intellectual output 2 – a3.5: competence...

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Intellectual Output 2 – A3.5: Competence Standard

IO2 – The Training Programme Page 1 out of 28

Table of contents

Introduction ............................................................................................................................................. 2

I. Training Modules/Units and Learning Outcomes ........................................................................... 4

II. Competence Standard ..................................................................................................................... 6

A. TRANSPORT AND LOGISTICS TECHNICIAN specialized in MARITIME AND INTERMODAL

MANAGEMENT (TM1) ......................................................................................................................... 6

B. TRANSPORT AND LOGISTICS TECHNICIAN with specialization on SCM for COLD PRODUCTS

(TM2) ................................................................................................................................................. 10

C. TRANSPORT AND LOGISTICS TECHNICIAN with specialization on WAREHOUSE ANALYSIS (TM3)

16

D. TRANSPORT AND LOGISTICS TECHNICIAN with specialization on TRANSPORT ORGANIZATION

(TM4) ................................................................................................................................................. 21

E. TRANSPORT AND LOGISTICS TECHNICIAN with specialization on KEY SKILLS (TM5) ................ 26


Introduction

Referring to the CEDEFOP definition:

“COMPETENCE STANDARD refers to the knowledge, skills and/or competences linked to the practice

of a job”.

It is therefore relevant to exactly define what is the meaning of knowledge, skills and competences.

COMPETENCE: The ability to apply learning outcomes adequately in a defined context (education,

work, personal or professional development).

KNOWLEDGE: The outcome of the assimilation of information through learning. Knowledge is the body

of facts, principles, theories and practices that is related to a field of study or work.

SKILLS: The ability to perform tasks and solve problems

According to the last updating by the European Commission, the EQF descriptor “competence”, after

a long discussion among State Members, has been changed in AUTONOMY/RESPONSIBILITY.

The methodology that will be used within the Summer Logistics School Project for the definition of the

Competence Standard is the one proposed by ECVET, the official EU Credit system for Vocational

Education and Training.

According to ECVET, as stated by the official terminology by CEDEFOP, qualifications (competence

standard) are expressed in units of learning outcomes to which credit points are attached, and which

is combined with a procedure for validating learning outcomes. The aim of this system is to promote:

• mobility of people undertaking training;

• accumulation, transfer and validation and recognition of learning outcomes (either formal,

non-formal or informal) acquired in different countries;

• implementation of lifelong learning;

• transparency of qualifications;

• mutual trust and cooperation between vocational training and education providers in EU.

ECVET is based on the description of qualifications in terms of learning outcomes (knowledge, skills

and/or competences), organised into transferable and accumulable learning units to which credit

points are attached and registered in a personal transcript of learning outcomes.

Therefore, some other elements need to be clarified in order to correctly define the Competence

Standard, i.e. what is the exact meaning of qualification as well as of Learning Outcome.

The term qualification1 covers different aspects:

(a) formal qualification: the formal outcome (certificate, diploma or title) of an assessment and

validation process which is obtained when a competent body determines that an individual

has achieved learning outcomes to given standards and/or possesses the necessary

competence to do a job in a specific area of work.

A qualification confers official recognition of the value of learning outcomes in the labour market and

in education and training. A qualification can be a legal entitlement to practice a trade (OECD);

1 Source: based on Eurydice, 2006; European Training Foundation, 1997; OECD, 2007; ILO, 1998.


(b) job requirements: the knowledge, aptitudes and skills required to perform the specific

tasks attached to a particular work position (ILO).

While, a Learning Outcome is the set of knowledge, skills and/or competences an individual has

acquired and/or is able to demonstrate after completion of a learning process, either formal, non-

formal or informal.

In particular, ECVET identifies a Learning Outcome Unit2 as “a set of knowledge, skills, and/or

competences which constitute a coherent part of a qualification. A unit can be the smallest part of a

qualification that can be assessed, transferred, validated and, possibly, certified. A unit can be specific

to a single qualification or common to several qualifications. The characteristics of units (content, size,

total number of units composing a qualification, etc.) are defined by the competent body responsible

for the qualification at the appropriate level. The definition and description of units can vary according

to the qualifications system and the procedures of the competent body.”

As mentioned before, the EC decided to change the descriptor “competence” because the term led to

some misunderstandings among member states. “Competence” that was also previously described as

the autonomy and responsibility in carrying-out an action, has now been substituted with

“AUTONOMY/RESPONSIBILITY” as it more clear and understandable for all the EU countries. Therefore,

into a Competence Standard, if the “autonomy and responsibility” field it’s common for all the LOs, it

can be indicated one time for all the qualification and all the LOs, otherwise it can be specific for each

Learning Outcome. Moreover, assessment criteria must be always indicated for a Learning Outcome.

Finally, ECVET Points3 “are a numerical representation of the overall weight of learning outcomes in a

qualification and of the relative weight of units in relation to the qualification. Together with units,

descriptions of learning outcomes and information about the level of qualifications, ECVET points can

support the understanding of a qualification. The number of ECVET points allocated to a qualification,

together with other specifications, can indicate for example, that the scope of the qualification is

narrow or broad. The number of ECVET points allocated to a unit provides the learner with information

concerning the relative weight of what s/he has accumulated already. It also provides the learner with

information concerning what remains to be achieved.”

The “sum” of the coherent descriptors represents a Learning Outcomes Unit (LOs Unit).

In order to assign a level of importance (in the context of the overall qualification) to each LOs Unit, a

“relative weight of importance” will be assessed for each Unit using the expertise of different Training

and Logistics experts. The weight will be allocated basing on three criteria:

Effort necessary for acquiring competences

Relevance of the working activities identified within the Unit

Time needed for teaching the corresponding competences

The relative weight, expressed as a percentage, is used during the development of the Educational

Standard. Indeed, taking into account the relative weight and the total duration established for the

training, it will be possible allocating ECVET points to each Learning Outcome.

2 Source: www.ecvet-team.eu 3 Source: www.ecvet-team.eu


I. Training Modules/Units and Learning Outcomes

Following, a first draft of the Learning Outcomes Unit related to each qualification related to SLS

Training Module identified as relevant by the project partners.

TRANSPORT AND LOGISTICS TECHNICIAN with specialization in MARITIME AND INTERMODAL

MANAGEMENT

(TM1 - MARITIME AND INTERMODAL TRANSPORT SIMULATION/SIMULATORS)

LOs Unit 1: Assessing the main parameters for navigation

LOs Unit 2: Recognizing the main infrastructures and vehicles of maritime ports

LOs Unit 3: Coordinate the arrival and departure of freight trains

LOs Unit 4: Manage the storage of UTIs into the rail-road terminal

TRANSPORT AND LOGISTICS TECHNICIAN with specialization on SCM for COLD PRODUCTS

TM2 - SUPPLY CHAIN MANAGEMENT – “COLD CHAIN/PRODUCTS”

LOs Unit 1: Understanding basics of supply chain

LOs Unit 2: Organizing a Supply Chain for Cold Products

LOs Unit 3: Operating in a Cold Chain warehouse

LOs Unit 4: Understanding the main aspects for transporting cold products

TRANSPORT AND LOGISTICS TECHNICIAN with specialization on WAREHOUSE ANALYSIS

TM3 - WAREHOUSE ANALYSIS AND ORDER PROCESSING

LOs Unit 1: Calculating and Assessing KPIs of a Logistics Warehouse

LOs Unit 2: Proper use of Warehouse Management System

LOs Unit 3: Preparing an order

LOs Unit 4: Using methods/techniques for the optimization of the warehouse operations

TRANSPORT AND LOGISTICS TECHNICIAN with specialization on TRANSPORT ORGANIZATION

TM4 - TRANSPORT ORGANIZATION

LOs Unit 1: Calculating costs of a Transport Mission

LOs Unit 2: Preparing a Transport Mission

LOs Unit 3: Assessing the feasibility of a Transport Mission


LOs Unit 4: Monitoring a Transport Mission

LOs Unit 5: Assessing the KPIs of a Transport Mission

TRANSPORT AND LOGISTICS TECHNICIAN with specialization on KEY SKILLS

TM5 - KEY/NEW BASIC SKILLS IN TRANSPORT AND LOGISTICS

LOs Unit 1: Time management

LOs Unit 2: Applying a continuous personal development

LOs Unit 3: Managing changes and stress


II. Competence Standard

A. TRANSPORT AND LOGISTICS TECHNICIAN specialized in MARITIME AND INTERMODAL MANAGEMENT (TM1)

TRANSPORT AND LOGISTICS TECHNICIAN with

specialization on MARITIME and INTERMODAL

MANAGEMENT

AUTONOMY/RESPONSIBILITY: he/she works in a team and relates with all the actors involved, owns soft skills, good communications skills, knows and uses the terminology in English. He/she understands the trends in modern navigation. He/she is autonomous in planning and organizing the assigned tasks.

LOs Unit 1: Assessing the main parameters for navigation

KNOWLEDGE SKILLS

WEIGHT: xx,xx %

Once completed the candidate will know:

Basic knowledge of ECDIS and ARPA systems (E-navigation)

The purpose of all navigation systems interfaced with ECDIS.

The purpose of ARPA system.

Once completed the candidate will have the skill to:

Recognise the advantages of Electronic Chart Display and Information System (ECDIS) and Automatic Radar Plotting Aid (ARPA) for safe conduct of navigation

Monitor information on ECDIS for safe navigation.

ASSESSMENT CRITERIA:

Understanding progress in e-navigation.

Understanding how ARPA provides a significant advance in collision avoidance navigation.

TEACHING MATERIALS:

Heckt, H., Berking, B., Jonas, M., Wöster, M. (2017). The Electronic Chart – Fundamentals, Functions, Data and other Essentials. A textbook for ECDIS Use

and Training, 4th Edition. Geomares Publishing, Lemmer, The Netherlands.

Weintrit, A. (2009). The Electronic Chart Display and Information System (ECDIS): and operational handbook. Taylor & Francis Group, London, UK.

IMO model course 1.27 Operational Use of ECDIS, IMO, London, 2011.

IO2 – The Training Programme Competence Standard Page 7 out of 28



MANAGEMENT

AUTONOMY/RESPONSIBILITY: he/she works in a team and relates with all the actors involved, owns soft skills, knows and uses the terminology in English. He/she understands the trends of the maritime logistics. He/she is autonomous in planning and organizing the assigned tasks. He/she is accountable for decisions made and actions taken.

LOs Unit 2: Recognizing the main infrastructures and vehicles of maritime ports

KNOWLEDGE SKILLS

WEIGHT: xx,xx %


Knowledge of various types and characteristics of

vessels

Knowledge of various port terminals.

Knowledge of cargo handling equipment

Coordinate the arrival and departure of shipments.

Documentation related to shipments arrival/departure


Select the right type of vessel and shipping company.

Plan the arrival/departure of ship from the viewpoint of port

agent and from the viewpoint of forwarding agent.

Complete documentation related to shipments arrival/departure.

Detect and resolve issues during shipments arrival and departure

ASSESSMENT CRITERIA: Complete necessary documentation at the arrival of the vessel

Complete necessary documentation at the departure of the vessel

Organize the arrival/departure from the viewpoint of port agent

Organize the arrival/departure from the viewpoint of freight forwarder

Select the appropriate ship according to the type of the shipment

TEACHING MATERIALS:

Song, D. W. & Panayides, P. Maritime Logistics: A Guide to Contemporary Shipping and Port Management, Kogan Page Publishers, 2015, p. 480.

Burns, M. G. Port Management and Operations, CRC Press, 2014, p. 406




MANAGEMENT

AUTONOMY/RESPONSIBILITY: he/she works in a team and relates with all the actors involved. He/she manages the documentation related to the terminal. He/she is autonomous in planning and organizing the assigned tasks.

LOs Unit 3: Coordinating the arrival and departure of freight trains

KNOWLEDGE SKILLS

WEIGHT: xx,xx %


Trains and wagons characteristics (length, capacity, types, codes/serial numbers)

Rail-Road Terminal Layout Types

Types and characteristics of the UTIs

Documentation related to an Intermodal Terminal and Transport (Rail/Train Plan, Train List, Stowage List,

Trucks Booking)

KPIs for an inland terminal (MAD, HLR)


Prepare a train list for a departing train considering the wagons capacity, the net and gross weight, the rail line on

which the transportation

Use the information of a train list of an incoming train

Check the truck’s booking list and the truck information providing indications for the storage of the cargo

Organize the activities taking into account the KPIs for the terminal


Knowledge Features of Trains and Wagons, UTIs

Using documentation of an intermodal terminal

Recognizing Layout Types and KPIs

TEACHING MATERIAL:

The Geography of Transport Systems FOURTH EDITION, Jean-Paul Rodrigue (2017), New York: Routledge, 440 pages. ISBN 978-1138669574 Ch. 1,




MANAGEMENT

AUTONOMY/RESPONSIBILITY: he/she works in a team and relates with all the actors involved. He/she manage the documentation related to the terminal. He/she is autonomous in planning and organizing the assigned tasks.

LOs Unit 4: Manage the storage of UTIs into the rail-road terminal

KNOWLEDGE SKILLS

WEIGHT: xx,xx %


Types and characteristics of the UTIs

Documentation related to an Intermodal Terminal and Transport (Rail/Train Plan, Train List, Stowage List, Trucks Booking)

Rail-Road Terminal Layout Types

Terminal Equipment Type (Reach Stackers, Gantry

Cranes) and operational characteristics


Coordinate the unloading operations according to the stowing

list

Organize the loading operations according to the booking list

and truck arriving at the terminal

Provide instructions on the operations to be performed by the

reach stackers or Cranes drivers/operators

Organize the terminal layout according to the UTIs and the

necessary areas


Using documentation of an intermodal terminal

Knowledge of Layout Types

Coordinating Loading/Unloading Operations

TEACHING MATERIALS:

The Geography of Transport Systems FOURTH EDITION, Jean-Paul Rodrigue (2017), New York: Routledge, 440 pages. ISBN 978-1138669574

Ch. 11


B. TRANSPORT AND LOGISTICS TECHNICIAN with specialization on SCM for COLD PRODUCTS (TM2)

TRANSPORT AND LOGISTICS TECHNICIAN

with specialization on SCM for COLD

PRODUCTS

AUTONOMY/RESPONSIBILITY: he/she works in a team, is able to use the computer knowledge, uses the correct terminology in English language in order to communicate with clarity, understands and practices soft skills, plans and organizes assigned work.

LOs Unit 1: Understanding basics of supply chain

KNOWLEDGE SKILLS

WEIGHT: xx,xx

%


The difference between supply chain and logistics chain.

Types of supply chains.

Possess basic knowledge of supply chain activities

(procurement, production, distribution, reverse

activities (recycling etc.).

Supply chain risks.

The impact of information communication technologies

on supply chain.


Understand the difference between supply chain and

logistics chain.

Select the right type and strategy of supply chain with

respect to the type of product.

Make lean and/or agile supply chain.

Manage supply chain risks.


Distinguish logistics and supply chain.

Selecting the appropriate supply chain strategy with respect to the type of the product.

Identifying and proactive managing supply chain risks.

Selecting the appropriate information communication technology.

Selecting the appropriate method to make the supply chain lean and/or agile.

TEACHING MATERIALS:

Cristopher, M.: Logistics and Supply Chain Management, Financial Times, London, 1998.

Mentzer, J.T.: Supply Chain Management, Sage Publication, USA, 2001.



specialization on SCM for COLD PRODUCTS

AUTONOMY/RESPONSIBILITY: he/she works in a team, is able to use the computer knowledge, uses terminology in English language in order to communicate with required clarity, understands and practices soft skills, communicate with supply chain partners with required clarity, safely plans and performs assigned work, detects and resolves issues during different logistics activities.

LOs Unit 2: Organizing a Supply Chain for Cold Products

KNOWLEDGE SKILLS

WEIGHT: xx,xx %


Classification of cold products.

Safety rules and procedures for different types of cold products.

Health and security measures carried out during different logistics operations.

Precautions to be taken while handling cold products.

Cold Chain equipment and its maintenance. Temperature monitoring, recording and adjusting. Contingency plans for emergency situations.


Classify different types of cold products, their temperature, environmental requirements and shelf lives.

Follow the safety rules and procedures for different types of cold products.

Maintain health and security measures carried out during different logistics operations.

Select cold chain equipment for different cold products.

Checking and recording the temperature in the temperature record book.

Follow the emergency steps.

ASSESSMENT CRITERIA: Selecting safety rules and procedures for different types of cold products Carrying health and security measures carried out during different logistics activities Monitoring, recording and adjusting temperature. Selecting the appropriate equipment for different types of cold products. Establishing a sound maintenance system for cold chain equipment.

TEACHING MATERIALS:

USAID | DELIVER PROJECT, Task Order 1. 2011. The Logistics Handbook: A Practical Guide for the Supply Chain Management of Health

Commodities. Arlington, Va.: USAID | DELIVER PROJECT, Task Order 1.




AUTONOMY/RESPONSIBILITY: he/she works in a team, is able to use the computer knowledge for electronic documentation, uses terminology in English language in order to communicate with required clarity, understands and practices soft skills. He/she communicates with supply chain partners and colleagues with required clarity and in a professional manner, plans and performs assigned work, prioritizes the schedule, detects and resolves issues during different logistics activities, develops good behaviour and leaves a positive image.

LOs Unit 3: Operating in a Cold Chain warehouse

KNOWLEDGE SKILLS

WEIGHT: xx,xx %


Types and characteristics of warehouses for storing of cold products.

Storage pre-requisites and technical requirements for cold products movement and distribution.

Standard operating procedures for storage of cold products (1. Handling to minimize contamination. 2. Procedure for setting and checking temperature on a regular basic. 3. Segregation and disposing of contemned products. 4. Procedure for operating vapour detectors and alarms.)

Procedure for maintaining cleanliness and hygiene of loading/unloading docks.

Different types of documentation as per products/industrial need.


Select appropriate type of warehouse with respect to the requirements of the products.

Storage of cold products according to their pre-requisite, technical requirements (temperature, humidity) and standard operating procedures.

Set and maintain the temperature.

Check for contamination of products.

Operate vapour detectors and alarms.

Follow temperature conditions of the loading dock and the truck.

Follow hygiene and safety aspects of loading/unloading docks.

Complete different types of electronic documentation.

ASSESSMENT CRITERIA: Planing, organizing and performing storage of cold products according to their pre-requisites and technical requirements. Carrying out movement from rack to the loading bay and distribution of products according to their pre-requisite and technical requirements. Maintaining safety, hygiene and temperature, humidity and refrigerant conditions at the warehouse


TEACHING MATERIAL: NIIR: The Complete Book on Cold Storage, Cold Chain & Warehouse (with Controlled Atmosphere Storage & Rural Godowns) 2nd Edition, NIIR, 2017. USAID | DELIVER PROJECT, Task Order 1. 2011. The Logistics Handbook: A Practical Guide for the Supply Chain Management of Health



AUTONOMY/RESPONSIBILITY: he/she plans and organizes assigned work, prioritizes the schedule obtained, detects and resolves issues during transport activity, develops good appearance and behaviour, is able to communicate in a professional manner when dealing with customers and colleagues, is able to use the computer knowledge for electronic documentation, uses terminology in English.



LOs Unit 4: Understanding the main aspects for transporting cold products

KNOWLEDGE SKILLS

WEIGHT: xx,xx %


Main regulations and standards related to safe transport of different cold products before loading, during loading, transport and unloading.

Major types and characteristics of cold chain technologies and vehicles in providing a temperature-controlled environment during transport.

Major types of cold chain monitoring equipment.

Pre-trip checks on vehicle (temperature, cleanliness).

Safe transport of cold products (uncover areas on floor plate of the truck, stability of cargo, no over stow of cargo, bracing of cargo).

Different types of documentation as per products/industrial need.


Follow appropriate requirements for transport of different types of cold products.

Deploy the appropriate packaging type for different cold product.

Maintain the correct temperature in different types of cold chain technologies.

Properly install, clean and defrost of cold chain technologies.

Check the status of cold chain monitoring equipment and the temperature.


Organizing transport for different types of cold products (Selecting the appropriate mode of transport, transport mean and packing type. Ensuring

proper bracing of cargo. Ensuring stability of loaded cargo. Checking the vehicle and its temperature before loading. Checking cargo temperature

during loading period.)

Properly installing, cleaning and defrosting of cold chain technologies.

Completing different types of electronic documentation.


TEACHING MATERIAL:

USAID | DELIVER PROJECT, Task Order 1. 2011. The Logistics Handbook: A Practical Guide for the Supply Chain Management of Health


Luis R.-G.: Development of Monitoring Systems for Cold Chain Logistics: Improving Food Safety through Emergent Sensing Technologies in the Cold

Supply Chain, Lambert Academic Publishing, 2010.


C. TRANSPORT AND LOGISTICS TECHNICIAN with specialization on WAREHOUSE ANALYSIS (TM3)

TRANSPORT AND LOGISTICS TECHNICIAN with specialization on

WAREHOUSE ANALYSIS

AUTONOMY/RESPONSIBILITY: he/she organizes autonomously the assigned tasks, he/she communicate in a professional

manner when dealing with customers and colleagues, also using English terminology. He/she propose improvements in warehouse processes based on calculated KPI values. He/she oversees the warehouse processes

LOs Unit 1: Calculating and Assessing KPIs of a Logistics Warehouse

KNOWLEDGE SKILLS

WEIGHT: xx,xx %


Kind and Source of data needed for Warehouse performance analysis

Basic KPI’s in warehouse and their meaning according

to the value

The method for calculation of different KPI’s in warehouse


calculate the proper value of basic warehouse KPI

to explain the value of KPI and its influence on warehouse process

to use different methods in calculation of KPI

apply actions according to the KPIs results

ASSESSMENT CRITERIA

Knowledge and meaning of main KPIs for a warehouse

Knowledge of the different kind of data

Using methods for calculating main KPIs

TEACHING MATERIAL:

Staudt F.H., Di Mascolo M., Alpan G., Rodriguez C.M.T, Warehouse Performance Measurement: Classification and Mathematical Expressions of

Indicators, Univ. Grenoble Alpes France, Federal University of Santa Catarina Brasil, 2015. HAL Id: hal-01242034

Novo Triago A.P., Development of KPIs for Assessing the Internal Logistics of UNIVEG's Warehouse, Department of Engineering and Management,

Instituto Superior Tecnico, Odette International Limited, 2015.


Johnson A.L., Mcginnis L.F., Performance Measurement in the Warehousing Industry, Department of Industrial and Systems Engineering Texas, Keck

Virtual Factory Laboratory, School of Industrial and Systems Engineering, Georgia, 2011. ISSN: 0740-817X



WAREHOUSE ANALYSIS

AUTONOMY/RESPONSIBILITY: he/she organizes autonomously the assigned tasks, he/she communicate in a professional manner when dealing with customers and colleagues, also using English terminology. He/she propose improvements in warehouse processes based on calculated KPI values. He/she oversees the warehouse processes

LOs Unit 2: Proper use of Warehouse Management System

KNOWLEDGE SKILLS

WEIGHT: xx,xx %


Understand basic warehouse processes

Basic architecture of WMS

Connection between the WMS features with the warehouse processes activities

use of WMS features in warehouse process

ways and tools for data input in WMS, such as bar code reader and bar code scanner


use WMS in warehouse processes

understand basic WMS features

use bar code scanner

use bar code reader

enter proper data in WMS

recognize WMS interface

ASSESSMENT CRITERIA

Using basic functions of a WMS

Using bar code reader and scanners

Knowledge main features and functions of a WMS

TEACHING MATERIAL:

BARTHOLDI J.J., Hackman, T.S.: Warehouse & Distribution Science, August, 2006.



WAREHOUSE ANALYSIS


LOs Unit 3: Preparing an order

KNOWLEDGE SKILLS

WEIGHT: xx,xx %


to read and understand warehouse documentation

to proper use of warehouse documentation

different warehouse procedures

procedures for completing the documentation


produce dispatch documentation

record and store documentation

follow up purchase orders

ASSESSMENT CRITERIA

Knowledge main documents of a warehouse

Filling-in main documents of a warehouse

Understand the appropriate departments/actors to which send the documentation

TEACHING MATERIAL:




WAREHOUSE ANALYSIS


LOs Unit 4: Using methods/techniques for the optimization of the warehouse operations

KNOWLEDGE SKILLS

WEIGHT: xx,xx %


the effective layout for a certain type of warehouse

efficient warehouse systems for a certain kind of goods

available storage space within warehouse


move and handle goods and materials

evaluate warehouse process efficiency and quality

store goods efficient within warehouse

carry out stock control

ASSESSMENT CRITERIA

Knowledge of layout types

Applying warehouse types to specific kind of goods

Carrying out a stock control

TEACHING MATERIAL:



D. TRANSPORT AND LOGISTICS TECHNICIAN with specialization on TRANSPORT ORGANIZATION (TM4)


TRANSPORT ORGANIZATION

AUTONOMY/RESPONSIBILITY: he/she work autonomously on assessing and preparing the transport mission. He/she interacts internally when needed (for ex. regarding price negotiations) and externally in the proper way and according to the actor.

LOs Unit 1: Calculating costs of a Transport Mission

KNOWLEDGE SKILLS

WEIGHT: xx,xx %


What are the main components of a transport mission.

What other costs he has to include in the calculation

Company Margin Politics

Taxes and tariffs linked to transport


Capacity to calculate his costs for a precise mission

Capacity to apply company price politic

Capacity to interact with customers regarding transport

prices

ASSESSMENT CRITERIA

Ability to calculate transport costs for a mission

Reading and understanding price policy of the company

Knowledge of kind of costs and their links

TEACHING MATERIAL:

Pidgeon, C.: A Study Guide for the Operator Certificate of Professional Competence (CPC) in Road Freight 2018: A Complete Self-Study Course for OCR

and CILT Examinations, Kogan Page, London, 2016.

Lowe, D., Pidgeon C.: Lowe's Transport Manager's & Operator's Handbook, Kogan Page, London, 2018.





LOs Unit 2: Preparing a Transport Mission

KNOWLEDGE SKILLS

WEIGHT: xx,xx %


Compulsory documents

Communication with internal actors regarding mission

Contract details and features (means, customers, objectives)


Prepare all necessary documents

Inform about mission specificities

ASSESSMENT CRITERIA

Knowledge of the kinds of documents

Features of the documents

Filling-in transport documents

TEACHING MATERIAL:








LOs Unit 3: Assessing the feasibility of a Transport Mission

KNOWLEDGE SKILLS

WEIGHT: xx,xx %


Material and Human Means

Company politic regarding kind of mission it wants to accept

Rules linked to transport organisation


Determine if the company can accept a mission

Re organize established schedules to have

The means to accept a mission

ASSESSMENT CRITERIA

Complying to regulations

Reality of the found solution

TEACHING MATERIAL:







AUTONOMY/RESPONSIBILITY: he/she work autonomously on assessing and preparing the transport mission. He/she interacts internally when needed (for ex. regarding price negotiations) and externally in the proper way and according to the actor, also in order to find solutions to criticalities and matters.

LOs Unit 4: Monitoring a Transport Mission

KNOWLEDGE SKILLS

WEIGHT: xx,xx %


Means to monitor (geolocation, phone)

Company solving problems policy


Follow the operations of transport

Interact with mission actors (Customer, driver, authorities)

Find solutions to hazards

Ability to assess the contract, see if it fits with the reality

ASSESSMENT CRITERIA

Quality of found solutions

Quality of communications

TEACHING MATERIAL:







AUTONOMY/RESPONSIBILITY: he/she work autonomously on assessing and preparing the transport mission. He/she interacts internally when needed (for ex. regarding price negotiations) and externally in the proper way and according to the actor, also in order to find solutions to criticalities and matters.

LOs Unit 5: Assessing the KPIs of a Transport Mission

KNOWLEDGE SKILLS

WEIGHT: xx,xx %


Main KPIs of transport mission

KPIs defined by top management as priorities


Understand the scope of KPIs

Analyze KPIs

Find solution to improve activities

ASSESSMENT CRITERIA

Understanding of KPIs

Ability to improve operations following KPIs Analysis

TEACHING MATERIAL:





E. TRANSPORT AND LOGISTICS TECHNICIAN with specialization on KEY SKILLS (TM5)


specialization on KEY SKILLS

AUTONOMY/RESPONSIBILITY: work in team and relate and communicate with different actors understanding the speakers’ skills, needs and social features. He/she has a sound understanding of the job type and the employment contract, as well as of the sector features.

LOs Unit 4: Managing changes and stress

KNOWLEDGE SKILLS

WEIGHT: xx,xx %


Understanding reasons and consequences of stress.

Different techniques for stress prevention and comparison mechanisms.

Time management and prioritizing.

Concept of mobility and flexibility.

Understanding people’s reaction to change.

Personal development and continuous training.


Recognition of stress and various stressors. Development and implementation of stress prevention

techniques and effective mechanisms for managing stress. Recognize the priority and develop a time management

strategy. Develop an understanding of the response to change and

change management. Recognize the need for personal development / training and

prepare a personal development plan

ASSESSMENT CRITERIA

Understanding key concepts (stress, coping mechanisms, time management, prioritizing, change management)

Applying different effective mechanisms for managing stress.

Understanding importance of prioritizing and time management.

Understanding reactions to change and the process of change acceptance


TEACHING MATERIALS:

Landy, Frank J.; Conte, Jeffrey M.: Work in the 21st century : an introduction to industrial and organizational psychology, 4th ed. - Hoboken (N.J.) :

Wiley, cop. 2013, ISBN 978-1-118-29120-7

Dodd, Pamela; Sundheim, Doug: The 25 best time management tools & techniques : how to get more done without driving yourself crazy

Chichester : Capstone, 2008, ISBN 978-1-90646-503-2

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