Design and development
of the Pilot Test
Contents
INTRODUCTION ............................................................................................................................. 3
1. PHASE I- ..................................................................................................................................... 4
1.1 Pre-contact .............................................................................................................................. 4
1.2 Planning pilot........................................................................................................................... 7
PHASE 2 - ..................................................................................................................................... 11
2.1 Task-roadmap for evaluators ................................................................................................ 11
PHASE 3.- ..................................................................................................................................... 13
3.1 Questionnaires for internal assessment ............................................................................... 13
PHASE 4 - ..................................................................................................................................... 19
4.1 Conduct the pilot and assessment process ........................................................................... 19
5. CONCLUSIONS ......................................................................................................................... 37
INTRODUCTION
We present in this document, a compilation based on national reports each partner made,
when carrying out this work package.
In this regard, we have started from a document provided to all partners proposed a
methodology to develop the projected work. However, due to the different circumstances of
each state, each member was invited to make the adjustments on the original methodology
was proposed
The work has been to design a pilot retraining programs starting workers whose skills were
related to the textile industry. There is aexception that it did in previous work packages and in
the case of the Czech Republic is the opposite, further textile workers are needed. Therefore
the Czech partner has focused on the retraining of workers in sectors other than textiles.
This document is structured according to the methodology proposed phases in the partner
promoter has provided them.
1. PHASE I-
1.1 Pre-contact
1.1.A – SPAIN
Information to explain the process to the workers
Role of candidates:
Every candidate has to complete these phases of the test:
· Self-assessment questionnaire.
· Job experience and training records model (competences portfolio).
· Professional interview.
· Contrast of competences evidence.
Agreements:
Every partner has the compromise of completing the pilot test. At the same time, the
evaluators are going to solve all the doubts in the process of development the test.
1.1.B – POLAND
Candidates for the pilot test are persons employed in various textile and apparel companies
who agreed to fill in the Competence Portfolio questionnaire. Vocational counselor explained
how to fill in the questionnaire and stressed the importance of reliable self-assessment of
candidates and discussed the objective of undertaken activities.
Collected information was used to draw conclusions and make recommendations.
1.1.C – CZECH REPUBLIC
The pilot test is based on the methodology described for the WP5, ie, it is based on NSP for
textile position. The objective the pilot test was not to find and train new employees in the
textile industry, but test the functionality of the proposed methodology.
This requirement brings the concrete steps of the pilot test.
Parameters of the pilot test are:
-
20 applicants (2x10)
2 textile positions
2 committee
A set of potential applicants was composed from the people with different professions and
different levels of education. The aim of selecting potential applicants was finding of 10
reasonably suitable candidates for each test position, which would be willing to participate in a
pilot test.
Selected candidates (10 for each test position) were familiar with the testing process. Ie. In the
first phase they were required to develop a CV and then to fill self-assessment questionnaire
for job position.
1.1.D– ITALY
Involving people in the project was first to explain the process, which is that everycandidate
has to know that has to complete every phase of the test:
- self assessment questionnaire
- job experiences and training records model (competencies portfolio)
- Professional interview
- Contrast of competence evidence
The Agreements was done with the workers using the ‘patto di servizio’ of balance of
competencies, that isthe ‘patto di bilancio’ used in Fil Model.
The Process was explained but basically is the process of balance of competence of model Fil:
- Phase 1: Explanation of the pilot test.
- · Phase 2: Self-assessment questionnaire.
- · Phase 3: Job experience and training records model (competences portfolio).
- · Phase 4: Professional interview.
- · Phase 5: Contrast of competence evidence.
- · Phase 6: Outcomes.
The resources:
• Technical resources: all the documents needed to develop the pilot test (questionnaires,
portfolios and other documents).
• Human: Evaluators and advisors.
The pilot was proposed to workers who are already clients of the ‘balance of competence
service.
The agreement is already ruled by public services (patto di bilancio e presa in carico)
For only people who were interested in the REQTEXTIl identified target sectors andprofiles
Assessment questionnaires was done and already used in addiction to all the tools normally
used in the services
The planning was done just for the first and the second individual meeting, but for the others
they had to show commitment (as regularly done in FIL Bilancio di competenceservices) and
had to call or email the counselor.
1.1.E–PORTUGAL
They describe the whole process from the perspective of an entity and / or training centers
duly accredited and recognized by the National Agency for Qualification and Vocational
Education, I. P. (ANQEP, IP), fulfilling all the legal requirements for conducting Processes
Recognition, Validation and Certification of Competencies.Rests of chapters are based in this
framework.
General structure of the steps for Reception, Diagnostic and Referral
STAGES
A - RECEPTION
STEPS
ACTORS
Step 1 - Registration in the adult system
Administrative Technician
Step 2 - Stimulating group session (Session A),
Technical and Diagnosis
which includes: general information about the
Center, General Information about the offerings of
qualification; Scheduling of the sessions following
Routing
Adults
Step 3 - Boosting small group session (Session
B1), which integrates Characterization of the
specific situation of the adult (motivations, skills,
B - DIAGNOSIS
educational
courses,
and
vocational
training,
Technical and Diagnosis
leisure activities)
Routing
Step 4 - Stimulating individual session (Session
B2), which integrates: Clarification of the specific
Adults
situation of the adult face registration in the
center, their personal characteristics and life
contexts
Step 5 - Analysis of individual information collected
and prepare proposals for routing
Step 6 - Stimulation of individual session (Session
Technical and Diagnosis
C1), which includes: Discussion of Grid Profile
Analysis Reflection on possible routes (proposed
C - REFERRAL
Routing
routing)
Adults
Step 7 - Stimulating individual session (Session
C2), which includes: Negotiation Decision Making;
Formalization of decision
Step 8 - Implementationofrouting
Professionnal RVC
1.2 Planning pilot
1.2.A - SPAIN
PROCESS SCHEDULE (CANDIDATES)
PROCESS SCHEDULE (EVALUATORS)
1.2.B - POLAND
PLANNING THE PILOT TEST
In the planning phase we drafted the schedule for activities under WP6, we decided on the
delivery dates and approved the timetable.
1.2.C – CZECH REPUBLIC
Algorithm of testing has these steps:
•
Two textile firms that could potentially be interested in a new employee was selected.
Each of these companies has defined one job from the NSP, which would potentially like to
occupy.
•
Experts from each company studied the requirements for the position defined in the
NSP and compared it with the real requirements of the job in their company.
•
Evaluation Committee was created for each proposed job position and for each
position 10 potential candidates were contacted.
•
These candidates have passed the methodology described in WP5, ie. they sent CVs
and fill out questionnaires belonging to the textile job.
•
Then the interviews with the Evaluation Committee for the position followed, and the
Commission subsequently modified the resulting portfolio of skills of the candidate and
compared them with the required skills for the position.
•
On the basis of this comparison it was designed by an individual training plan for each
candidate.
1.2.D - ITALY
Diagram and schedule of the process (candidates)
Diagram and schedule of the process (evaluators and advisor)
PHASE 2 -
2.1 Task-roadmap for evaluators
2.1.A - SPAIN
Every evaluator has to compliance their task for each candidate. In this sense, they presented
the forms where they have to realize their statement.
They used the proposed forms in the methodology for WP6.
This roadmap for the evaluators is applied in all the weeks of the process
2.1.B - POLAND
After an initial assessment of the aptitude of a candidate to perform occupational tasks in the
target sector by a vocational counselor, three experts were appointed to analyses the data
from the Competence Portfolio Questionnaire and to fill in the evaluation form. The experts
make up the Evaluation Committee that evaluates candidate’s assessment by a vocational
counselor.
Vocational counselor analyzed the Competence Portfolio Questionnaires filled in by candidates
and, based on that, drafted the list of differences in vocational skills required in the target
sector. The analysis confirmed that all candidates need to complement their qualifications in
jobs in the target sector.
Assessment by the vocational counselor and Competence Portfolio questionnaires were
evaluated by the Committee composed of three experts.
Statement filled in by the members of the Evaluation Committee:
2.1.C–CZECH REPUBLIC
Representatives of these two companies have got to study the knowledge and skills relevant to
the job and were asked to adjust the required knowledge and skills according to the real
requirements corresponding to the real needs of their company. The need to slightly modify
the required knowledge and skills is determined by the parameters of the companies whether for business locations, the internal organization of firms or social and technical
parameters according to the job position.
Evaluation Committee and its activities
Evaluation Committees with theirs composition correspond outlined above, respectively were
composed of representatives of firms for which applicants should be selected, respectively
trained. The evaluation committees were composed by people who have management
experiences and have experience in dealing with people and selection of new employees.
2.1.D - ITALY
They used the tools of the methodology given in the Reqtextile project, by the Spanish lead
partner, that of the evaluators are the following form 1, form 2, form 3.
PHASE 3.-
3.1 Questionnaires for internal assessment
3.1.A - SPAIN
They presented two elements of the internal evaluation.
The first one is about the principles of the procedure (self-assessment).
The first one was about the Involvement in the methods and instruments (EVALUATORS):
The second one is a satisfaction survey from candidates who have participated in the
evaluation process.
3.1.B - POLAND
Candidates’ satisfaction survey
CANDIDATE’S SATISFACTION QUESTIONNAIRE
Evaluation of candidates was analyzed and based on that a report was drafted which shows
that it is possible to retrain the candidates in the target sector jobs. The up-till-now
occupational experience of candidates indicates that they are prepared to perform tasks in
jobs which they have been performing so far. Due to the gaps in skills in the selected jobs of
the target sector these suggested jobs cannot be performed without retraining.
3.1.D - ITALY
The pilot test was tested in the report of the evaluation for the evaluators. They used the one
given by the project format for evaluators, that is the following.
3.1.D - PORTUGAL
Assessment Questionnaire Validation Phases Recognition Skills - Basic Level
A sua opinião sobre o trabalho realizado é muito importante para nós. Ela poderá contribuir para melhorarmos a sua
qualidade. Pedimos que responda às questões que lhe vamos colocar. As suas respostas são anónimas e confidenciais.
Considerando a escala de 1 a 4, abaixo apresentada, classifique os itens do questionário.
1- Muito insatisfeito
2- Pouco satisfeito
3- Satisfeito
4- Muito satisfeito
1
1. Qualidade do trabalho desenvolvido pelos técnicos deste centro.
2. Cortesia dos colaboradores no atendimento
3. Clareza e adequação da informação prestada
a) Pelos serviços de atendimento ao público
b) Pela equipa técnico-pedagógica (Profissional de RVC e Formadores)
4. Flexibilidade e autonomia da equipa técnico-pedagógica para resolver a sua situação.
5. Adequação dos espaços e equipamentos.
6. Adequação do horário.
7. Resposta atempada e eficaz às solicitações dirigidas:
a) Profissional de RVC
b) Formadores
8. Dinamização das sessões:
2
3
4
a) Profissional de RVC
b) Formadores
9. Meios e materiais utilizados no processo:
a) Documentos entregues
b) Apresentações
10. Qualidade e rigor exigido ao longo do processo
11. Relação com equipa técnico-pedagógica
12. Planificação e duração do processo
13. Resultados do processo:
a) Expectativas iniciais
b) Projecto de vida
14. A sua prestação/envolvimento no processo
a) Assiduidade
b) Autonomia
c) Participação
15. Outros aspectos que queira salientar:
________________________________________________________
________________________________________________________
________________________________________________________
Para concluir, preencha os seguintes dados de caracterização geral:
Data: ___/____/_______ Local:_________________ Idade:__________ Sexo:___________
Nível:
Básico
Situação face ao trabalho:
Secundário
Empregado
Obrigada pela sua colaboração!
(Não assine este questionário)
Desempregado
Reformado
Outro
PHASE 4 -
4.1 Conduct the pilot and assessment process
4.1.A - SPAIN
The entire pilot test was structured by the participation of 20 workers. After phase 1
(explanation of the pilot test) they presented in this point the next four phases: selfassessment questionnaires, competences portfolios, professional interviews and contrasts of
competence evidences. Every one of these phases has its own outcomes.
They used the model proposed in the WP6 methodology, the overall process was:
- Self-assessment questionnaires
It was designed questionnaires for the follow competence standards sets:
MANAGEMENT OF THE ASSEMBLY AND MAINTENANCE OF WIND FARMS
MANAGEMENT OF THE ASSEMBLY AND MAINTENANCE OF GAS MAINS
PRODUCTION OF ANIMAL FEED PRODUCTS
MANAGEMENT OF URBAN AND INDUSTRIAL RESIDUES
AUXILIARY OPERATIONS OF PRODUCTION IN THE FOOD INDUSTRY
AUXILIARY OPERATIONS OF MAINTENANCE AND INTERNAL TRANSPORT IN THE FOOD
INDUSTRY
The complete results can be viewed in the WP6 Spanish Report.
- Job experience and training records model (competences portfolio)
Outcomes (after 20 competences portfolios):
Personal data
· Age: Average, 48.2 years old.
· Sex: 74% Women, 26% Men.
Professional experience
· 85% of workers have always stayed at the textile sector.
· 15% of workers have stayed in other sectors (construction, sales, and tourism).
Education and training
· 19% of workers have not accredited any study.
· 65% of workers have primary studies.
· 16% of workers have secondary studies (not university).
Other information
· Driving license: 96% of workers have driving license.
· Languages:
100% of workers speak Spanish.
85% speak Catalan.
10% speak French.
3% speak English.
- Professional interview
Here they present the results after interviewing the workers, completed by every one of them
(20 in total).
Outcomes (after 20 interviews):
Sample: Qualification level 3
Competence: Management of the assembly and maintenance of wind farms
1. Competence unit: To develop projects of assembly of facilities of wind power
Question: When do you establish the quality criteria?
Evidence to identify: The quality criteria are established in every phase of assembly and
provisioning.
Correct answer: 20%.
Incorrect answer: 80%.
The rest of cases can be viewed in the WP6 Spanish Report
Contrast of competence evidences
Of all the scales that they presented in WP5, they have chosen three scales to develop the pilot
test (one for each qualification level).
They want to remark the difficulty of elaborating these tests, because the situations of work
(wind farms, food industry, power industry…) are not available for us.
Sample of outcomes (The rest of cases can be viewed in the WP6 Spanish Report)
Qualification level 3
Competence: Management of the assembly and maintenance of gas mains.
Competence unit: To manage the application of the measures of prevention of labor and
environmental risks in gas mains.
Activity: Identification of environmental risks from installation work, putting into service of gas
mains.
Scale:
Results:
· Level 1: 50%.
· Level 2: 20%.
· Level 3: 30%.
· Level 4: 0.
· Level 5: 0.
4.1.B - POLAND
Occupational skills listed in Tables: Self-assessment of vocational skills in textile and apparel
sector and Self-assessment of skills needed to do a job in the target sector were drafted in
accordance with the new basic syllabus (for the jobs: sales person and a sales technician) and
for the job of an operator of digitally controlled machine tools in accordance with the standard
of vocational qualifications1.
In total 10 persons were asked to fill in the questionnaire:
6 women (aged from 20 to 58) who are seamstresses and declared the will to retrain
to the target sector,
2 men (aged 40+) sewing machines operators,
2 clothing technicians (women aged 40 - 50).
The sample was targeted. It included respondents from the Region of Lodz, employed in the
SMEs in textile and apparel sector.
RESULTS OF INTERVIEWS CONDUCTED USING THE COMPETENCE QUESTIONNAIRE
Persons who filled in the QUESTIONNAIRE highly assessed their present vocational skills in the
textile and apparel sector. The highest assessment was given by sewing machines operators.
Most of answers ticked by seamstresses were „can do it myself without assistance”.
Diagram 5. Self-assessment of skills needed to perform jobs in the target sector
Respondents highlighted significant differences between basic occupational skills for jobs in
the textile and apparel sector and those in the target sectors. Similarities related mainly to
skills in organizing one’s workplace (for all occupations) and skills in operating machines and
equipment (sewing machines operator and operator of digitally controlled machine tools).
Retraining from the textile and apparel sector to the target sector is possible when potential
candidates acquire and master skills required by the employers in the target sector.
Initial questionnaire-based assessment was conducted by the vocational counselor who
suggested potentially possible individual retraining paths taking account of lifelong training
perspectives that will open up in Poland after 1st September 2012 (qualification courses,
vocational skills courses).
Seamstresses may shape their skills and acquire the qualifications of a sales person by
participating in the qualification course for qualification A.18 – Selling. After validating learning
outcomes in the external exam, the participants will get a certificate that confirms the
qualification - I. Another vocational retraining path may lead through the course of vocational
skills for learning outcomes identified within a given qualification or learning outcomes
common to all jobs or to a group of jobs. In this case the participant will get a certificate of the
completion of a course. Validation of all learning outcomes results in the qualification of a
sales person.
An example of a retraining path (non-formal education) – acquiring additional qualifications in
the target jobs:
4.1.C–CZECH REPUBLIC
Selected applicants supplied to the Evaluation Committee their CV and self-assessment
questionnaire according to the selected profession. Questionnaire was bases on demands
placed on job listed in the NSP and modified according to the specific requirements of the
company, which was looking for a position of a potential employee.
CVs and self-assessments questionnaires were submitted to the Evaluation Committee. It
compiled from that information preliminary profile of the applicant (evaluated the applicant’s
properties in the general and the specialized knowledge and skills). Preliminary profile served
as a basis for interview between the applicant and the Evaluation Committee.
Subsequently scheduled Evaluation Committee meetings took place (for each position one
special Evaluation Committee meeting). The Evaluation Committee conducted interviews with
the participants of pilot test, then the profile of each of the candidates has been updated based on the results of interviews.
Interviews were the most important part of the planning of individual trainings. Because only
questions from experienced members of the Evaluation Committee (representatives of the
company for which were selected employees) brought the adequately assess of the candidates
knowledge and skills. Only specific questions during the interview showed the actual level of
knowledge of the candidate - and results were often differed from those resulting from the
CVs and the self-assessment questionnaires.
The results of the pilot test are simply showed in the following table. There are information
about corresponding of required and gained knowledge and skillsof each candidate. The table
shows what is required by the company and how the candidate meets or does not meet it.
Table: Profiles of applicants for "weaver" profession
Profession
Weaver
(2212)
Recommended qualification level
Soft skills
Effective communication
Co-operation
Creativity
Flexibility
Satisfying customer needs
Efficiency
Independence
Solving the problems
Planning and organization of work
Lifelong learning
An active approach
Coping with stress
Discovering and orientation in information
Influencing of others people
General skills
Computer competence
Numerical ability
Economic awareness
Legal awareness
Czech language skills
Specific hard skills - Expertise
textile materials and products, types, properties, defects, methods of analyzes and tests
weaving machinery technology
Specific hard skills - professional skills
Operation cylindrical warping machines or machines with belt sleeve yarns for textiles
Adjustment, maintenance and routine maintenance of weaving machinery and equipment
Hand embroidery of defects in fabrics
Hand made ​fabric weaving on simple machines
Handling equipment for weaving warp guidance
Operation sizing machines for slashing warp in manufacturing of textile fabrics
Operation of machines for weaving fabrics of different types of machines or leaf jacquard or
plain
Hand-knotted carpets
Operating the device for programming guidance weaving warp
Operating conditions with leaf or jacquard weaving shirting, bed linen, mattress, towels,
handkerchiefs, satin brocade, etc.
3
Drum Handling and ventricular sizing machines for slashing the warp in the production of textiles
Operation of weaving machines for weaving carpets, dusters, blankets, footwear and technical
fabrics, decorative fabrics and furniture
Assessment of quality fabrics and woven products and their assignment to quality classes
Operating conditions for smooth weaving canvas, monofilaments, plush, velvet, corduroy,
poplin, canvas, etc. suken
Operating conditions for weaving ribbons using an electronic device
Person n.
Weaver
(2212) 1 2 3 4 5 6 7 8 9 10
company
requirement
3
3 3 3 7 7 3 3 3 3 3
3
3
4
4
3
3
4
3
3
3
3
3
2
3
3
3
4
4
3
3
4
3
3
3
3
3
2
3
3
3
4
3
3
3
2
2
2
2
3
2
2
3
4
4
4
4
3
4
4
3
3
2
3
3
3
4
3
3
4
3
3
3
4
3
3
3
3
2
3
3
4
5
4
5
4
4
4
4
4
4
4
4
5
4
5
5
5
4
4
4
5
4
5
5
4
4
5
4
4
3
4
4
3
3
4
3
3
3
3
3
2
3
4
4
4
4
3
2
4
3
3
3
3
3
2
3
4
3
4
3
3
3
4
3
3
2
3
3
2
3
3
3
4
4
3
3
4
3
3
2
3
3
2
3
2
2
5
3
3
3
4
2
2
3
2
2
3
3
2
2
2
1
1
2
2
2
1
1
3
2
3
2
2
2
3
2
1
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
3
3
2
1
2
2
2
2
2
2
2
3
2
2
2
3
3
3
1
2
3
3
3
3
1
3
3
5
5
0 0 2 1 0 0 0 0 0 0
0 0 2 0 0 0 0 0 0 0
3
3
3
3
3
3
3
5
0
0
3
3
0
1
0
0
0
0
3
5
3
3
0
3
3
5
3
3
3
3
3
3
3
3
3
3
0
0
0
0
0
0
3
3
0
0
2
2
0
0
0
0
0
0
3
3
1
2
3
3
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0 0 3 0 3 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0
0 0 1 0 2 0 0 0 0 0
0 0 3 0 2 0 0 0 0 0
0 0 1 0 2 0 0 0 0 0
0 0 1 0 3 0 0 0 0 0
0 0 1 0 3 0 0 0 0 0
0 0 1 0 3 0 0 0 0 0
0 0 0 0 3 0 0 0 0 0
Table 6: Profiles of applicants for "independent textile technologist technician" profession
Profession
Recommended qualification level
Soft skills
Effective communication
Co-operation
Creativity
Flexibility
Satisfying customer needs
Efficiency
Independence
Solving the problems
Planning and organization of work
Lifelong learning
An active approach
Coping with stress
Discovering and orientation in information
Leadership
Influencing of others people
General skills
Computer competence
Eligibility to drive a car
Numerical ability
Economic awareness
Legal awareness
Czech language skills
English language skills
Language skills in another foreign language
Specific hard skills - Expertise
systems and quality standards in the textile and clothing industry
economics and management of textile production
basics of textile technology, basic types of machines and equipment
technical drawing in the textile, clothing and fur processing
textile materials and products, types, properties, defects, methods of analyzes and tests
Specific hard skills - professional skills
Orientation in the standards and technical documents in the textile and clothing industry
Control of observance of technological processes in textile manufacturing
Development of production bases
Preparation of reports on the results of testing of samples and prototypes
Analysing the factors influencing the functional characteristics of raw materials, semi-finished
products and textile manufacturing
Qualitative testing of raw materials, semi-finished products and textile manufacturing
Person n.
Independent
Independen
textile
t textile technologist
technologist technician 1 2 3 4 5 6 7 8 9 10
technician
(6198) (6198)
company
requirement
6
6
7 7 7 7 7 7 7 3 6 6
4
4
4
4
3
4
4
4
4
4
4
4
4
3
3
5
5
4
5
3
4
4
4
5
4
4
4
4
3
3
4
4
4
5
3
4
4
4
4
5
4
3
4
3
3
5
5
4
4
3
4
5
5
5
4
5
5
4
5
4
5
5
4
5
3
4
4
4
5
4
4
4
4
5
3
3
4
3
3
3
4
3
4
4
4
3
3
3
3
2
5
5
5
5
4
5
5
5
5
5
5
5
5
5
5
5
5
4
5
3
4
4
4
5
4
4
4
4
4
3
4
4
4
4
3
4
4
4
4
4
4
4
4
5
3
5
4
5
5
3
4
4
5
4
3
5
4
5
4
4
5
5
4
5
4
4
5
3
5
4
5
4
4
5
3
4
5
4
3
3
4
4
5
4
4
3
5
4
4
4
3
0
3
3
2
2
1
0
3
3
3
3
2
2
2
0
3
3
3
3
2
3
2
0
3
3
3
3
3
3
3
0
3
3
3
3
2
3
2
0
3
3
3
3
3
3
2
0
3
3
3
3
2
3
3
0
3
3
3
3
2
3
2
0
3
3
3
3
2
3
2
0
3
3
3
2
2
3
2
0
3
3
3
3
3
3
3
0
3
3
3
3
2
3
3
0
6
6
6
6
6
6
6
6
6
0
1
0
0
0
1
2
0
0
0
0
1
0
0
0
1
2
0
0
0
1
4
1
1
1
0
2
0
1
1
0
2
0
0
0
2
2
2
2
2
4
4
4
3
3
4
4
4
3
5
6
6
6
6
6
6
6
6
1
1
0
2
1
1
0
4
1
0
0
2
0
0
0
1
3
2
2
5
1
1
0
2
0
0
0
0
2
3
3
3
4
3
3
3
5
2
3
4
6
6
6
6
1 3 2 0 4 2 0 3 3 3
0 0 0 0 2 1 0 2 3 3
The final comparison is the basis for decision-making about how and to whom to set individual
training.
Employer has to assess whether the general knowledge and skills of candidates corresponding
with required values. In the event that the employer is not satisfied with the applicant level,
excludes him from further education process - the candidate for the position is not sufficiently
qualified.
If the employer according to the general knowledge and skills of the applicant determines that
the applicant meets the profession base, the employer on the achieved specific knowledge
determines an individual training for job-specific knowledge and skills.
4.1.D - ITALY
STANDARDIZED METHOD
It was used the questionnaire done from the Reqtextil project (one for each profile)
Other tools usually given in CERTIFICATION process
It was given the LIBRETTO FORMATIVO (PORTFOLIO) in Fil standard
Assessment was done by the operator of bilancio di competence, together with the other
operator of the incoming service (i.e. Orientation)
Formal documents are collected by the client to certify formal competencies acquired in each
profile
ALL PERSONS INVOVLED IN THE PILTO TEST WERE SENT TO OTHER SERVICES, AFTERGIVEN
THEM THE ‘LIBRETTO FORMATIVO
• Designed training program standardized and regulated by public services and by law (Very
short (general) training)
- Work experiences
- Networking
- voucher individual
- Training work experiences
• Professional training courses (as some training courses done by Special Policiesfor work of
Province of Prato)
• Special paths to startup of entrepreneurship and self – entrepreneurship
ASSESMENT OF PILOT TEST
Customer Satisfaction survey were done by the normal questionnaire of the FIL evaluation of
quality system
All the assessment of the service are ruled by FIl system and Province of Prato law
Then they used the self-assessment questionnaires, done in the WP5, that are the following.
In this part we elaborate different self-assessment questionnaires. For everycompetence they
build a table that contains all the competence units. The tableselaborated are taken from the
targeted sectors competences. The self-assessmentindicators are:
1. I don’t know it.
2. I can do it with help.
3. I can do it without assistance.
4. I can do it without assistance, and could even to train another worker.
So we choose the path 1 (identified in Wp4) of the textile qualifications ‘storage ofemployees
(148) (eqf level 4) to storage employees (148) (eqf level 3)
Then they used the professional interviews:
The professional interview of the worker it is always made by a commission, based on the
documents of evidence declared by the worker after the professional orientationand the path
of ‘balance of competences’. In this commission usually there are manysteps of evaluation,
and the interview is only one step, because there are also practicaltest and simulations.
In this project Reqtextil we’ll do like it is only the counselor – assessment advisor who is
making the interview and it is doing the evaluation.
Here it is reported the paths and the profiles of target sectors which are probable to meet for
the experimentation pilot test of WP6.
Then we follow the contrast of competences settle down in WP5.
In this part we show different scales of evidences of every competence unit of the targeted
sectors competences. Every scale is based on an activity of the competenceunit. For every
activity there is a competence performance, in all the scales marked inbold type.
Final results
5 persons:
2 relocated from administrative textile to training programmed of administrativetraining
programmed (very short, through the certification of competencies) organizedalready by FIL
and founded by Province of Prato
1 from administrative profile (very high profile) was sent to some networking meetings(already
organized (Fiera del lavoro a Prato) and then to the service of startup of self –entrepreneurship
(he opened a consultancy agency, together with an ex – colleague)
1 commercial employee was sent totally to another kind of training program to do theclassical
dance teacher (competencies in non-formal and informal area); the trainingwas due only to
have the authorization to teach
1 relocated from storage employee textile to training programmed of storage employee
training programmed (very short, through the certification of competencies) organizedalready
by FIL and founded by Province of Prato.
4.1.E–PORTUGAL
Steps of the process of professional RVCC
Eixos estruturantes do processo de RVCC profissional
Etapas de
Intervençã
o
A. Acolhimento
B. Diagnóstico
C. Encaminhamento
D1. Reconhecimento de competências
•Atendimento e
inscrição do
candidato;
•
Esclarecimento
sobre: as
diferentes fases
do processo a
realizar, a
possibilidade de
encaminhament
o para ofertas
Actividades educativas e
formativas ou
para o processo
de
reconhecimento,
validação e
certificação de
competências; e
a calendarização
prevista para a
etapa de
diagnóstico.
•Análise do perfil
do candidato,
recorrendo a
sessões de
esclarecimento,anális
e curricular,
entrevistas
individuais e
colectivas ou a
outras estratégias
adequadas.
• Identificação da resposta mais
adequada face à análise doperfil
do candidato anteriormente
desenvolvida e ao conjunto das
modalidades de educação e
formação existente a nível local
ou regional;
•Contratualização
entre ocandidato que
irá desenvolver
processos de RVCC e
o Centro;
•Calendarização
dasactividades do
•Encaminhamento
processo que o
resultante de um
Profissional de RVC
acordo/processodenegociaçãoentr vai desenvolver com o
e a equipa e o candidato.
candidato;
•Desenvolvimento de
processos de
identificação
e valorização dos
saberes
e competências
adquiridos
ao longo da vida,
através deum
conjunto de
actividades,assentes
na metodologia de
balanço de
competências e
na utilização de
•Preenchimento da
Grelha deautoavaliação;
•Análise das
competências combase
na Ficha de
percursoprofissional e
de formação,
noPortefólio e na Grelha
de autoavaliação,
face ao referencialde
RVCC profissional;
•Preenchimento da
Ficha deanálise do
Portefólio;
•Organização do
Portefólio
tendo em conta as
reflexões
efectuadas sobre os
saberes e as
competências
profissionais adquiridos
nos diversoscontextos,
D2. Validação de
competências
D3. Certificação de
competências
•Balanço das
competências
pré-adquiridas pelo
candidato e
comprovadas
através do processo
de RVCC
profissional,
relevantes para a
saída profissional
face à qual está a
ser avaliado;
•Certificação das
competências com base no
Portefólio (que, quando houve
encaminhamento para autoformação ou formação no posto
de trabalho,inclui os respectivos
comprovativos/ evidências);
• Auto e heteroavaliação das
competências com
base no Portefólio
e, se necessário, na
entrevista técnica
ou por
demonstração
prática;
• Emissão do PPQ do candidato
(caso este tenha obtido uma
certificação parcial), que indica
qual a resposta mais adequada
para aquisição das
competências consideradas em
défice no processo de RVCC
(cursos EFA, formações
modulares,
autoformação,práticaemcontext
o de trabalho);
• Identificação das
competências
detidas e/ou em
falta;
• Registo em
actadascompetênciascertificada
s;
• Emissão do Certificado de
Qualificações e, quando seja o
instrumentos de
mediação para
construção do
Portefólio, bem como
dasfichas trabalhadas
na etapa
dediagnóstico;(*)
não descurandoa
importância da recolha
do maior número e
variedade de
comprovativos credíveis
erelevantes para o
processo;
•Preenchimento da
Ficha depercurso
profissional e
deformação;
• Aplicação de outros
instrumentos de
avaliação,
designadamente do
Guião
de entrevista técnica, da
Grelha de observação de
desempenho em posto
de
trabalho e da Grelha de
exercício prático, de
forma aavaliar os
conhecimentos e
ascompetências
profissionais adquiridos,
bem como verificar a
adequabilidade,
relevância e fiabilidade
dos
elementos/comprovativo
s recolhidos;
•Preparação apoiada
(em grausdiferentes)
do Portefólio.
(*) O candidato pode
já ter
desenvolvido o
processo de
identificação e
valorização
decompetências e a
construçãodoPortefóli
o, em outromomento.
•Lançamento dos
resultados doprocesso
de reconhecimento
caso, do Diploma.
• Encaminhamento
do candidato para
continuação do
processo de RVCC
ou para Sessão de
júri de certificação;
• Definição da
versão preliminar
do Plano Pessoal de
Qualificação (PPQ);
•
Verificação/validaçã
o da aquisição das
competências
definidas no PPQ,
nos casos em que o
candidato regressa
após percurso de
autoformação ou de
formação no posto
de trabalho;
•Preparação da
Sessão de
júri de certificação.
Eixos estruturantes do processo de RVCC profissional
Etapas de Intervenção
A. Acolhimento
B. Diagnóstico
C.Encaminhamento
D1. Reconhecimento de competências
• Ficha de inscrição;
•Metodologia de
acolhimento,
diagnóstico e
encaminhamento
de candidatos;
• Material informativo
diverso (p. ex.:
documentação
relativa às
diferentesmodalidades • Material
de educação
informativo
eformação)
diverso;
Instrumentos
e Produtos
•Portefólio (se o
candidato já for
portador de um).
•Metodologia de
acolhimento,
diagnóstico e
encaminhamento
de candidatos;
•Modelo de contrato;
•Material
informativo
diverso.
•Portefólio;
D2. Validação de
competências
D3. Certificação de
competências
•Portefólio;
•Portefólio;
•Metodologias/instrumentos •Fichas preenchidas
de mediação;
na etapade
diagnóstico;
•Ficha de análise do
Portefólio;
•Kit de avaliação;
•Referencial de RVCC
profissional;
•Guião de entrevista
técnica;
• Ficha de percurso
profissional e de
formação;
• Ficha de percurso
profissional e de formação;
•Grelha de autoavaliação;
•Portefólio;
•Ficha de análise do
Portefólio;
•Tipologias de
comprovativos das
tarefas que o
candidatosabe
executar;
•Guião de entrevista
técnica;
•Grelhas de observação
directa no posto de
trabalho e exercícios a
desenvolver em prática
simulada;
•Acta da sessão de
certificação;
•Plano Pessoal de
Qualificação (PPQ);
• Certificado de
Qualificações e Diploma;
• Plano de
DesenvolvimentoPessoal;
•Grelhas de
observação
directa no posto de
trabalho eexercícios a
desenvolver
emprática simulada;
Eixos estruturantes do processo de RVCC profissional
Etapas de Intervenção
A. Acolhimento
B. Diagnóstico
C.
Encaminhamento
D1. Reconhecimento de competências
•Administrativo.
Intervenientes
• Técnico de
•Técnico de
diagnóstico e
diagnóstico e
encaminhamento. encaminhamento.
•Profissional de RVC.
•Tutor de RVC
(oprofissional de RVC
também pode apoiar
o preenchimento da
Grelha de autoavaliação).
D1. Reconhecimento de
competências
•Equipa de validação
(profissional de RVC +
tutor de RVC + avaliador
de RVC);
•Avaliador externo (na
preparação do júri de
certificação).
D1. Reconhecimento de
competências
•Júri de certificação
(profissional de RVC
+tutor de RVC +
avaliadorde RVC +
avaliadorexterno);
•Director
JurySessionCertification
The jury session certification corresponds to the main function of the stage of certification and
represents the culmination of the RVCC process. During the session, each candidate presents
himself before a jury. Following the session, and as a result it is formalized its certification.
The jury is composed of certified team members technical and pedagogical that accompanied
the process of recognition and validation of each candidate, as well as by an external
evaluator.
The organization of the session certification presupposes the existence of a previous work,
preparation, which begins at the end of the validation phase, with the articulation between
the technical and pedagogical team (which validated the skills of each candidate) and the
external evaluator.
Stakeholders must necessarily be involved in the jury session of the candidate and certification
are the elements that make up the jury certification.
The jury certification, appointed by the Director, comprises:
• All or some of the elements of technical and pedagogical team that accompanied the
candidate (RVC professional and trainers - is desirable to be present in the jury session of all
certified trainers who accompanied the candidate);
•
ExternalReviewer.
It is, however, desirable that there are also attended by the Director and / or the coordinator
of the centre.
The Director of the Centre means the jury member who shall be Chairman of the same, which
has a casting vote, this function should be taken, preferably by the external evaluator.
Prior to the meeting, shall be elected secretary of the jury of the elements that comprise it.
During each session, racing secretary this draft and to approve, in the end, the minutes.
The jury certification can only work with at least two thirds of its members, including,
necessarily, the RVC professional that accompanied each of the candidates and the external
evaluator.
They also relevant role, although not compulsory, the other guests jury session certification.
Each actor plays specific roles within the jury session of certification and / or tasks that this
assumes, as is explained below.
Applicants for certification
The certification candidate has the lead role in this stage, and he is being held by the jury
session.
During the session the candidate must show consistency and autonomy necessary to exhibit
the skills acquired / validated at RVCC process, through a presentation prepared in advance
with the support of technical and pedagogical team and anchored in his life story.
External reviewer
The external evaluator is an external element to the entire National System of Recognition,
Validation and Certification of Competencies, duly accredited by the National Agency for
Qualification (according to Order no. º 29856/2007 of 27 December).
5. CONCLUSIONS
5.1 SPAIN
After all the phases of the pilot test, they want to make some comments about it, and about its
outputs.
A. Self-assessment questionnaires.
At this point they observe that in only two cases the workers have answered that they can do
the task without assistance. This situation shows that the outplacement is very difficult
without training.
The distance between textile sector and targeted sectors is large, the points in common are
few and self-assessment questionnaires detect it.
The competences with best indicators of affinity are:
· Production of animal feed.
· Management of urban and industrial residues.
· Auxiliary operation of production in the food industry.
· Auxiliary operations of maintenance and internal transport in the food industry.
The competences with worst indicators of affinity are:
· Management of the assembly and maintenance of wind farms.
· Management of the assembly and maintenance of gas mains.
In spite of this, they insist that the affinity is, and all cases, poor. The work in training needs to
be hard.
B. Job experience and training records model (competences portfolio).
The proportion of women is 74%. In Spain, this data is an indicator of a sector with poor
salaries, poor education and lot of hours of work. At the same time, it indicates the social
vision of this sector is not very good.
- The average of age, 48.2 years old, shows a sector that is not attractive to young people. This
is very important because if we add this and the poor education, we draw a sector with a low
level of development.
- The low level of education and training shows a textile sector as a low developed industry,
without a work force to compete with the industry of other countries.
- The other relevant problem, a part from the education and training, is the level of languages
of the workers. Only 10% can speak French, and 3% English. These dates indicate that they can
only change of work in their own country, because the possibility to go abroad is not real
without languages.
3. Professional interview.
At this point they observe a great diversity of outcomes, so it is very difficult to remark
coincidences in the worker’s answers.
In spite of this, the more specific questions about wind farms, gas mains… have less correct
answers than general questions. At the same time, they do not observe differences in the
percentage of correct answers in different qualifications levels.
4. Contrast of competence evidences.
The scales that we presented show that only the 20% of workers get level four, and in two
cases. That represents a poor statistic, because it indicates they need a great period of training
to be able to work in some of targeted sectors.
5.2 POLAND
Candidates’ evaluation went on in accordance with preliminary assumptions.
Candidates were proposed further education paths taking account of new legal regulations.
Vocational qualification course will become a new form of lifelong learning in the Polish
system as of 1st September 2012.
Vocational education structure will be modified, there will be new possibilities to acquire,
complement and validate qualifications.
AN EXAMPLE OF VALIDATING QUALIFICATION A.18 Selling
Qualification vocational course follows a syllabus taking account of a basic vocational
education program within one qualification. The completion of a qualification vocational
course enables taking an exam to confirm the qualification; the exam is conducted on
conditions and in a way specified in the provisions of the Act on the modifications in the
system of education.
5.3 CZECH REPUBLIC
The performed pilot tests bring the following conclusions:
1.
The National System of Occupation is the basis for a satisfactory definition of the
necessary knowledge and skills in the transformation of workers to the textile industry
2.
Definition of NSP is suitable to adjust for any recruitment according to the specifics of
the company, which is looking for employees
3.
Due to the specific requirements of the textile profession it can be assumed that the
transition of non-textile workers to the textile companies will need to train in a wide
range of textile knowledge and skills pertaining to the textile profession.
4.
CVs of applicants and Self-Assessment Questionnaire is the basis for the definition of
individual training but the core is an interview that brings real
5.
Only the result of the interview gives precise description of the knowledge and skills of
the applicant and allow the definition of individual training.
6.
Interviews must be realized in specific conditions
a.
Interview have to be conducted by people with experience in human research
management
b.
Interview must be carried out by people from companies that requests new
recruits
c.
In order to better compare the quality of the candidates it is preferable to
carry out the interview in the same time for all candidates
7.
In previous WPs there was suppose that the candidate with a certain degree, which
corresponds to the recommended education for chosen profession, automatically
achieves common knowledge and skills required in the chosen profession. This
assumption is largely fulfilled. However, there are exceptions, even when an employee
with lower levels of education can achieve the desired properties, and in opposite
candidate with a sufficient level of education does not reach the required general
knowledge and skills. But it is really the exception and need to expose in the interview
– there is again demand for quality of interview.
5.4ITALY
From experimentation took place one can draw the following conclusions
- The service balance of competencies plus certification of skills - release training booklet
(Reqtextil model) is useful for the citizen - worker for the acquisition of self-awarenessof their
own potential and pathways more effective and likely to beretrained;
- Certification of skills (training booklet) is feasible only by recognizing skills acquired informal,
in other areas (ninth formal, informal) is not in itself, but serves Reconstruction(basic) skills to
identify retraining more adequate and effective for the user;
- Tools and standardization processed drew much from the materials and
instrumentsbelonging to the model FIL and the Province of Prato and Tuscany, has only
extendedto other target of workers to be retrained not integrated cash;
- The certification of skills in itself is not useful if it is accompanied by other routes andother
services, such as:
voucher or individual
or internships
or vocational training (such as lines)
or support paths to self - entrepreneurship and entrepreneurship
or Mentoring
- The above because it is a system that is poorly recognized - known companies (onaverage
small and medium-small) that have their own systems of personnelmanagement and
recruitment.
- Main constraints of the experiment:
or economic constraints
or constraints context
Unwilling to standardize retraining in new areas or increasing, because of the
difficultyidentifying
5.5PORTUGAL
We developed this stage all working tools which we consider necessary for carrying out all the
steps that are part of route recognition, validation and certification of skills.
With the primary aim to qualify and / or retrain workers from the textile enabling better
integration and / or reintegration in target sectors presented in previous work and then we
recall: the Furniture Sector, Sector Footwear and Tourism Sector.
Throughout the completion of all work, we encounter difficulties in finding similarities
between functions and qualifications of the textile sector with functions and qualifications of
the sectors chosen destination. We are aware that the textile sector has unique characteristics
and requires a meticulous and persistent work to retrain employees.
We know we have a long way to go, but as can be seen by the profile of the candidates and
training options presented, there are plenty of alternatives.