education for green jobs – how to create relevant...

www.helsinki.fi/yliopisto 22.3.2015 1Maatalous-metsätieteellinen tiedekunta / Henkilön nimi / Esityksen nimi

Promoting Green Jobs in the Forest Sector, June 27-28, 2017, Bratislava

Education for Green Jobs –How to Create Relevant Competences?

Mika Rekola, University of Helsinki

www.helsinki.fi/yliopisto 2

True stories

”When I hired new employees the only things that I controlled was that the candidate could say openly hello looking into my eyes and has a firm hand-shaking.”

Dr. Yrjö Pessi, CEO, Kemira Inc. (international corporation)

For first your students: “When you work hard and do your studies properly you will find good working opportunities and your career will be promising”

Dr. Anne Toppinen, Prof. in Forest Products Marketing, University of Helsinki


Questions?

1. Which competences are important?

2. How important is a comptence of X?

3. Which is the minimum level of competence X to be a qualified worker?

4. Which is the level of competence X to be a high performing worker?


Table of Content

1. Introduction

2. Theory of competencies3. Identification of competencies4. Teaching and learning of competencies

5. Conclusions


Theory of competencies


Competences – a definition

KSAO model: KnowledgeSkillAbilityOther characteristics

that is needed for effective performance in the jobs in question. The target of competence could be a subject specific or generic

(Green, 1999; Schippmann et al. 2000).

Several definitions exists, see Boyatzis1982; Dubois 1993; Spencer & Spencer 1993; Fleishman et al. 1995; Green 1999; Le Deist and Winterton 2005; Hogg 2008; Mulder et al 2009; Mäkinen & Annala 2012.

European Qualifications Framework (EQF)


Competences - structure

Threshold competences or essential competencies which indicate minimum or average requirements for performers

Differentiating competences which separate low and high level performers

(Campion et al. 2011)


House of Competences



Minimum threshold

High performancethreshold

Subjectspecific

competence

GenericCompetence



Minimum threshold


Foresttechnology

Communic-ation

Example of onesubject and one genericcompetence



Minimum threshold


Foresttechnology

Communic-ation

CASE: Communicationas a thresholdcompetence



Minimum threshold


Foresttechnology

Communic-ation

CASE: Communicationas a differentiatingcompetence


Identification of competencies


Identification of competencies

Traditional job analysis applies: 1. Observations2. Interviews3. Focus groups4. Surveys

(e.g., Parry 1996; Lucia & Lepsinger, 1999; Rodriguez et al., 2002).


Arevalo et al. (2010) explored forest sector competence • modelling using quantitative surveys• instrument being traditional Likert scale (1-5):

Respondents were asked to evaluate the 42 competenciesaccording to: (1) the importance of the competency forthe employment of graduates [on a scale from of littleimportance (1) to very extremely important (5)]

Identification of competencies –Example of a survey


Behavioural Event Interview (BEI) represents a unique approach to competence identification (modelling).

The essence of BEI is highly in-depth interviewing process concerning employees’ successes and failures in their working life

(McClelland 1973, 1998)

Identification of competencies –example of interview


Identifying CompetencesGlobal Outlook on Forest Education (GOFE)

• IUFRO-IFSA Joint Task Force study• 10 countries (all continents)• Competences of recent graduates analysed with BEI method• Final report to be published in IUFRO 125 Anniversary

congress in September 20, 2017

• More information: https://foresteducation.wordpress.com/

https://foresteducation.wordpress.com/


Teaching and learning of competencies


Teaching and learning of competencies

• Teaching (learning) needs Biggs (1998) aligned elements:• Aims (typically threshold competence levels are set by

subject specific and generic competences)• Methods and materials (proper pedagogics)• Assessments

• TÄHÄN KUVA BIGGS!!!!!!!!


Tynjälä (2008)

An example of properpedagogical model:

Integrative Model of Pedagogics


Conclusions

The right questions: what are Threshold & Differentiating levels Competence identification (modelling) methods are many Behavioral Event Interviews (BEI) is a validated but not

commonly used within forest sector Teaching alignment (AMA) needed Integrative pedagogics useful


ReferencesArevalo, J., Pitkänen, S., Gritten, D., & Tahvanainen, L. 2010. Market-relevant competencies for professional foresters in European

graduate education. International Forestry Review, 12(3), 200-208.Bologna Working Group. (2005) A Framework for Qualifications of the European Higher Education Area. Bologna Working Group

Report on Qualifications Frameworks (Copenhagen, Danish Ministry of Science, Technology and Innovation)Boyatzis, R. (1982). The competence Manager; A model for Effective Performance. John Wiley & Sons.Campion, M. A., Fink, A. A., Ruggeberg, B. J., Carr, L., Phillips, G. M., & Odman, R. B. 2011. Doing competencies well: Best

practices in competency modeling. Personnel Psychology, 64: 225-262Cheng, B.,Wang, M., Mørch, A., Chen, N.-S., Kinshuk & Spector, J. M. (2014). Research on e-learning in the workplace 2000–2012: a bibliometric analysis of the literature. Educational Research Review, 11, 56–72.

Dubois, D. D. (1993). Competency-based performance improvement: A strategy for organisational chance. Amherst, US: HPR Press.Fleishman et al. 1995; Green, F. (2006). Demanding work: The paradox of job quality in the affluent economy. Princeton University Press.Hogg, C. (2008). Competency and competency frameworks factsheet, Chartered Institute for Personnel and Development.

http://www.cipd.co.uk/hr-resources/factsheets/competence-competency-frameworks.aspx [Cited 05/2015]Le Deist, F. D., & Winterton, J. (2005). What is competence?. Human resource development international, 8(1), 27-46.Mäkinen, M & Annala, J. (2012). Osaamisperustaisen opetussuunnitelman kahdet kasvot. Osallistava korkeakoulutus. [Two faces of

the competence based curriculum. Participatory higher education.] Tampereen Yliopistopaino Oy.McClelland, D. C. (1998). Identifying competencies with behavioral-event interviews. Psychological science, 9(5), 331-339.McClelland, DC 1973. Testing for competence rather than for “intelligence”. American Psychologist 28(1): 1-4.Mulder, M., J. Gulikers, H. Biemans, and R. Wesselink. (2009). The new competence concept in higher education: Error or

enrichment? Journal of European Industrial Training 33, no. 8/9: 755–770.Spencer, L.M. Jr. and Spencer, S.M. (1993). Competence at work: Models for superior performance. New York: John Wiley & Sons.Tynjälä, P. 2008. Perspectives into Learning at the Workplace. Educational Research Review 3, 130-154.

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education for green jobs – how to create relevant...

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