The QUALITY APPROACH of trade union Education

1. The QUALITY APPROACH of trade union Education Quality approach of training

2. Policy Makers Contractors Learners Focusing on the client Quality approach of training

3. Expected role Specific work Main knowledge used Stakeholder in the organisation Type of quality influenced Project owner Defines the goals and general guidelines of the training Formulates the training requests Chooses the main contractor Supervises the use of skills in work situations Defines the budgets Writes the project specifications Socio-technical approach Management of human resources Management body of trade union organisations Policymaker of the organisation and the training Official for operational departments Project leader Quality of guideline Quality of use of skills Main contractor Transforms the goals and guidelines into orders Monitors the project's performance Writes the training project specifications Engineering of human resources and training Education department Quality of design Service provider Organises and provides the training services based on the project specifications Builds the training progressions Instructional engineering Psycho-pedagogy Education technology Training bodies and centres Trainers Quality of performance (or interface) Focusing on the client (2) Quality approach of training

4. Internal relationships amongst the stakeholders • Mutual recognition of actors • Clarification of the contribution • Effective communication • Transparency about the system's operation and the stakeholders' role • Participation of the stakeholders in decisions • System operation that enables every stakeholder to play his role • Making the expected criteria of quality and results obtained objective Quality approach of training

5. Training assets and skills • The training assets are the knowledge, abilities and behaviour patterns the learners have acquired at the end of the training. • The skills are in place once the trainees actually use the training assets in their everyday practice. Consequently, having acquired abilities or knowledge does not necessarily mean being competent. Quality approach of training

6. The notion of skill • 'Knowledge of how to use‘ • 'Knowledge of how to integrate' • 'Knowledge of how to transfer‘ • 'Tried and recognized know-how' Quality approach of training

7. Relevant and tested utilisation KNOWLEDGE Activities performed more or less successfully MOTIVATION ABILITIES BEHAVIOUR PATTERNS Field of training assets Field of skills Field of performance Motivation and skill Quality approach of training

8. The group skill of a team • Find modes of organisation which are appropriate and variable over time • Draw lessons from experience • Conceptualise the problems and analyse the malfunctions and mistakes • Divide up and coordinate the various functions • Implement processes of mutual training • Maintain ties of internal solidarity • Negotiate the internal conflicts which can arise • Quickly cope with uncertainties and internal turnover • Collectively take initiatives and risks Quality approach of training

9. A combination of coordinated methods • Training is only one of the methods of producing skills, so the other ones available must be identified and analysed • Any training arrangement or system must be integrated into a broader set of methods and its contribution must be established • To be relevant, trade union training fills a gap between the necessary and actual skills: it assumes an analysis of these gaps • The analysis of the skills gaps must be conducted based on what already exists, over the medium and long term. Quality approach of training

10. Managing the Quality of the process • The 'training policy' aspect • The 'training engineering' aspect • The 'performance of training' aspect Quality approach of training

11. Quality of orientation Quality of design Quality of interface Quality of implementation Policy aspect Engineering aspect Engineering Performance aspect Implementation aspect • Predominant indicators • Relevance • Strategic steering • Predominant indicators • Coherence • Synchronisation • Efficiency • Consistency • Predominant indicators • Educational effectiveness • Involvement of learners • Predominant indicators • Transfer of assets • Effectiveness • Adaptability of skills • Maintenance Implementation of skills Quality approach of training

12. Service providers Contractors Learners Implementation of skills Conditions of asset transfer Project specifications Teaching progression Quality approach of training

13. PROJECT SPECIFICA-TIONS ASSESSMENT OF EFFECTS Expert subsystem Research/ innovation Advice Information/documentation STRATEGIC subsystem Direction, plans, projects, problems Policy, overall training needs The arrangement's goals, means MULTI- ANNUAL TRAINING PLAN EDUCATIONAL subsystem NEEDS Educational design Performance Educational assessment INFORMATION/MANAGEMENT subsystem Informing the stakeholders Choice of trainees Logistical organisation Manage-ment Reporting Modelising the system Quality approach of training

14. PROJECT SPECIFICA-TIONS ASSESSMENT OF EFFECTS Expert subsystem Research/ innovation Advice Information/documentation STRATEGIC subsystem Direction, plans, projects, problems Policy, overall training needs The arrangement's goals, means MULTI- ANNUAL TRAINING PLAN EDUCATIONAL subsystem NEEDS Educational design Performance Educational assessment INFORMATION/MANAGEMENT subsystem Informing the stakeholders Choice of trainees Logistical organisation Manage-ment Reporting A pedagogical choice Quality approach of training

15. Basic Training National Activity National Activity National Activity SPECIALISED WORKSHOPS EUROTRAINER Level I EUROTRAINER Level II ACTIVITY ETUI-REHS ETUI Eurotrainers’ Curricula Quality approach of training

16. The pyramidal contract Institution How are the exchanges established between the learners and ETUCO ? What are the reciprocal obligations ? How was the contract drawn up between ETUCO and your organisation ? How does your role fit in with respect to ETUCO? Organisation Learners What proportion of your time has your organisation placed at the disposal of ETUCO ? Has the contract been clarified ? What are the reciprocal commitments between you and the learners to achieve the objectives ? You : Deviser Quality approach of training

17. An engineering approach to training • "Ensuring that there are always enough skilled and motivated people available to carry out the necessary work in such a way as enables them to make the most of their talents whilst resulting in a high level of performance and quality at a cost that is compatible with budget requirements and in as advantageous a social atmosphere as possible." • “Engineering' can be defined, in general, as a group of coordinated activities that allow the information needed for designing and carrying out a task to be organised and synthesised with a view to: • optimising the right investment; • ensuring conditions of visibility. • On the basis of this general definition, the engineering of training may be said to be a group of coordinated method-based tasks for designing and implementing training systems." Quality approach of training

18. Golden Rules • Skill requirements do not exist in their own right. A system of reference is required to identify exactly what skills are needed. • Training needs are the resources (knowledge, expertise, representation, etc.) that can be acquired through training and are necessary for building up skills. • The process of engineering is about designing and implementing procedures that will enable learners to acquire resources and to practise • The problems linked to evaluating training can only be properly resolved if they are dealt with when the training actions are being designed. Objectives must be formulated in such a way as to render it easy to evaluate whether they have been achieved. Quality approach of training

19. Golden Rules (2) • All tailor-made training actions require a specific set of 'Terms of Reference', when designing and implementing the corresponding teaching programme. • The Terms of Reference are used as guidelines but do not infringe on the educator's area of responsibility. • Decisions regarding training must not only be relevant and coherent but also be taken at the appropriate time. • Officers in charge will only take a supporting role in the phase of building up skills after training if they have been involved in the preliminary phases Quality approach of training

20. Factors influencing the process • The organisation's strategy – in some cases that of ETUC, but also those of its affiliates (political project, strategic plan, objectives and guidelines). • Technological investment (computer and multimedia technology) and working methods (changes in leadership practices). • Recurrent problems and flaws. • Changes within the organisations (management, mergers, restructuring). • Regulations and financial measures. • Internal cultural shifts (new relationship with trade unionism, new groups). • Offers of training at national or European level. Quality approach of training

21. The process • Why?– What are the aims of the training? • In what context? – What is the current situation? Where do we want to go from here? • How? • Who?– Who is to receive the training? • To do what? – What does the training involve? • Why? – What are the objectives? • How? – What are the procedure and training methods involved? Quality approach of training

22. The process (2) When launching a training action, there must always beconsistency between the different components, i.e.: • Aims and objectives • Target groups • Procedure • Programme and contents • Teaching methods • Expected outcome • Evaluation Quality approach of training