CVET PROVIDERS CVET PROVIDERS Analysis of 4 professional profiles Analysis of 4 professional profiles

CVET Trainer CVET Trainer TTraining Plan designerraining Plan designer

Training consultantTraining consultant Training centre DirectorTraining centre Director

Subgroup 2 – Leader Centre INFFO

Thessaloniki, Thessaloniki, decemberdecember 20072007

BelgiumBelgium FranceFrance

GermanyGermany IrelandIreland

ItalyItaly LatviaLatvia

NederlandsNederlands United United KingdomKingdom

SlovakiaSlovakia The The CzechCzech RepublicRepublic

ThanksThanks to the 10 to the 10 followingfollowing countries :countries :

General definitionGeneral definition

CVET is targeted to adults and/or built on top of acquired qualification. These teachers and trainers may work in/ or for CVET providers which can be either public or private organizations. The target groups are adults engaged in a process of professional training which can lead to a qualification or a diploma, but not necessarily.

Private and public customers companies and state

Director

Pedagogical coordinator

Training programs or plans designer

Head of department or training manager

CVET trainer

SubgroupSubgroup 22 : : professionnalprofessionnal actorsactors in CVET training providersin CVET training providers

Strategy and operational objectives Competency needs Training objectives

Training consultant employed

Training consultant freelance

-Consulting and training advice-Design training strategy-Identify training objectives and needs-Developing training programmes-Evaluating

ChoiceChoice of profilesof profiles

Externalisation of training activities

Need for tailor-made and competence based training strategies, programmes

Unemployment and/or

wish of self-employmentEmergence of

Need to update

competency continuously

Training centre director

Training consultant

Training plan designer

CVET trainer

Globalization, market and profit orientation, increased competition, people as a resource, « cost killing »

• After first study (2006)

• Recurrency in interviews (2007)

General context of CVET providers

CVET trainerCVET trainer DefinitionDefinition

The CVET subject trainer trains people in specific knowledge areas, general ot technical (linguistics, marketing, accountancy, communication techniques, etc.) and / or skills, often in link with others (subject) trainers.He may be full or part time employed or free-lance.

Administration activities (12%)

Knowledge Skills

Analyses trainees needs Training needs methodologies

Identify and assess training needs

Plans and designs training activities

Training Design principles

Prepare and plan training activities

Recruits, coordinates and evaluates trainees

Recruitment and evaluation criteria

Recruit and select trainees and some subject colleaguesCommunicate and negotiate

Manages financial aspects of projects

Budgeting principles and tools

Identify the relevant training project costs

Training Activities(60%)

Knowledge Skills

Performs direct training

Adult learning theories and practices Training methods for adult peoplePedagogy and psychology of education main principles

Train groups of individuals within traditional approach Training pathways : modularization, individualizationSometimes to use open and distance learning and to manage ICT based settingsManage trainees relationships (and sometimes conflicts)Assess learning outcomes and training results

Plans and manages training projects

Training design methodsPedagogical tools

Create and design a training pathway in the company or institutional contextDevelopment of new forms of training

Facilitates the learning process and/or perform a coaching function (counselling, mentoring, tutoring)

How to facilitate to support learners and learning processesHow to evaluate learning outcomes

Motivate and encourage the participants (above all the disadvantaged)Monitor trainees’ progresses Promote the empathy

Self Development activities (15%)

Knowledge Skills

Cares own professional development

New training methods in self educational developmentSelect and read training offers

Be opened on new training methods and ability, on curiosity, humility and desire of discovering new ways of trainingBe sensitive on psychology and sociology : trainees often lack of self confidence (losers)

(exceptionally) supervises others trainers as coordinator

Management methodsTeam working

Be a good leaderBe a professional and consensual colleagueHave human qualities

QA activities(8%)

Knowledge Skills

Participates in QA audits

QA principles (quality management manual)Audit trainingQuality Audit tools

Identify and follow QA audit proceduresCoordinate feedback- rounds with trainees

Analyzes training measures/courses in according to QA

General knowledge of quality assurance systems

Analyze the training, the mistakes and prevent failureSelf analyze and peer assessment

Operates and contributes to the organization’s quality cycle

Know the global organization Behave as a Professional conscientious

Network activities (5%)

Knowledge Skills

Cooperates with training and labour market actors (institutions, social partners, others education providers, ...)

Local, national and European training networksMeasure the impact of the networks in training

Communicate Have an open attitude to other visions and learning methodsSpeak foreign languages

Is involved in national or international projects

The different institutions which propose calls for tender (CE, Cedefop, Unesco…)

Work in groups, share information and best practicesSpeak foreign languages

ProblemsProblems and challengesand challengesToo many participants in the courses, Not enough time,Not enough financial resources for self development, Young specialists trainers to be involved, Not enough adapted methodologies to the disadvantaged groupsMastering new technologies, performance on international level are always a challenge, above all “for the seniors”Participating to international projects is very stimulating : necessity to create community for soft skills trainersEnsuring quality training, keeping up to date with the best

practices are essential.

Subsist above all the problems of recognition and attractiveness of the job.

CVET training plan designerCVET training plan designer DefinitionDefinition

Also called “responsable pédagogique” or “concepteur ou ingénieur pédagogique” in France, the training plan designer realizes training course planning and design which include analysis of training needs, project design, coordination of trainers and implementation monitoring as well as assessment of training impact.He works in most cases in training organizations public or private and is generally employed full- time.

Administration activities(25%)

Knowledge Skills

Recruits trainers and manages them

Specific job profileRecruitment and management tools (contracts and agreements)

Manage working teams in his structureLeadershipMotivate and support staff

Knows ICT (Trainee monitoring system) or e- learning

ICT tools CommunicateFacilitate Network withtechnical competences

Translates training needs in training/curricula and programmes

Training needs tools Identify training needs (in companies and “in situ”)Design new planning learning programmes

Manages relationship with companies / Marketing

Entrepreneurial worldTraining networks

Communicate andSell training programmes

Manages financial aspects SoftwareBudgeting principlesFinancial resources

Follow the training processes account the budgetAnalyse the financial situation

Training competency statement activities

(20%)

Knowledge Skills

Translates training needs in training/curricula and programmes

Train needs toolsTheoretical principles

Analyze train needs (in companies and “in situ”)Lead programmes and train themDesign new planning learning programmes

Supervises :-trainers-chiefs projects-consulting-results

Trainers jobs principlesEuropean project managementConsulting principlesContinuous monitoring of the programme and resultsAssessment knowledge and competences

Manage work teamsWork in co-production with many partnersListen, communicate, share experiencesReflect professional practices about strategy for training and assessment

Self development activities (15%)

Knowledge Skills

Improves own skills and competences

Training offer on communication, leadership and motivational aspectsEducational science and pedagogy CVET

Acquire new communication skillsBe sensitive on psychology and sociology Reflect on his-her own developmentBe flexibible

Supervises others trainers

Management methodsTeam working

Be a good leaderAcquire human skillsOrganize work team

Knows customer services

Commercial and marketing principlesFinancial aspects

CommunicateUse software

Quality assurance activities (15%)

Knowledge Skills

Participates in quality project groups

QA principlesQuality tools

Take part to the QA system on the organizationKnow the global work organization in the company or institution

Identifies and analyzes strong and weak points of the training process

Quality assurance system

Transform outcomes of feedback in changes an innovation strategies

Establishing and maintaining networks

activities (27,5%)

Knowledge Skills

Cooperates with another network

Local, national and European training networksMeasure the impact of the networks in training

Communicate , have an open attitude towards other visions and learning methodsListenSpeak english

Is involved in national or international projects

The different institutions which propose calls for tender (CE, Cedefop, Unesco…)Call for tender answer methodsFinancial aspects

Manage cooperative networksDesign training programmes in partnershipImprove foreign languages to work with trans national partners

ProblemsProblems and challengesand challengesThe density of working day, time management speeding and demands of customers give more and more stressSome of plan designers have to improve their ability to motivate“the new learners”, for instance a new generation of graphic sector entrepreneurs and to use ICT competencies in the practice of e-trainingSome of them are a little anxious about the change of national standards if the EQF is a new reference.

The market conquest and the evolution of training ask training plan designers to maintain a high level of quality and human values.It seems more and more pertinent to develop an European or international network, mastering the intercultural context, training needs in companies to develop a new pool.It’s also important to develop in harmony long life learning in each country, respecting identity, culture, tradition.

Training consultant Training consultant -- General General definitiondefinition

Helps solving individual or organizational "problems" the solution of which has to do with qualification, competences, through training systems, for companies, states, regions, is external to them, may be freelance or employed by a consultancy or a training provider. Markets prospects and acquires clients. Makesproposals and negotiates contractsAnalyses situations, identifies training issues, diagnoses, proposes and designs training strategiesfitting the identified needs.Delivers and assesses trainingMay manage budgets and teams (for a specificproject)

The number of activities may look quiteimportant…In general all activities are not developedeach time a training consultant works on a specific assignmentSome of them are specialized in a specificactivity: coach, mentor, diagnosis..When experienced, he may have been involved in all described activities, throughdifferent contracts.

Administration activities(10 to 33 %)

Knowledge Skills

Develops business andacquires new clients :« tailor made » proposals Participates to international partnerships, projects)

Training market trendsContracts principlesCost calculation Commercial and client orientation

Scan the environment of training Conceive, present, cost proposals Negotiate contracts

Manages the consultancyRecruits and selects training staff or traineesElaborates budgets and calculates cost of training concept/measure/projectManages infrastructure – PC-rooms, open learningDoes examinations/assessments

Recruitment procedures and techniquesBudgeting and cost calculationMultiple selection /assessment principles , methodologies, System-, process- and decision-making analysisE-learning systems

Assess and recruit trainees, training people for a training programme, project,Elaborate budgets and control their achievementPlan and OrganizeLead a team

Liaises with Awarding Bodies and Standards- setting agencies

Consulting and Training" activities

(40 to 90 %)

Knowledge Skills

Provides consultancy and training advice to clientsthrough audit, assessment diagnosis, studies and surveysDesigns systems or tools for human resource developmentGuides development teams, Facilitates groups, Provides management “mentoring”Designs train the trainer training programmes

Understanding of the “functioning” of organizationsCulture of performance, of results,Management principles and practicesMethodologies of diagnosis, problem- solving and decision makingAspects of employment law, equality legislation,

Listen to the requirements of the customer (Commercial orientation)Support an ethical, technical, methodological position towards the clientWrite and negotiate training proposals, reports and calls for tenderAdvise and counsel Design, manage and or realize surveys, audits, diagnosis

Detects competencies needsIdentifies training needsDesigns a training strategy

Work analysis,Training needs analysis methodologyCompetency approaches and systems

Identify customer’s competency needs Do a training needs analysisDesign a training strategy

Designs a training plan/learning strategy/systemDesigns training programmes, modules, monitoring and evaluation systems,Develops training materials

Design of training strategies, programme, How people learnHow to facilitate and individualize the learning processHow to motivate trainees

Design a training programme, individualized training pathsIntegrate peer learning approach in the training processConceive and produce tmaterial, e-learning modules

Organizes and plans training, assessments

Planning, time management principles and techniques

Organize, plan surveys, trainings, peer learningMonitor logistic aspects, evaluations

Delivers training,Reviews progress and achievement during the training

Direct, on line trainingRole, techniques, positions of the trainer

Deliver training (direct, on line), Listen and respond to trainee’s learning needs, support trainees’ demands, anxiety, deal with stress,

Training consultant needs also to be able to : - deal with complexity, - work with foreign languages, in intercultural situations - work with an action-research orientation - work with result oriented ness - manage projects, have teams working on projects, - reflect owns practice, theorize owns training practice, make links between theories and practice - receive criticism - update the domains he (she) is in charge

Provides coaching, tutoring, mentoring

Coaching, tutoring, mentoring principles and techniques

Coach, tutor, mentor individuals, support managers and trainees,

Assesses traineesEvaluates learning processes, training programmes results

Methodologies for assessment, evaluationPerformance management principles

Design evaluation systems

Elaborates and controls budget achievements

Financial control and budgeting

Calculate costElaborate budget and invoices

Self development activities (10 %)

Knowledge Skills

Cares on own professional development and keeps up-to-date on key issuesAttends seminars, training courses to keep up with all the developments in their activities.Attends information events sponsored by government agencies and others

Changes in the environment of training, globalization, business and work organization, Changes in trainees’ behaviour, expectations, trainer’s roleEvolution of ICT and learning stylesProfessional sectors, networks offering development opportunities.

Scan and look after evolutions in the entrepreneurial world, in the world of trainingDeal with complexity,Reflect one’s practiceKeep updated on new trends in assessing

Guides development teams, trains trainers, coaches, tutors, new trainers

Train, coach, tutor trainers and training consultantsCommunicate and listen and respond to trainee’s learning needs

Participates to professional work- groups, confronts with other professionals,

open attitude toward others providers and actorsCommunicateReceive criticism

QA activities (5 to 10 %)

Knowledge Skills

Schedules assessments, monitoring of progression for learning

QA principles (quality management manual)Quality Audit tools

The process used when conducting an evaluation

Limits of QA measurement

Plan, organize

Assesses, verifies on- the-job assessments to meet vocational standards.

Verify quality of assessment through grids, questionnaires, surveys, etc.

Assesses results of trainees, training programmes, learning approaches,Reviews training material on a regular basis to ensure it meets clients needs

Define criteria and approach for QA measuring Design strategies for the assessment of learningParticipate to QA measurement processesEvaluate trainersConceive and implement data collection

Self assesses Assess owns work through exchange with trainees, clients, satisfaction questionnaires, etc.

Network activitieslittle time spent

Knowledge Skills

Cooperates with :- Schools, universities, suppliers of the e-learning tools, training institutions, employment agency, - Consultant and trainer networks- Employers, training managers within companies/organizations, training institutions- Former colleagues, consultants acting as partners

Local, national and European training networks

Initiate contacts and communicate with other members in Networks, Develop awareness of other networksSpeak foreign languages (included English) Listen to and understand others,Learn from others,Share experience and reflection

Works with other small consultancies, with trans national partners, on joint projects

institutions, organiza- tions proposing calls for tender (CE, Cede- fop, Unesco…)

Belongs to a professional network

Local, national and European professional sectors, networks devoted to training actors and issues

Mains Mains problemsproblems and challengesand challengesNecessity to take into account the companies’ time constraint, their demand for quick solutions given to their training problemsFailure to recognize that psychological changes implied for the trainees in a training process need timeMore and more frequent comsumer’s attitude from the trainees.Pressure of companies on the trainees make them tense, stressed during the trainingGrowing influence of the B to B buyers in the negotiations. Predominance and “perversions” of quality systemsThe maintenance /development of new skills and competences (how to cope with fast changes and developments in the training area)Work overload, especially without sufficient administrative supportLack of time for the trainers to exchange and reflect their practice with peersDevelopment of an ability to work on a european (intercultural) area, no real competence to deal the right way with european and intercultural questionsTackling with the evolution of the trainer’s roleTo survive as a single person training provider…

Training Centre Training Centre DirectorDirector General General definitiondefinition

Defines the global policy of the provider ;Determines services provided by the organization, itsclients, partners ;Organizes and manages provider's resources : human, financial, technical ;Manages line managers to achieve organizationalobjectives ; Contributes to acquiring clients, making training proposals ;Watches over the image of the organization.

Training Centre Training Centre DirectorDirector statusstatus

May be either– Employed,– Owner of the training provider

When small organization (few people or the owner only) functioning is similar to free-lance or self-employed training–consultants or trainers.

Administration activities(20 to 50 %)

Knowledge Skills

Develops businessMarkets, presents training proposals, Negotiates contracts

Rapid changes in the world of work-based learning

Develop businessPrepare, present and cost proposals, Negotiate

Manages training centreDevelops strategic plans/ policies Manages budget, recruits adequate people

Organizes and plans training / assessmentLooks after allocation of trainersManages QA, performance of the training centre and staff,

Human Resource management, Financial management, control and budgetingQuality management in relation to achievement of national standardsTime management

Manage a training centreOrganize, manage, develop teamsElaborate, control budget achievement Do planning, Self-learns to keep up- to-date

Liaises with Awarding Bodies and other agencies

Laws , regulations linked with training

Training Activities 50-65% of time or 0-5%

Knowledge Skills

Assesses training & development needs of client

Training needs analysis methodology

Identify the needs of the client and produce a training course specifically to meet their needs

Develops programmes, training material, assessments

Pedagogy,work-based occupation, computer based learning

Design and develop training programmes

Delivers training solutions Training delivery Deliver training, teaching Assess learners

Coaches trainees or managers

Coaching principles Tutor, counsel

Assists managers and employees through coaching and facilitation both one to one and with groups.

Time Management and organization

Communicate face-to- face/small group, Lead or participate to group discussion,Work as member of a team

Assesses training results of trainings and training centre

Assessment techniques and systems, Performance Management principles

Evaluate results and implement relevant strategies

Activities(10 to 15 %)

Knowledge Skills

Self-developmentAttends professional development sessions

Manages, guides, supervises other colleagues or training staff

QualityDeploys quality functions

Assesses and reviews training on a regular basis to ensure it meets clients needs

Keeps in link with QA and Standards-setting agencies;

New entrepreneurial challenges Trends in training issuesNew training methods, systemsTraining offers

QA principles (quality management manualThe process used when conducting an evaluationQuality Audit tools

Inform oneself about new trends in training or learning methods, context labour market evolution, attending personal development events Attend specific courses to update specific skillsCommunicate

Define criteria and approaches for QA measuring Design strategies and verify quality of learning assessment

Network activities(15%)

Knowledge Skills

Maintains professional network with :

-training and labour market actors,

- other overseas consultants,

- other professionals in academics and HR

Existing networks, local, regional, national, internationalExisting organisations offering (through invitation to tender for example) opportunities for cooperation on joint projects on national and/or international basis.

Become involved within a professional networkInitiate contacts and communicate with other members in Networks, Be open and able to network Keep up to date Collaborate with others in preparing proposals for a project of work Communicate with other members in Networks

Main Main problemsproblems and challengesand challenges

Training seen as a classroom activity and not as an essential integrated part of organisational effectiveness and developmentMaintaining high profile for quality training and meeting business targets, have time and energy to provide quality serviceDevelop the use of e-learning as an alternative training approach, try to paint the picture of what e-Learning is

Potential isolationSecure adequate funding for the Training Centre, volatility of the funding bodies, respond to Government policy initiatives International agreements and cooperationMaintain and improve the credibility of the Training ProfessionKeep up to date, spotting trends and giving time to self development

Profiles' activities / training continuum, from the competency needs to the evaluation of the training solutions

implemented

Activities Trai-ner

Trainingmanager

Director Training consultant

Business development, Scanning the environment of training

● ●

Present proposals to clients, budget and cost negotiate contracts

● ●

Consultancy and training advice, Team and coaching management

●

Assess Training & Development needs

of client

●

Design a training strategy ●Training needs

analysis ● ●

Develop strategic plans/ policies for the organization

● ●

Manage centre and staff, line management of Departmental Heads, assess centre results

●

Financial management ● ●

Activities Ter T M Dor T C

Organize/plan training, assessments ●

Deliver training, monitor learners and learning processes, support learners and learning processes

● ●

Quality assurance ● ● ● ●

Translate training needs in training/curricula and programmes

●

Produce material development, Learning resources,

Training pathways

● ●

Assess, evaluate

trainees, ● ●

Self development ● ● ●

Assess training results, programmes, manage performance

● ● ●

ENDEINDEENDE FINFINEFIM …