

ratio

n of

the

train

ing

EducationalEducationalAspectAspectKey qualificationKey qualificationThe didactical demandmust be fulfilled

The human, and notthe pure theoreticalknowledge, must be developed

But to only develop the individual is not successful in the long run

Conclusion:Key qualifications are of greatimportance for educationand training


培训观念的变化专业能力方法能力社会能力个人能力

时间的延续

对能

力的

要求

注 : 职业培训强调的不仅是专业知识，而是各种能力。


The added value aspect

• Company organization • Technological development• Acquisition policy• Human Resources Management• Vocational trainingVocational training

Rese

arch

and

deve

lopm

ent

Acqu

isitio

n

Prod

uctio

n

Desig

n

Mar

ketin

g an

d d

istrib

utio

n

Indirect Creation of value=

indirect influenceon production

DirectCreation of value=

direct influenceon production


创造价值观

• 企业组织• 技术工艺的变化• 购置政策• 资源的合理管理• 职业培训

研究和发明

购置政策

生产

设计

营销销售

间接创造价值=

间接与生产相关

直接创造价值=

直接与生产相关


The Performance TriangleAllow

Will Can

TrainerTrainee

““Allow”Allow”and “trustand “trust

SupportSupportand stimulateand stimulate

Motivate resp.Motivate resp.create environmentcreate environment


成绩三合一允许做

愿意做想做

能做

教师学生

放开

支持和要求创造条件调动积极性


Learning Culture in Teams

Indicators of a Indicators of a positive learning positive learning cultures in teamscultures in teams

Respect each otherBe happy with each

other

Recognizethe potential of

others

Helping each other to learn

Reflect themselves

Learn with and from each other

Give Feedback

Be happy for each other


团队精神所提倡的是：

重要因素

相互尊敬友善合作

接纳他人

知识共享

自我反射相互学习

信息共享

乐于付出


“We Sentiment”“We Sentiment” in teams as a condition for a positive learning environment

Responsibility of the manager / trainer, creation of a positive “we sentiment”

ConditionsConditions

Complementary competences

Small number of members

(5-10)

Mutual responsibility of

results

Mutual action strategies

Mutual tasks and mutual targets


„ 我们的感觉“„ 我们的感觉“ --- 团队的重要因素

教师的责任范围 = “ 我们感觉”的根据

重要因素

能力互补

小组人数不需过多 (5-10人 )

共同对成果负责

共同的工作策略

共同的任务共同的目标


Small and Medium Enterprises

Implementation of SME into the VET System In future new jobs will be seen more likely in

small and medium sized enterprises than in big multinational companies

It is needed to develop ways and methods to serve SME as an important pillar of the national economy



To allow apprentices to enter the companies during their training can result in a win-win situation for all involved partners

Transfer of the needed knowledge and skills from the master to the students

Most efficient way to carry out the transition from school to work



Better use of schools

SME can get newknowledge

Trainees get practicaloriented training

Smooth transition fromschool to work

Zero distance betweentrainees and companies

SME andSME andVETVET


““The whole is more than the The whole is more than the sum of the parts.”sum of the parts.”

Through an integrated training Through an integrated training process, it is possible to be process, it is possible to be prepared for future challenges prepared for future challenges and to generate and to generate young talents young talents that companies that companies need.need.


„整体比其各部分的总合多得多 .“

用在职业培训机构旨在：经过完整的职业培训，使学生掌握综合技能，具备迎接未来挑战的各种能力，真正为企业输送现代生产所需的高素质人才。