Action oriented training for High Skilled Workers - Expe.ppt

? Dr. Winfried Heusinger Action oriented training for High Skilled Workers - Experiences in Germany Situation Consequences Concepts Changing working environment reflects to VET 劳动市场的变化是职业培训机构的影像 Who is supplier, partner, customer of vocational training (process chain) 职业培训机构的生源单位、合作伙伴和顾客(过程链) Customizing vocational training – who is the target group 职业培训对象 – 目标群体 Declining half-life of knowledge: People instead of pure knowledge 随着时间的推移知识不断老化，关键应学会捕捉知识的能力 Knowledge and personal competence in time response 时间的变化 — 对专业能力和个人能力要求的变化 Action competence 行为能力 Competence Occupational competence ? ability to recognize professional connections, develop professional creativity, and execute self-responsible, independent, and professional tasks according to the demands of customers. Individual competence ? ability to appear and act authentically, creatively, and persuasively, all with a positive attitude. Methodical competence ? ability to recognize action structures and to gather information systematically. To choose and apply successful theoretical and working methods for every professional situation. Competence Social competence ? ability to interact with others, to work actively in a team, to develop the capability to carry our productive dialogs in teams, to work together toward a mutual goal, and eventually manage a team. Action competence ? Integration of professional competence, individual competence, methodical competence, and social competence. An employee has the ability to solve problems when she/he has the necessary action competence. Demand for future trainers and trainees 对未来接受培训人员的要求 Complete action procedure Learning-Island as an integrated qualifying model 过程式教学 — 一套完整的教学模式 Learning-Island as an integrated qualifying model 过程式教学 — 一套完整的教学模式 Education aspect 培训观念的变化 The added value aspect 创造价值观 The Performance Triangle 成绩三合一 Learning Culture in Teams 团队精神所提倡的是： “We Sentiment” ?我们的感觉“ Small and Medium Enterprises Implementation of SME into the VET System I