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Global hr forum2008-rudolf tippelt-building partnerships between educational and industrial fields_dual structures and strong cooperation
 

Global hr forum2008-rudolf tippelt-building partnerships between educational and industrial fields_dual structures and strong cooperation

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    Global hr forum2008-rudolf tippelt-building partnerships between educational and industrial fields_dual structures and strong cooperation Global hr forum2008-rudolf tippelt-building partnerships between educational and industrial fields_dual structures and strong cooperation Presentation Transcript

    • Seoul, Korea Ludwig-Maximilians-University, November 4-6, 2008 Munich Department of Education and Educational Research Global HR Forum 2008 Building Partnerships between Educational and Industrial Fields – Dual Structures and Strong Cooperation Creative Talents for Global Prof. Dr. Rudolf Tippelt Cooperation Prof. Dr. Rudolf Tippelt, LMU München November 4-6, 2008
    • Components of Professional Action Competence Personal and Professional Cultural Competence Competence Social Methodological Competence Competence Professional action competence Prof. Dr. Rudolf Tippelt, LMU München November 4-6, 2008
    • Levels Macro-Level Macro-Level Dual Structures Dual Structures Meso-Level Meso-Level Curricular Development/Job Analysis Curricular Development/Job Analysis Micro-Level Micro-Level Problem-Based Learning Problem-Based Learning Project-Oriented Enquiry Learning Project-Oriented Enquiry Learning Exo-Level Exo-Level Initiating Networks Initiating Networks Prof. Dr. Rudolf Tippelt, LMU München November 4-6, 2008
    • Macro-Level: Dual System vocational workplace school Four days One day Training regulation School curriculum Trainer Teacher Enterprises and State responsible chambers responsible Prof. Dr. Rudolf Tippelt, LMU München November 4-6, 2008
    • Dual System and Transition School University Workplace Continuing Workplace education School Vocational Workplace Further Workplace training training Prof. Dr. Rudolf Tippelt, LMU München November 4-6, 2008
    • Meso-Level: Vocational Training and Further Training vocational workplace school DACUM Job and Task analysis General Training Plan Duty Lists Prof. Dr. Rudolf Tippelt, LMU München November 4-6, 2008
    • DACUM: Terms and their Relationship Job Job Worker Position Analysis What to do Occupation Occupational and Job A/Job B/Job C Related Job Titles Duties Major Areas of Work Tasks Specific Units of Work Perfomance Standards Specific Work Task Steps and Supporting Tools, Equipment, Activities and Analysis Supplies, Materials; Knowledge; Safety; Enablers How to do it Attitudes; Decisions, Cues, and Errors [Quelle: Norton (1997): DACUM Handbook] Prof. Dr. Rudolf Tippelt, LMU München November 4-6, 2008
    • Task Analysis DUTIES TASKS DACUM Workshop "Expert Workers" and Facilitator JOB COMPETENCY PROFILE (Job Profile Chart) Task Profile Steps Performance Tools Knowledge Decisions to carry out Standards Equipment Abilities Cues and the task Supplies Attitudes Errors Materials Safety [Quelle: Sachs 2000, S. 173] Prof. Dr. Rudolf Tippelt, LMU München November 4-6, 2008
    • Development and Characteristics of Duty Lists n Phase 1: Analysis of Human Resource Data n Phase 2: Definition of Future Core Competencies n Phase 3: Problems of Competency Development n Phase 4: Set up a Duty List n Phase 5: Description of the Current Occupations n Phase 6: Designing and Discussing New Occupations n Phase 7: Enumeration of Work Situations for Acquisition of Competencies n Phase 8: Alignment of Professions in Group Discussions n Phase 9: Elaboration of Technical Careers n Phase 10: Deduction of Personalized Human Resource Strategies Prof. Dr. Rudolf Tippelt, LMU München November 4-6, 2008
    • University Graduates – Range of Skills n The logical organisation and structure of information n Rhetoric: be able to present information clearly n Knowledge management n The ability to communicate electronically on the Internet n Leadership competence n Problem solving techniques n Conflict management n Cooperation in interdisciplinary and intergenerative teams n Development of personality Prof. Dr. Rudolf Tippelt, LMU München November 4-6, 2008
    • Micro-Level: Situated and Problem- Based Learning Practical Theoretical Skills knowledge Problem-based Project-oriented Enquiry learning Fall based learning Learning Islands Prof. Dr. Rudolf Tippelt, LMU München November 4-6, 2008
    • Phases of the Project method Prof. Dr. Rudolf Tippelt, LMU München November 4-6, 2008
    • Fall based Learning in Further Education Prof. Dr. Josef Schrader, Dr. Stefanie Hartz, Prof. Dr. Frank Fischer Dipl.-Päd. Annika Goeze, M.A., Jan Zottmann, M.A. Authentic video cases from language lessons in further education were implemented into a computer-supported learning environment where interaction processes can be analysed in education seminars for university tearchers. Prof. Dr. Rudolf Tippelt, LMU München November 4-6, 2008
    • Learning Islands – A Definition Mercedes Benz has defined "learning islands" as follows: "Learning islands, in accordance with the new concepts of work and or personnel development, are task focused, with representation from different occupations (interdisciplinary). They are also characterised by the carrying out of real work, which is structured according to the principals of training. They can become, and this is a real option, an innovative factor when applied to processes by means of the deliberate and motivated linking of training, work tasks, areas of research and quality development.“ Prof. Dr. Rudolf Tippelt, LMU München November 4-6, 2008
    • Analytical Framework External context and Internal Network Variables Stake holder influences Synergies/ Interorganisational Competencies Internal Cooperation Ressources: Partner and Networking structure Educational field Industrial field Output/Outcome Quality New learning Transition Marketing Consulting Management environments Prof. Dr. Rudolf Tippelt, LMU München November 4-6, 2008
    • Building Partnerships between educational and industrial fields – Cooperation for lifelong learning Analysis of regional demands, Educational and industrial common visions and aims of partnerships for problem solving educational and industrial in a region (higher education, cooperation partners unemployment, migration, etc.) Combination and concentration of Regional resources Leadership-competence: developing partnerships Development of social cohesion, exchange of experience, Network-construction Openness creating confidence towards new parterns Strong commitment of the community ensures sustainability Prof. Dr. Rudolf Tippelt, LMU München November 4-6, 2008
    • Ludwig-Maximilians-University, Munich Department of Education and Educational Research Thank you for your attention! Prof. Dr. Rudolf Tippelt, LMU München November 4-6, 2008