Ildikó Szabó, Réka Vas,                                                                                                   ...
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OntoHR Poster


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OntoHR Poster

  1. 1. Ildikó Szabó, Réka Vas, Corvinno Technology Transfer Center, Hungary Gábor Kismihók, Stefan Mol, University of Amsterdam, The Netherlands, Francesco Zoino, Giovanni Sorrentino, Valentina Castello, Dida Network, Italy w w w . o n t o h r. e u Patrick Duijts Qompas, The Netherlands w w w . o n t o h r. e u COMPETENCY MATCHING BETWEEN VOCATIONAL EDUCATION Visit OntoHR! AND THE WORKPLACE WITH THE HELP OF ONTOLOGIES THE ONTOHR PROJECT Try out OntoHR! Background Methods • Broad educational qualifications are too crude for purposes of personnel selection • Job role selection: The role of ICT SYSTEMS ANALYST was selected as the required job knowledge and competencies are • Why does General Mental Ability (GMA) predict job performance so well? “The reason is that people who are more intel- well documented. Furthermore, the selection was based on the fact that the competencies required for this job role were ligent learn more job knowledge and learn it faster, the major determinant of job performance is not GMA but job knowl- relatively invariant across the Italian and Dutch contexts in which this research is being conducted. This latter finding was edge” (Schmidt and Hunter, 2001). the result of structured interviews that were carried out with Subject Matter Experts in both countries. • The development of job specific knowledge tests is highly labor intensive and requires a thorough understanding of the • Competency definition: A competency is a temporally stable, narrowly defined, and trainable latent ability to complete an job in question; more so than off the shelf personality inventories or GMA tests. Yet, job knowledge, as opposed to general organizationally valued prospective job task successfully (cf. Tett et al., 2002). For the purposes of the current project we mental ability or personality, has the major advantage of being malleable, thus allowing for a person centered approach focus specifically on those competencies that are contingent upon an identifiable, specific, and distinct educational knowl- to personnel selection. edge domain. • With the help of ontologies – previous experience and qualifications of applicants are evaluated against entry require- • Competency profiling: Inductive derivation, through desk research, of the universe of knowledge based competencies re- ments (skills and competencies) for the job role. quired for the ICT systems analyst job role across countries (Italy and the Netherlands) and organizations on the basis of: o Competency profiles developed by academics (e.g., O*Net and WISCO databases) Purposes and expected outcomes o Competency profiles in use (Philippines National ICT competency standards) • To create a knowledge and mental ability -based qualification to job matching system with the overriding purpose of tack- o Competencies listed in job vacancy announcements ling the conversion of vocational education qualifications into job related competencies • Linking Competencies, Job Knowledge, and Mental Ability: Based on a review of the personnel selection literature, it was • To assist candidates in identifying their knowledge deficiencies vis-à-vis a particular job role, and to offer remedial learn- established that both job knowledge and mental ability are among the strongest predictors of job performance, across ing content to redress any such deficiencies jobs, organizations and countries. Using competencies as our operationalization of job performance, we therefore set • To assist decision makers in making content, construct, and criterion valid selection decisions using an ontology-based out to populate the ontology based selection system with the prerequisite knowledge and mental abilities for each of the knowledge and mental ability test. competencies. • Address the weaknesses of particular VET curricula, and thereby provide ad-hoc support • In addition to a job role ontology that incorporates the aforementioned job knowledge domains, mental abilities and job role competencies, the system is further equipped with an educational ontology that includes the Vocational Educational output competencies aimed at the job role of ICT systems analyst. The relevant competencies are chosen here. Skills, knowledge, attitudes. Organization Layer Applicant Layer Educational Institution Layer With using competencies to describe a scope of activity (job role) the work design, se- The extended version of this training a selection system will be capable of comparing lection-, training-, or payment system will be more flexibly fitted to the organizational the job requirements related to ISA job profile to certain training programmes’ learning Competency outcomes. This task will be achieving by matching two ontologies with each other: Job requirements (Lawler, 1994), moreover it has strategic importance (Schoonover and based job Andersen, 2000). So the usage of a competency model (a set of competencies that descripiton Role Ontology and Learning Outcome Ontology. The elements of these ontologies are Personal include the key behaviours required for excellence performance in a particular role) is Organisation Applicant competencies Educational the instances of „Competence” class in Education Ontology Model. These competencies Institution more profitable for an organisation instead of listing general tasks. will be chosen in „Select relevant ontology components” phase on one hand and will be Education Ontology Model Output extracted from details descriptions of the traning programmes. To find the appropriate Competency matching algorithm we take into consideration algorithm used logical constraints like Description in SAKE project (Futó et al., 2008), algorithms based on linguistic similarity (Alasoud et Training al., 2008), or general algorithm like finding morphism between two ontologies (Kalfo- Workplace programmes Group of Tasks glou & Schorlemmer, 2003). Aſter executing the adequate algorithm the missing and specifies Education the surplus competencies of the training programmes will be revealed in Competency serves Ontology Model is part of Matching Report. Scope of specifies Competency is part of Task is part of Select relevant Activities serves Competency Matching ontology Matching Report components requires requires prerequisite prerequisite is part of Competence Mental Ability requires Competence element of Module ensures VE Ontology Domain Ontology Job Student/Applicant Open a requires ensures position application Competency Adaptive Testing prerequisite Matching element of is part of Knowledge Curriculum belongs to Area Module requires knowledge of Mental Ability A is part of A’ is part of is part of Test refers to premise refers to Basic Concept Theorem Example Set up the conclusion selection test Learning Environment refers to Knowledge Test B B’ Person 2 Education & Training refers to Register the applicants Authoring Environment Education Ontology Model is an ontology that provides support for capturing regu- larities in a single framework general enough to model the curriculum content man- agement requirements of multiple institutions or application. A detailed description Taking the test of the structure and major classes of the ontology model is provided in Vas et al. (Vas, Kovács, & Kismihók, 2009). Computing test results Applicant Ranking Personal Students’ knowledge is evaluated by using multiple-choice question tests. All ques- mental ability Applicant report tions and possible answers reside in the Test Bank and connected to a specific con- Competency Test results Personal results cept in the ontology. This way, learners’ knowledge about a particular concept can be Allignment analysis analysis assessed. The Test Item Editor component is responsible for visualizing the ontology structure and allowing users to allocate questions to each node. Numerous questions Personal knowledge gap can be assigned to any concepts in the ontology. report Traning Needs Analysis We want to compare the personal selection test results of the applicants qualified in a certain training programme to the results related to this particular programme in the Evaluation of Competency Matching Report. Here we can see to what degree applicants from a par- Decision educational programmes ticular educational institute have actually mastered the competencies that are claimed Programme as output competencies by their vocational educational institutes.” Evaluation Report Results achieved so far • Established an extensive network with relevant industry and educational stakeholders, both in the Netherlands and Italy Innovative aspects of the solution • Developed a valid competency profile for the job role that adequately and accurately describes the demands of the job. Although a handful of ontology based systems have been successfully implemented both within the fields of HRM and edu- • Developed the domain ontology model for both the education and job role ontologies. cation, the readily apparent desirability of bridging the vocational education – workplace divide, by means of interconnected • Deployed both models for the job role in question VET and domain ontologies as outlined in the current research to the best of our knowledge, is unique. • Filling this increasingly conspicuous research gap may in due time put an end to the arduous process of first testing stu- What remains to be done dents to allow them to successfully exit vocational education, only to test them again upon organizational entry. • Piloting: At least two pilots are being set up to test the feasibility of the system. The pilots will be aimed at: • In due time, we foresee that this technology might further facilitate the blurring of vocational education to workplace o Gauging user experiences: Variables to be assessed include: justice and fairness, perceptions, face validity, user friend- boundaries, by allowing the adequate and accurate measurement of time to proficiency in a particular occupation, while liness, time needed to complete the assessment, etc. at the same time continuing the delivery of training content that is tailored to the needs of the individual student. o Validation: Suggested selection decisions regarding particular applicants will be compared and contrasted with • The decisions suggested by the selection system currently in use (e.g, structured interviews, general mental ability tests, Valorization and future research personality tests, etc.). • Expand the scope of the system to include various interrelated job roles in a particular industry, so that the system may • Self-ratings of applicants’ perceived demands abilities fit. be used for making both selection and placement decisions. • Subject Matter Expert judgments about the suitability of applicants for the job role in question • Seek to employ artificial intelligence solutions to ease the work involved in populating and keeping up to date the knowl- • Performance appraisals edge and competency elements of the system • Seek to incorporate “soſt” competencies, such as interpersonal skills, in addition to the “hard” competencies that are the focus of the current project. OntoHR - Ontology Based Competency Matching Between the Vocational Education and the Workplace Project Nr: 504151 - LLP -1 - 2009-1-HU-LEONARDO-LMP PROJECT PARTNERS This project has been funded with support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.OntoHR_A0_Poster_jav2.indd 1 2/16/11 5:55 PM