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3428756 68824 0 0 EQAVET Training Curriculum EQAVET training curriculum is based on the EQAVET building blocks and the needs of the partners in the TVLC project Module 1 Identifying actions for improving for Quality Culture. 01 Management Culture All organisations of social service providers have a quality culture. Many organisations have come to understand just how important the quality culture is for successful and sustainable implementation of the quality system. The Quality Culture Assessment (QCA) instrument is designed to assess strengths and weaknesses of the quality culture as they apply to the performance of the social service provider. The QCA is based on the theoretical framework of d r. R . Quin and the methodology of Organisational Culture Assessment by d r. D . Denison. The QCA is a survey with 60 items that measure specific aspects of an organi s ation's quality culture in four traits and twelve management practices which can be considered and key factors for organi s ation quality culture. The key questions of a Quality Culture Assessment Instrument are expressed in four dimensions: Internal orientation, vs. external orientation and flexibility vs. stability. Each of these dimensions is further broken down into three indexes. These indexes describe specific behaviours to make the results both relevant and actionable in your organisation. Time What Objectives Materials 1 15 minutes Introduction Getting to know each other - 2 2 0 minutes Introducing the concept of organisational and quality culture. Understanding the dimensions and aspects of organisational culture PowerPoint 3 20 minutes Explanation of the: theoretical framework construct of the survey interpretation of the spiderweb diagram interpretation of the bar diagrams Understanding the theoretical framework of R. Quin Understanding the dimensions of the model of R. Quin Understanding how the dimensions are operationalised in Quality related behaviour indicators Understanding the results of Quality Culture Assessment PowerPoint 4 15 minutes Introduction of a case study Understanding the relationship between the Quality Culture aspects Understanding the impact of the Quality Improvement Activities PowerPoint 5 30 minutes Workshop i n small groups of 4 persons per group: Discuss organisational profile (August 2014) and the details for the aspect “Agreement”. (See: Annex 1 and Annex 2) Formulate objectives and 3 concrete actions for the team to improve the performance on the Quality Culture aspect “Agreement”. Record the objectives and improvement actions on the “Collect sheet”. (See: Annex 2) Identifying concrete actions for improving performance on the Quality Culture Aspect ‘Agreement’ Annex 1 Annex 2 Annex 3 6 30 minutes Presentation: The Trainer will explain what activities have been carried out to improve the Quality Culture of this organisation. The trainer will also show the results of the intervention on the Quality Culture Profile. PowerPoint Module 1: a nnex 1: Quality Culture profile -1270 245110 0 0 342900 1358900 0 0 0 3859530 0 1802130 Module 1: a nnex 2 : Quality Culture performance: Agreement Module 1: a nnex 3 : Collect sheet Objective Action Module 2 Cause-Effect-Analysis “Method 5 times WHY” 0 4 Support Traff training The 5 Whys technique was developed and fine-tuned within the Toyota Motor Corporation as a critical component of its problem-solving training. Taiichi Ohno, the architect of the Toyota Production System in the 1950s, describes the method in his book Toyota Production System: Beyond Large-Scale Production as “the basis of Toyota’s scientific approach by repeating why five times, the nature of the problem as well as its solution becomes clear.” Ohno encouraged his team to dig into each problem that arose until they found the root cause. “Observe the production floor without preconceptions,” he would advise. “Ask ‘why’ five times about every matter.” 5 Whys is an iterative interrogative technique used to explore the cause-and-effect relationships underlying a particular problem. The primary goal of the technique is to determine the root cause of a defect or problem by repeating the question "Why?" Each answer forms the basis of the next question. The "5" in the name derives from an anecdotal observation on the number of iterations needed to resolve the problem. Not all problems have a single root cause. If one wishes to uncover multiple root causes, the method must be repeated asking a different sequence of questions each time. The method provides no hard and fast rules about what lines of questions to explore, or how long to continue the search for additional root causes. Thus, even when the method is closely followed, the outcome still depends upon the knowledge and persistence of the people involved. It’s important to note that the purpose of the 5 whys isn’t to place blame, but rather to uncover the root cause of why something unexpected occurred. Additionally, it helps a team create small, incremental steps so that the same issue doesn’t happen again (to anyone). Time What Objectives Materials 1 20 minutes Introduc ing of the ‘5 time WHY-method’ . Explaining the steps for applying the ‘5 times WHY-method’ Proving an example of carrying out the ‘5 times WHY-method’ Understanding the ‘5 time WHY method’ as method for Cause-Effect-Analysis Understanding the methodology that has to applied in the ‘5 times WHY-method” PowerPoint 2 30 minutes Workshop in small groups of 4 persons: Apply the ‘5 times WHY-method’ for the 4 cases below (see annex 1): . The VET provider has a high percentage of Drop-outs of students! (Drop-out is defined as: a student that stops the training program before it is completed) A high number of students do not show up at lessens on Wednesday. ("no show" id defined as: “not being present at the lessons”) Less than 40 % of the service users will get a job after completion of the training program. (a job is defined as a contract for employement for min 20 hours a week) Less than 40 % of the family members of service users show up at the information events of the VET provider. Practicing the “5 times WHY” method Annex 1 Module 2: Annex 1: Assignment Apply the ‘5 times WHY-method’ for the 4 cases below: The VET provider has a high percentage of Drop-outs of students! (Drop-out is defined as: a student that stops the training program before it is completed) A high number of students do not show up at lessens on Wednesday. ("no show" id defined as: “not being present at the lessons”) Less than 40 % of the service users will get a job after completion of the training program. (a job is defined as a contract for employement for min 20 hours a week) Less than 40 % of the family members of service users show up at the information events of the VET provider. Module 3 Cause-Effect-Analysis “Fishbone diagram” 04 Support Traff training The fishbone diagram identifies many possible causes for an effect or problem. It can be used to structure a brainstorming session. It immediately sorts ideas into useful categories. The fishbone diagram is also called “Cause–and–Effect Diagram” or “Ishikawa Diagram”. Fishbone diagrams , created by Kaoru Ishikawa, show the causes of a specific problem. The Fishbone diagram analysis is intended to reveal key relationships among various variables, and the possible causes provide additional insight into process behaviour. The specific problem is shown as the fish's head, facing to the right, with the causes extending to the left as fishbones; the ribs branch off the backbone for major causes, with sub-branches for root-causes, to as many levels as required. The basic concept was first used in the 1920s, and is considered one of the seven basic tools of quality control. It is known as a fishbone diagram because of its shape, similar to the side view of a fish skeleton. Ishikawa diagrams were popularized in the 1960s by Kaoru Ishikawa, who pioneered quality management processes in the Kawasaki shipyards, and in the process became one of the founding fathers of modern management. Common uses of the Ishikawa diagram are to identify potential factors causing an overall effect. Each cause or reason for imperfection is a source of variation. Causes are usually grouped into major categories to identify and classify these sources of variation. The causes emerge by analysis, often through brainstorming sessions, and are grouped into categories on the main branches off the fishbone. To help structure the approach, the categories are often selected from one of the common models shown below, but may emerge as something unique to the application in a specific case. Time What Objectives Materials 1 20 minutes Introduction of the Cause-Effect-Analysis ‘Fishbone Diagram’. Examples of ‘Pareto Analysis’ Understanding the method of Fishbone Diagram PowerPoint 2 20 minutes Implementation of the ‘Fishbone Diagram’ (see annex 1) Explanation of the 6 steps to implement the ‘Pareto Analysis’ method Understanding of the six steps for making a Fishbone Diagram Annex 1 3 45 minutes Workshop in small groups (4 persons) Practicing making a Fishbone Diagram Annex 2 Flipchart &amp; marking pens 4 30 minutes Resenting the results. Sharing the experiences and discussing the challenges. . Module 3: annex 1: Procedure for Fishbone Diagram Fishbone Diagram Procedure Agree on a problem statement (effect). Write it at the centre right of the flipchart or whiteboard. Draw a box around it and draw a horizontal arrow running to it. Brainstorm the major categories of causes of the problem. If this is difficult use generic headings: People: Causes of human behaviour and human actions. Devices: Causes in the functioning of devices or installations. Material / tools: Causes in used materials or tools. Method / procedures: Causes in the working method, process or procedures. Environment: Causes that lie in the environment. Knowledge and training: Causes due to lack of knowledge or information Write the categories of causes as branches from the main arrow. Brainstorm all the possible causes of the problem. Ask: “Why does this happen?” As each idea is given, the facilitator writes it as a branch from the appropriate category. Causes can be written in several places if they relate to several categories. Again ask “why does this happen?” about each cause. Write sub–causes branching off the causes. Continue to ask “Why?” and generate deeper levels of causes. Layers of branches indicate causal relationships. When the group runs out of ideas, focus attention to places on the chart where ideas are few. Module 3: annex 2: Assignment making a Fishbone Diagram Task for the working groups: Describe the problem as concretely and specifically as possible Place the problem at the head of the fish Brainstorm about possible causes Consider the input for all main categories In case of completed reasons: why does this happen? Fill in the result as further branches / bones of the fish Check logical validity for any causal vectors Check for completeness Finally, determine the priorities: what cause will we first pick up? Ask for each cause the following questions Is it feasible to change the cause with an effect of some improvement? Is it feasible / possible to measure the improvement? Is it feasible to identify the impact of the problem? 7989376 2053601 0 0 -893 603541 Devices People Tools Environment Knowledge Methods 0 0 Devices People Tools Environment Knowledge Methods Module 4 Cause-Effect-Analysis “Pareto Analysis” 04 Support Traff training Pareto analysis is a creative way of looking at causes of problems because it helps stimulate thinking and organize thoughts. However, it can be limited by its exclusion of possibly important problems which may be small initially, but which grow with time. Pareto analysis is a formal technique useful where many possible courses of action are competing for attention. In essence, the problem-solver estimates the benefit delivered by each action, then selects a number of the most effective actions that deliver a total benefit reasonably close to the maximal possible one This technique helps to identify the top portion of causes that need to be addressed to resolve the majority of problems. Once the predominant causes are identified, then tools like the Ishikawa diagram Fish-bone Analysis can be used to identify the root causes of the problems. While it is common to refer to pareto as "80/20" rule, under the assumption that, in all situations, 20% of causes determine 80% of problems, this ratio is merely a convenient rule of thumb and is not nor should it be considered an immutable law of nature. Time What Objectives Materials 1 30 minutes Introduction of the Cause-Effect-Analysis ‘Pareto Analysis’ Examples of ‘Pareto Analysis’ Understanding the method of Pareto Analysis PowerPoint Annex 1 2 20 minutes Implementation of the ‘Pareto Analysis’ (see annex 1) Explanation of the 7 s t eps to implement the ‘Pareto Analysis’ method Understanding of the seven steps for carrying out the Pareto Analysis PowerPoint Annex 2 3 40 minutes Workshop in small groups (4 persons) : Practicing the Pareto Analysis method PowerPoint Annex 3 4 20 minutes Presenting the results in a plenary session. Explaining the way of working and the diagram. Sharing the experiences. Module 4 : a nnex 1: Seven steps to identify the important causes using 80/20 rule The following seven step can be applied to implement the Pareto Analysis: Form a frequency of occurrences as a percentage Arrange the rows in decreasing order of importance of the causes (i.e., the most important cause first) Add a cumulative percentage column to the table, then plot the information Plot (#1) a curve with causes on x - and cumulative percentage on y -axis Plot (#2) a bar graph with causes on x - and percent frequency on y -axis Draw a horizontal dotted line at 80% from the y -axis to intersect the curve. Then draw a vertical dotted line from the point of intersection to the x -axis. The vertical dotted line separates the important causes (on the left) and trivial causes (on the right) Explicitly review the chart to ensure that causes for at least 80% of the problems are captured Module 4 : annex 2: Assignment for the working groups Task for the working groups: Study and discuss the examples of the Pareto Analysis Carry out the following steps: Put all causes in your fishbone diagram in a column. (random selection) Discuss and estimate for each cause the contribution to the problem. The contribution is expressed in percentages. All causes must have a percentage. The total of all estimations (percentage) should be 100%. Put all causes in the following order: the highest percentage first, the second highest percentage second etc. etc. Make a bar-diagram and identify the 20 % of the causes that has the 80 % impact on the problem. Present the results at the plenary session and discuss how the methodology has been applied and its results. Module 5 Understanding different Leadership Styles and impact on Quality Management 01 Management Culture Effective leaders have a style or a combination of multiple styles that make them successful in guiding and inspiring employees. Every leader has his/her own style, but just about every leadership style falls under one of six key categories. A company is only as strong as its management team, so every business owner and executive needs to be familiar with the different leadership styles and what they have to offer. The right mixture of a competent leader using an appropriate leadership style can help a company to achieve all its business goals. Quality is a fundamental aspect of all areas of business and of business management. A number of Quality Management systems were presented as reading material for the workshop participants and the content of the workshop explored the detail of a selection of these Quality Management systems. Time What Objectives Materials 20 minutes Introduction L eadership S tyles Understanding the various Leadership Styles PowerPoint 20 minutes Introduction Quality management systems Understanding various Quality M anagement S ystems PowerPoint 60 minutes Workshop in small working groups (4 persons): Discuss how you can Identify how quality is managed in an organisation Discuss how you will identify the results of quality in an organisation Identifying ways of managing quality Identifying outcomes of managing quality Annex 1 Leadership styles 30 minutes Plenary reporting and sharing the outcomes of the discussions Understanding variation of managing quality Module 6 Collecting, comparing and analysing data for improvement 0 5 Using data and feedback of improving VET Comparing approaches, way of working (processes) and achievements (performance data) with other VET providers might be useful and may give incentive for improvement . Preferably organisations from the VET sector are compared with each other, but it is very possible to compare between organisations from other sectors. Comparing ways of working (processes) and achievements (performance data) must be based on information and data. There different types of information / data. Information / data can be subjective, objective and presented in qualitative way and/or quantitative way. Subjective information is based on personal opinions, interpretations, points of view, emotions and judgment. Objective information is fact-based, measurable and observable. Both types of information can be expressed in Qualitative and/or a quantitative way. Time What Objectives Materials 20 minutes Introduction Understanding the importance of collecting information for comparison Understanding the difference between subjective and objective information Understanding the difference between Qualitative and quantitative information PowerPoint 20 minutes Workshop 1: Collecting and analysing quantitative information Understanding the variation of quantitative information Identifying topics for improvement and learning PowerPoint Annex 1 Annex 3 (table) 60 minutes Workshop 2: Collecting and analysing qualitative information Understanding the variation of qualitative information Identifying topics for improvement and learning PowerPoint Annex 2 Annex 4 30 minutes Plenary reporting and sharing the outcomes of the workshops Module 6 : annex 1 : Collecting and analysing quantitative information Assignment: Study the table (see: PDF file (annex 3) Discuss the variation of data Try to understand the reasons of the variation Formulate potential issues for improvement and learning Module 6: annex 2: Collecting and analysing qualitative information Assignment: Study the written information (see: PDF file (annex 4) ) Discuss the variation of the approaches and descriptions Try to understand the reasons of th is variation Formulate potential issues for improvement , learning and development Module 7 Self-assessment on EQAVET framework 03 A Culture of Self-assessment The term ‘self-assessment on Quality’ may be used in Vocational Education and Training to refer to any procedure or activity that is designed to collect information about the performance of the organization on quality. A more detailed definition is that assessment is: “ … the process of obtaining information that is used to make decisions about the performance on quality criteria, to give feedback to the actors about the progress of quality improvement, strengths, and weaknesses and to judge instructional effectiveness … “ S elf-assessment can be considered as a comprehensive, systematic and regular review of an organisation’s activities and results referenced against a model/framework, carried out by the organisation itself . Time What Objectives Materials 20 minutes Introduction of the EQAVET Framework To understand the rational and the elements of the EQAVET framework PowerPoint 45 minutes Workshop in small groups (4 persons) : Participants will discuss and give answer on the following question s. How can managers encourage staff and other interested stakeholders to reflect continually on the quality of VET provision? How can I constitute my self-assessment team? Who should make part of this team ? How are the outcomes of self-assessment used to make improvements? To reflect on the performance of the VET-provider though having a culture of self-assessment in their Institution PowerPoint Workshop: To identify how to improve their current way of self-assessment PowerPoint Annex Workshop: T o reflect on the implement ation of a method of self-assessment PowerPoint Annex Module 7: Annex 1: Self-Assessment Checklist based on EQAVET model Checklist YES NO Description (i.e. How is this information gathered?) Indicator 2: Investment in training of teachers and trainers a) Share of teachers and trainers participating in further training b) Amount of funds invested. Indicator 4: Completion rate in VET programmes Number of successfully completed/abandoned VET students Indicator 5: Placement rate in VET programmes a) Destination of VET learners at designated point in time after completion of training b) Share of employed learners at designated point in time after completion of training Indicator 6: Utilization of acquired skills at the workplace a) Information on occupation obtained by individuals after completion of training b) Satisfaction rate of individuals and employers with acquired skills/competences Indicator 8: Prevalence of vulnerable groups a) Percentage of participants in VET classified as disadvantaged groups (in a defined region or catchment area) according to age and gender b) Success rate of disadvantaged groups according to age and gender. Indicator 9: Mechanisms to identify training needs in the labour market Mechanisms set up to identify changing demands at different levels Module 8 Self-Assessment with the EQUASS system 03 A Culture of Self-assessment Self-assessment in quality can be defined as “a cyclic, comprehensive, systematic, and regular review of an organization’s activities and results against a model (for example, the EQUASS model) culminating in planned improvement actions” (European Foundation for Quality Management). The notion of self-assessment has been adopted by companies throughout the world as a mechanism for guiding the development of such quality activities. This involves regular and systematic reviews of an organization’s activities and performance against the criteria of the quality model culminating in planned improvement actions. EQUASS has two types of self-evaluation. In-depth analysis on performance by analyzing documentation that records providers approaches and outcomes and by carrying out a survey for investigating the level of implementation. A check list, filled in by individuals of a management team in order to identify common views and varieties on performance on specific criteria. The checklist is designed for getting a first impression on the performance of the social service providers against the EQUASS criteria for EQUASS Assurance certification. The checklist can be filled in by one person or by a small group of persons after agreeing on the answers on the statements. The results will reflect the perception of the person(s) who has / have answered the statements. This might be strongly influenced by personal experiences and views, self-fulfilling prophecy and/or socially desirable answers. The results of the analysis can be used as: Input for discussions in the organisation of the VET-provider. Identifying measures for additional analysis. Identifying measures for improvements. Sharing views and perceptions on performance of different functions within the organisation. Identifying priorities in clarifying and understanding elements of the EQUASS standard. Identifying an impression of performance of the organisation / services of the VET-provider against the EQUASS standard. Time What Objectives Materials 1 20 minutes Introduction of the EQUASS framework: Principles, Criteria and indicators To understand the rational and the elements of the EQUASS Certification System PowerPoint 2 10 minutes Methods of Self-assessment in the EQUASS system To understand the method s of self-evaluation in the EQUASS system PowerPoint 3 90 minutes Workshop 1 : Self-assessment with checklist Participants of similar organisation will fill in the answers on the Checklist (Excel file). (Individual exercise) After completed the questions in the checklist, individuals of same organisation will compare the graphics of the 10 worksheet (Principles) and discuss the variation in performance in order to understand each other choices. Based on the arguments for choices, a consensus (common answer) may be identified so a common result of self-evaluation can be presented. To carry out EQUASS self-assessment with the checklist To interpret the graphics of the outcomes of EQUASS self-evaluation instrument PowerPoint Annex 1 Instruction workshop Annex 2 Checklist self-assessment 4 30 minutes Workshop: 2 identifying communalities in self-evaluation Participants of will compare results of self-evaluation (outcome workshop 1) in order to identify common strengths and common issues for improvement. To gain insights in communalities and variation on VET providers performance on the EQUASS criteria Annex 2 Checklist self-assessment Module 8: Annex 1: Instruction workshop Self-Assessment with the EQUASS system Assignment for the workshop Duration: 30 minutes presentation 90 minutes workshop (individual exercise and discussion 30 minutes plenary session for feedback and information Objective: “to gain insights in communalities and variation on VET providers performance on the EQUASS criteria” Method / assignment: Agree with your colleague about the scope of the self-assessment Fill in the eQuass checklist ( Self-evaluation tool - Excel file) Individual exercise! Compare the performance diagrams and identify communalities and difference! Share performance and experiences with other partners of the project. Identify specific action for improvement based on the outcomes of the self-evaluation Module 8: Annex 2: Checklist for Self-assessment with the EQUASS system How to use this checklist? This checklist is designed for getting a first impression on the performance of the social service providers against the eQuass 2018 criteria for eQuass Assurance certification. The checklist can be filled in by one person or by a small group of persons after agreeing on the answers on the statements. The results will reflect the perception of the person(s) who has / have answered the statements. This might be strongly influenced by personal experiences and views, self-fulfilling prophecy and/or socially desirable answers. What to do with the results? The results of the analysis can be used as: Input for discussions in the organisation of the social service provider Identifying measures for additional analysis Identifying measures for improvements Sharing views and perceptions on performance of different functions within the organisation Identifying priorities in clarifying and understanding elements of the eQuass 2018 standard Identifying an impression of performance of the organisation / services of the social service provider against the eQuass 2018 standard Module 8: Annex 2: Checklist for Self-assessment with the EQUASS system Check points AGREE NOT AGREE DON’T KNOW L E A D E R S H I P 1 My organisation has described its mission. 2 My organisation has described its vision on the future. 3 My organisation has described its core values. 4 Our employees are aware of our mission, vision and values. 5 We have a strong quality culture. 6 Management is promoting quality a culture of quality. 7 My organisation has described its quality policy. 8 The quality has clear quality goals 9 Our employees are aware of the quality policy. 10 Innovation is a topic high on the agenda of our organisation. 11 Our employees are allowed to make mistakes as long as they learn from their mistakes. 12 We have a system of planning our activities for the upcoming year 13 We evaluate the achievements of our plans. 14 My organisation actively promotes inclusion of service users into the society. 15 We have specific measures for preventing a polluted and damaged environment. S T A F F 16 We have a clear written policy and procedures how to recruit and to select employees. 17 My organisation meets all national legislative requirements for delivering services. 18 We have a training program for all employees that supports them to develop their knowledge and their competences. 19 Every employee has a description of his / her tasks and responsibilities 20 All employees review their performance once a year 21 Employees have the opportunity to give feedback. 22 We belief that feedback of employees is a valuable input for improvements. 23 Most of the employees are motivated in their job. R I G H T S 24 Employees are aware on the rights of our service users. 25 We explain service users about their rights. 26 Most of the service users are aware of their rights. 27 Service users can freely pursue their choices. 28 We review our efforts in explaining rights to service users. 29 My organisation has a formal system to collect and manage complaints 30 In my organisation, it is easy to express complaints. 31 All the complaints are addressed properly. E T H I C S 32 My organisation has a policy on ethical behaviour for employees. 33 We have strict guidelines and procedures for ethical behaviour for employees to assure the dignity of service users. 34 We facilitate external support for service users. 35 We do not select service users based on age, religion and/or sexual preferences. 36 My organisation has a written health and safety plan. 37 Most of the employees and service users are aware of this health and safety plan. 38 We have strict rules and regulations for preventing physical, mental and financial abuse of service users. 39 Our ethical way of working is frequently reviewed by all of us. P A R T N E R S H I P 40 My organisation is cooperating with many public and private organisation in the society 41 The partnership helps us to include service users into the society. 42 All partnerships are beneficial for our service users. P A R T I C I P A T I O N 43 Service users can freely express their needs, opinions and views. 44 Service users are involved in the planning of services. 45 Service users are involved in the delivery of services. 46 Service users are involved in the evaluation of services. 47 We review our way of involving service users in the services once a year. 48 Feedback of service users often leads to changes and improvements. 49 Our services contribute to empowerment of services users. 50 We are aware of the conditions of the environment to support the empowerment of service users. 51 We have tangible information that service users increased their empowerment due to our services. 52 Our employees have the competences to create an empowering environment for our service users. P E R S O N C E N T E R E D A P P R O A C H 53 My organisation has a system of assessing needs of service users. 54 All services user have an individual needs assessment prior to receiving the services. 55 Our services are based on the result of the individual needs assessment. 56 Our services are aiming for improving quality of life of the service users. 57 My organisation has described the understanding of quality of life of it service users. 58 Employees are aware of our quality of life approach. 59 We have tangible information that show that service uses have improved their quality of life due to our services. 60 Every service users has an individual plan based on the needs assessment. 61 We review the individual plan frequently. 62 The individual plan is updated and adjusted if needed. 63 We involve service users in the design of the individual plan. 64 We involve service users in the evaluation of the individual plan. 65 We involve service users in the changes of the individual plan. 66 We involve family and friends in the planning of our services 67 We involve family and friends in the delivery of our services 68 We involve family and friends in the evaluation of our services C O M P R E H E N S I V E N E S S 69 My organisation assures a continuum of services to our service users. 70 We have tangible information that this continuum is delivered. 71 We take all aspects of life into account in our assessment. 72 My organisation has clearly described the key activities of its services. 73 Key activities of services are reviewed on regular basis. 74 Services are delivered in a community-based-setting 75 Services and activities are coordinated 76 Services are delivered in a multi-disciplinary way. R E S U L T O R I E N T A T I O N 77 My organisation has clear service results. (Outcomes of services) 78 My organisation has clear business results. (Financial and non-financial results) 79 The results of the organisation are validated by an independent external body (accountancy control). 80 We have tangible information that our services benefit our service users. 81 We improve out services based on outcomes of evaluation of results. 82 We have tangible information about the satisfaction of our service users. 83 We have tangible information about the satisfaction of our funders. 84 We have tangible information about the satisfaction of other key stakeholders 85 We have collected feedback of our funders about understanding our achievements. 86 We have collected feedback of our service users about understanding our achievements. 87 We inform our stakeholders about the performance (efforts and achievements) of our organisation in various ways. C O N T I N U O U S I M R P O V E M E N T 88 We have a clear and common method of improving our services. 89 We have tangible information of improving our services. 90 Future needs of stakeholders are taking into account in the development of new services 91 Future needs of stakeholders are taking into account in the improvement of the services. 92 We use information on future needs of service users for improving our services. 93 We use information on future needs of service users for the development of new services. 94 We compare our systems with other organisations. 95 We compare our methodologies with other social service providers. 96 We compare our ways of delivering services with other social service providers in the sector. 97 We compare our business results with other organisations. 98 We compare our service results with other social service providers. 99 We change our ways of delivering services after comparing them with other service providers. 100 We improve our methods based on comparing them with methods of other service providers. Module 9 Involving staff in Continuous Improvement 06 Involving stakeholders It may not always be easy to find time to talk about bottlenecks in organisations and how to solve them. With the support of an improvement board, you can make bottlenecks and opportunities for improvement visible for a team. Each member of the team can write down what he / she has identified as a problem / challenge during the daily work. The other members of the team can contribute to the solution by writing a proposal for resolution on the board. These proposals for resolution are discussed on weekly basis and will be tried out by one of the members of the team. The result of the improvement activity is also part of this discussion. So , all members are also involved in the evaluation of the improvement result. Thus, joint problems are solved and everyone takes responsibility for identifying bottlenecks and resolutions. Identifying and expressing problems in daily work is an important part of this methodology. By doing this, all employees know what's going on and everyone can think and contribute to a solution. By writing the bottlenecks on the improvement board on daily basis, these challenges are kept small and will remain visible until the bottleneck is resolved. It is useful to place this improvement board in a central place in the department. This will make it easier to share the bottlenecks, to discuss the causes, to identify and define ideas for improvement. By doing so, the methodology of improvement will a part of the daily work of every employee. Time What Objectives Materials 1 10 minutes Introduction of the topic ‘ S taff-involvement Continuous improvement’ Understanding the importance of involving staff in Continuous improvement Understanding the key elements of sustainable improvement PowerPoint 2 45 minutes Assignment 1: Selecting one of the problems Discussing how this problem should be solved Describing and visualising ways of working Analysing and visualising improvement process PowerPoint Annex 1 3 30 minutes Plenary session: Sharing experiences and visualisation of ways of working Analysing ways of working Sharing experiences and variation of visualisation of improvement process Becoming aware of cyclic thinking 4 45 minutes Introduction of the method of Improvement Board / Ways of working with the Improvement board Explaining the cyclic processes (PDCA) in the methodology of the Improvement board Understanding the method of continuous improvement Understanding the importance of a cyclic process in improvement PowerPoint 5 30 minutes Assignment 2: Improving outcome of Assignment 1 ( practicing the PCDA-cycle ) Improving and visualisation of the improvement process Implementation of step 4 Annex 2 6 30 minutes Plenary session: Sharing experiences and visualisation of ways of working S h aring experiences and becoming aware of implementation of the PCDA cycle Module 9 : Annex 1 : Assignment for improvement Assignment: Working group ( max 6 persons ) : Select one of the problems below. Discuss how to solve the problem. Describe and visualize the process of solving the problem Problem 1 : “ The majority of staff of the school is not respecting the procedures that have been set up by the Quality Management System ” Problem 2: “M ore than 25 % of the student do not show up at the lessons ” Module 10 Understanding the EQAVET framework European Quality Assurance in Voca tional Education and training ( EQAVEt ) forms part of the ‘recommendation of the European Parliament and of the council on the Establishment of a European Quality Assurance reference Framework for Vocational Education and training’ published in 2009. T his document formalized the agreed European standards and then asked the EU Member states to implement the recommendation at national level. The Framework is not prescriptive, it provides common principles, quality criteria, indicative descriptors and indicators which may help in assessing and improving the provision of VET The framework consists of a Quality Assurance and improvement cycle (planning, implementation, evaluation/ assessment and review/revision) based on a selection of indicators applicable to quality management at both VET-system and VET-provider levels. Time What Objectives Materials 60 miniutes Introduction The EQAVET framework Implementing The EQAVET framework Being aware of the EQAVET framework and its key characteristics PowwrPoint 45 minutes Workshop: Creation of personalized key performance indicators Reviewing current Quality Assurance system Identifying the importance of having a QA - ystem Identifying key performance indicators for Quality Assurance PowerPoint Annex 1 30 minutes Conclusions and practical suggestions to take on board for the improvement initiative Module 10: Annex 1: Gathering and adapting the Key Indicators Assignment 1: Gathering and adapting the Key Indicators Given the simplified chart below, please describe how you would complete the following chart in your Institution – Individually Would you suggest any more Indicators do adapt the model to your Institutions reality? – 3 Groups Module 11 Cause-Effect-Analysis “Mud -flow Analysis” Is there anything like mud in the communication? In other words, why does communication stumble and sometimes stocks? What is mud? “Mud in communication” is all about time, money and energy. “Mud in communication” does not add value to the internal or external customer. Normally we use the concept of mud with physical processes, such as the production of an engine. It is less common in non-physical processes. But in spite of that “Mud analysis” can also be a good tool for analyzing and improving processes. Kinds of mud in communication The power of the concept of mud lies in the fact that you can distinguish various kind of mud. We ca n identify mud and we put that in a box. The advantage of this kind of analysis is that each box gives a direction for the potential solution of the problem mud Example Information is lacking : You have to deliver training. All participants have to send in a registration form and an overview of work experiences. For one of the participants a registration form is missing. Information is wrong : During the training, participants need have access to internet. The internet code, which is given, is: AA-44280. But the right code is AA-44380-23 Information comes too late : You have developed a workshop for registered participants at a conference for teachers. The workshop has various 20 exercises to. This morning you receive a message from your coordinator. Your workshop will probably be cancelled due to a change of the program. The workshop have been developed for ‘nothing’. Information is not clear : Every week, management shows a spider web diagram about the performance of the department. Nobody in the department understands where the graphic stands for and what the information means. Too much information : You have to know and to learn how to fill in some information in the Microsoft Excel program. Your coordinator sends you to an 10 days Excel training. Information is too early : The project coordinator sends you the detailed program of the next meeting a few days before this meeting takes place. This information contains also logistic information and work schedule. The information on paper and is sent to the team leader. After a few days … no one knows where to find the information. Time What Objectives Materials 20 minutes Introduction the key principle s of communication and ‘Mud-Flow analysis” Understanding the process of communication Understanding causes of misunderstanding Understanding 6 types of mud in communication Power P oint Movie 30 miniutes Assignment 1: Identify and describe examples of 6 types of mud (6 categories) in the communication in the quarterly meeting of the team for discussing progress and achievement of student. Identify and describe examples of 6 types of mud (6 categories) in the communication in the regular review of the objectives of the individual plan by the multi-disciplinary team. Identifying type s of mud in daily communication Becoming aware of mud in daily practice Analysing dail y communication issues PowerPoint Annex 1 20 minuites Reporting and discussion at plenary session Becoming aware of challenges in communication in daily practice Annex 1 : Assignment E xercise (two group s ) Group 1 : Identify and describe examples of 6 types of mud (6 categories) in the communication in the quarterly meeting of the team for discussing progress and achievement of student. Group 2: Identify and describe examples of 6 types of mud (6 categories) in the communication in the regular review of the objectives of the individual plan by the multi-disciplinary team. Reporting Types of mud Examples of practice VET-provider 1 Information is lacking 2 Information is wrong 3 Information comes too late 4 Information is not clear 5 Too much information 6 Information is too early Module 12 Visualisation of processes 04 Support Traff training Visual management aims to make the situation easily understood merely by looking at it. The goal is to get as much information as possible with as little observation or time as possible. Visualizing the workflow of something that is essentially hidden in the computers of the developers allows a more concrete understanding of what is being worked on, what is stuck and needs attention, and what priorities are made across the different steps of this flow. The aim of good visual management is to lead us, as a team, always closer to the real problems we should address to be better not just in delivery, but in the quality of the delivery – and as we can see here, there is a link between the quality of the visual management tools and the relevance of the issues they point to (in other words, how well do the visual management tools perform in orienting us towards the right problems, problems which, if we solve them, will allow us to gain visibly in our own technical abilities). Visual Clarity: One of the biggest benefits of a flowchart is the tool's ability to visualize multiple progresses and their sequence into a single document. Stakeholders throughout an organization can easily understand the workflow while finding out which step is unnecessary and which progress should be improved. Instant Communication: Teams can use flowcharts to replace meetings. Simply clarifying progresses offers an easy, visual method to help team members instantly understand what they should do step by step. Effective Coordination: For project managers and resource schedulers, the benefits of a flowchart include the ability to sequence events and reduce the potential for overburdening team members. Eliminating the unnecessary steps help to save time and resources. Efficiency Increase : Efficiency increases are a significant benefit of flowcharts. The flowchart lists each step necessary to perform a process. The flowchart helps a designer remove unnecessary steps in a process, as well as errors. The flowchart should only include the steps that are requirements to reach the endpoint of the process. Effective Analysis: With the help of flowchart, problem can be analysed in more effective way. It specifically shows what type of action each step in a process requires. Generally, a rectangle with rounded edges defines the beginning or end of the process, a diamond shape shows the point at which a decision is required, and a square block shows an action taken during the process. A flowchart may also include symbols that show the type of media in which data is stored, such as a rectangle with a curved bottom to show a paper document or a cylinder to symbolize a computer hard drive. Problem Solving: Flowcharts break a problem up into easily definable parts. The defined process displayed by the flowchart demonstrates the method of solving a complex problem. A flowchart reduces the chance that a necessary step for solving a problem will be left out because it appears obvious. In this way, it reduces cost and wastage of time. Proper Documentation: Digital flowcharts serve as a good paperless documentation, which is needed for various purposes, making things more efficient Time What Objectives Materials 20 minutes Introduction of Visualisation management and making flow-charts of describing and analysing processes Understanding the advantage of visualisation of processes Understanding the basic elements of making a flowchart PowerPoint 30 minutes Assignment 1: Process design in flow charts (group of 4 persons) Visualise the flow of activities and decisions of the process from the perspective of the VET-provider, starting with Start: A person has interest to attend a training program at your VET-institute. End: The person is accepted as service user / student and will start his / her first lessens next week. Analysing current ways of working Visualisation of current practice Having the experiences of making flow charts Annex 1 A1 paper Post-its Marker E dding 200- 20 minutes Sharing experiences and discussion 30 minutes Assignment 2: Value Stream mapping (group of 4 persons) Review your flow - charts from the perspective of the VET-provider and answer the following questions: Which activities are we taking now? Why do we do that? Does this step add real value to the customer? Can we carry out the task in less steps? Reviewing current way of working Improving current way of working Making process more efficient Annex 2 A1 paper Post-its Marker E dding 200- 20 minutes Sharing experiences and discussion 30 minutes Assignment 3: Process re design (group of 4 persons) Visualise the flow of activities and decisions of the process form the perspective of the student, starting with Start: A person has interest to attend a training program at your VET-institute. End: The person is accepted as service user / student and will start his / her first lessens next week. Analysing current ways of working from the perspective of the student Visualisation of current practice form the perspective of the student Having the experiences of making flow charts from the perspective of the student Annex 3 A1 paper Post-its Marker E dding 200- 20 minutes Sharing experiences and discussion Annex 1 : Assignment Visualise the flow of activities and decisions of the process from the perspective of the VET-provider, starting with Start: A person has interest to attend a training program at your VET-institute. End: The person is accepted as service user / student and will start his / her first lessens next week. 0 15875 1134745 41910 2044065 296545 3242310 231775 Annex 2: Assignment (Value stream mapping) Review your flow charts from the perspective of the VET-provider and answer the following questions: Which activities are we taking now? Why do we do that? Does this step add real value to the customer? Can we carry out the task in less steps? 0 0 1134745 38735 2044065 356870 3242310 215900 Annex 3 : Assignment (Process redesign) Take into account the lessons learnt. Visualise the flow of activities and decisions of the process form the perspective of the student, starting with Start: A person has interest to attend a training program at your VET-institute. End: The person is accepted as service user / student and will start his / her first lessens next week 0 0 1134745 38735 2044065 356870 3242310 215900 Method of benchmarking in VET sector What is benchmarking? What is benchmarking? Benchmarking has been defined as, “a systematic process of learning from the best that originated in the quality movement. It focuses on learning to improve performance. It implies humility, a willingness to acknowledge that others are better and to learn from them,” ( Rumizen , 2002:285). It has also been seen as, “the process of identifying, understanding, and adapting outstanding practices from others, in order to improve your own performance,” (O’Dell and Grayson, 2004:602). Within the overall definition of benchmarking there also exists the distinction between internal benchmarking and external benchmarking, where internal benchmarking is the process of identifying, sharing, and using the knowledge and practices that exist inside the own organisation, as opposed to external benchmarking, which looks to profit from an external comparison with other organisations (O’Dell and Grayson, 2004). Another definition of benchmarking is: “an ongoing systematic process to search for and introduce international best practices into your own organisation, conducted in such a way that all parts of your organisation understand and achieve their full potential. The search may be of products, services or business practices and processes, of competitors or those organisations recognised as leaders or specific business processes that you have chosen,” (Gardner and Winder, 1998:201). Benchmarking is the method for comparing approaches, way of working (processes) and achievements (performance data) with other VET providers. Preferably organisations from the VET sector are compared with each other, but it is very possible to apply benchmarking between organisations from other sectors. These comparisons mainly concern the factors quality, time and costs of organisations. In addition, we look at how certain Vocational Education and Training can be provided in a better way, with better results (more effective) and more efficient. Benchmarking is a way of discovering what is the best performance being achieved – whether in a particular VET-provider, by a competitor or by an entirely different secotr. This information can then be used to identify gaps in the approaches and processes of a VET-provider in order to achieve more impact (efficiency and effectiveness) of the services. Benchmarking is a process for obtaining a measure – a benchmark. Simply stated, benchmarks are the “what,” and benchmarking is the “how.” The process of benchmarking is not a quick or simple process. Before undertaking a benchmarking activity, it is important to have a thorough understanding of what qualitative and quantitative information can be gathered, and whom practitioners can contact to get that information. Depending on the size of the VET provider, sometime even practitioners may be surprised at what is readily available in-house. Benchmarking is not just a matter of making inquiries to other VET providers or touring and documenting another VET-provider’s facilities or processes. When making use of benchmarking, the VET-provider should not limit the scope to its own sector, nor should benchmarking be a one-time event. The method of benchmarking The method of benchmarking can be visualised in the following flowchart 0 198989 0 0 Description of the benchmark process The process of benchmarking can be described in the following steps: Step 1: Defining the scope of benchmarking Defining the scope (i.e., the part that will be compared) of the benchmarking analysis pro cess should always be the starting point of the process . After all, you don’t want this benchmarking process to slide out of control before it begins . The scope of the benchmark process can be an approach, a service, an educational program, achievements of a department or a program, performance of students and/or teachers etc) Step 2: Identifying the purpose of benchmarking Benchmarking may have different purposes. The benchmarking purposes are mainly related to improving, learning and development. Internal benchmarking is used when a VET-provider already has established and proven best practices and they simply need to share them. Again, depending on the size of the VET provider , it may be large enough to represent a broad range of performance. Internal benchmarking also may be necessary if comparable VET-providers / services / results are not readily available. Competitive benchmarking is used when a VET-provider wants to evaluate its position within the sector . In addition, competitive benchmarking is used when a VET-provider needs to identify sector leadership performance targets. Strategic benchmarking is used when identifying and analyzing world-class performance. This form of benchmarking is used most when a VET provider needs to go outside of its own sector or country . Step 3: Ident ifying the data Benchmarking is comparing information / data . There different types of information / data. Information / data can be subjective, objective and presented in qualitative way and /or quantitative way . Subjective information is based on personal opinions, interpretations, points of view, emotions and judgment. Objective information is fact-based, measurable and observable. Both types of information can be expressed in Qualitative data . This information can be observed and recorded and is non-numerical in nature. This type of data is collected through methods of observations, one-to-one interview and conducting focus-groups interviews . Qualitative information / data is about the emotions or perceptions of people, what they feel. Quantitative data is any quantifiable information / data that can be used for mathematical calculation or statistical analysis. This form of data helps in making decisions based on mathematical derivations. Quantitative data is used to answer questions like how many? how often? how much? This data can be validated and verified. In quantitative information / data perceptions and emotions are expressed in numbers or percentages. It is strongly recommended to identify subjective, objective , qualitative and quantitative information Step 4: Collecting performance on the data In this step, the VET provider collects as much as information that is available within the scope of the benchmark. It is strongly recommended to balance the type of information (subjective and objective information) and the various ways of presentation. Step 5: Defining criteria for best practice Benchmarking is comparing information / data with those who are considered as best practice. Selecting best practice should be done based on criteria which have been set before. In many cases, the criteria depends on the scope of the benchmark. If comparing performance on successful inclusive education may have different criteria that comparing performance on satisfaction of students and teachers or comparing outcomes of VET-programs for female students. Step 6: Selecting organisation(s) After having identified the criteria for best practice, one should select an organisation to benchmark with. In other words, selecting an organisation with whom you would compare the data you have selected in step 3. The selection of the organisation is a crucial step in the process of benchmarking. The selected organisation should be considered as ‘best practice’ on the issue that is subject of the comparison. Step 7: Comparing performance The comparison of information should be carried out in a systematic way. Similar information should be compared with each other. Quantitative information should be compared with quantitative information based on similar indicators. Subjective information should be compared with other subjective information based on similar indicators while facts and figure should be compared with each other. Step 8: Analysing comparison The analysis of the compared information can be done in various ways. For quantitative information, a statistical analysis might be helpful. For analysing qualitative information other techniques are available. In all cases, in the process of analysis you are looking for the causes of the variation. You try to understand why the performance varies and why the performance of the benchmark is better. So, you will investigate the information ‘behind’ the current performance with the purpose to learn from this information. Step 9: Defining improvement actions Based on the analysis of the compared data, you can identify what performance should be improved. In step 8 you may have investigated the reasons of the variation of the data and information. Why is the performance of the benchmark better that the performance of your own organisation? These reasons may be an inspiration for carrying out improvement initiatives: making changes in ways of working, in measuring out outcomes, in improving the practice. For the sustainability of the improvement actions, it is important to involve management and staff (teachers) in this process. Involvement of management and teachers are considered as key facture for making sustainable improvements. Saatja: Veronika Kaska <[email protected]> Saadetud: 26.02.2019 09:49 Adressaat: <[email protected]> Teema: Hinnapäring (ENG-EST) Manused: image001.jpg; image002.png; image003.png; image004.png; Method of benchmarking.docx; EQAVET Training Programma def.docx Tere Palun hinnapakkumust manuses olevate dokumentide t�lkimiseks inglise keelest eesti keelde. Lugupidamisega Veronika Kaska personali- ja haldusosakonna juhataja/ jurist Loome koos paremat elu iga p�ev, iga m�tte ja teoga Tel +372 687 7233 Mob +372 505 5381 [email protected] Astangu Kutserehabilitatsiooni Keskus Astangu 27 Tallinn 13519 Liitu Astangu uudiskirjaga