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Competence development between motivational structures and working relationships

Competence development between motivational structures and working relationships. Dr. Martin Kröll Institute for Applied Work Science, Ruhr University Bochum ----- 4th International Network on innovative Apprenticeship Conference May 26 th to 28 th 2011, in Beijing China. Outline.

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Competence development between motivational structures and working relationships

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  1. Competence development between motivational structures and working relationships Dr. Martin Kröll Institute for Applied Work Science, Ruhr University Bochum ----- 4th International Network on innovative Apprenticeship Conference May 26th to 28th 2011, in Beijing China

  2. Outline 1. Challenges 2. Theoretical Framework 3. Method 4. Results 5. Impacts on conceiving further education 6. Conclusion

  3. Ruhr-University BochumInstitute for Applied Work Science (IAW)Study fields and specializationMaster ofOrganizational Management (MOM)Modern Administration Management (MoVe) and Single Modules (certificate)

  4. Guiding priciples of MOM The MOM is committed to the following principles: Holistic, interdisciplinarymanagement education(Including knowledge from economics, sociology, applied computer science as well as administrative sciences and law) Application orientation(problem-oriented didactics, close cooperation with companies, practical weeks and advanced projects) Support of the development of students‘ individual profiles(in connection to their practice and focal points of interest while ensuring uniform academic standards) Interactive, mutual learning(learning in small groups of different professional origin, inclusion of know-how) Service orientation concerning the coordination of studies, working life and family(Block and weekend seminars, prepared readers, addressability) Ensurance of employability (thematically inspired by the challenges of the working environment)

  5. Level of the Qualification and Contents LEVEL OF THE QUALIFICATION  Access Requirements - first degree (with a minimum result of “good”) - two years of relevant professional experience Level Master’s degree, second degree, further education, practice-based  official Length of the Programme 4 semesters, 120 ECTS-Credit Points  CONTENTS AND RESULTS GAINED  Mode of Study postgraduate program of study  Qualification Profile of the Graduate After their graduation, students shall: - be able to evaluate change management problems and to develop coping strategies - develop an interdisciplinary understanding of work processes and to integrate results form different disciplines - take responsibility in leadership and management issue

  6. Modules and Courses Offers across all chairs Project Management Human Resources and Work Process Management Strategic Corporate Management Performance Management Change Management (engl.) Human Resources Management Work Organization and Work Structuring Diversity Management Processconsultancy – Basics & Tools Leadership and personneldevelopment (engl.) Communication, Participation, Trust Information and Technology Management Promotion of Creativity in Organizations Innovation through Process Management CorporateCommunications Management Knowledge Management Human Resource Management and Qualification Organization of quality-oriented Human Resource Management Human Resource Development between Further Education and Competence Development

  7. Academic Team Prof. Herrmann Information and Technology Management Dean Prof. Minssen Prof. Wilkens Scientific further education at the Institute of Applied Work Science:“Design of changes, management of organization, technology and human resources" Human Resources and Work Process Management (member of vice-president from the ruhr-university) Work Organization and Work Structuring Dr. Kröll Human Resource Management and Qualification

  8. Challenges: Development of further education • Duringthe last years: an increaseoffurthereducationproposals (Wolter 2007) • Universitiesshouldperceivethemselvesas an „educationserviceprovider“ (furthereducationasthethirdcolumnofuniversities) • Claim: competencedevelopment´sprovidershouldconsidermotivesandaimsas well as professional and private lifesituation Central question: Howcould such a marketorientationlooklike? Challenges

  9. Development of further education demand: potential member of the organizaition or organizations (e.g. company specific master program) Quality of further education depends on the trainee´s specific situation Research questions: - Are there differences between motives and behaviour concerning further education attempts? - Which points are important (e.g. employment biography, life and business situation etc.)? Challenges

  10. Reasons: Why… Whyisitimportanttoconsidermotivesandthesituationofthe professional? • competence need to outdated faster and faster  demography problematic  lifelong learning  demand for continuing education rises • 34 % of all employees: resistant to futher • self-organisationis a crucialpointregardingcompetencedevelopment (whichitselfdepends on motivesandaims) • competencetransfer: keyfactoroffurthereducation (depends on professional situation) • thereis a researchgap: (so far: entrancerequirements, arrangement in regardtocontent, qualitymanagementandmarketing (Seufert, 2008; Hanft/Knust 2007) Challenges

  11. Theoretical Framework Theoreticalapproachesconcerning… • process-orientedfurthereducation (Baegthe-Kinsky u.a. 2004) • lifelonglearning (Heyse 2003; Erpenbeck 2005) • transfer-orientedfurthereducation (Winkler/Mandl 2009, Festner/ Gruber 2008) • employability (Blancke 2000, Rump 2006) • biographicalcompetencedevelopment (Wittwer 2003) • graduateresearch (Willich/Minks 2004) • evaluationresearch (Stockmann/Meyer 2010) Framework

  12. Comparison of two studies • graduate survey of Higher Education Information System (HIS) GmbH (HIS, 2005; N = 8117) (after 5 years/ 2nd wave) (HIS-Study I) (representative survey in Germany) • first-year students (qualified employees and executives) of a non consecutive master program (Master of Organizational Management) at the Institute for Applied Work Science (IAW-Study) of Ruhr-Universität Bochum (2005 – 2010; N=158) (Pre-Test, IAW) Method

  13. Method • survey first-year students: 37 cohesive questions (IAW-Study) • on the basis of HIS (66 cohesive questions) • opportunities: classification and reflection of IAW-results based on HIS-survey • simulation of control groups: external further education and no further education Method

  14. Method • Statistics: • General linear model (T-Tests [pairedandun-pairedsamples], ANOVA), • Chi-Quadrat-Tests (χ²-Tests) • Factoranalyses (principalcomponentanalysiswithvarimax-rotation) • correlation (sensu Pearson / SpearmansRho, depending on scale) • Effectsizes (GLM: Cohensd, Eta-square [η²], χ²-Tests: Cramers V) Method

  15. Hypotheses 1. Hypothesis: The central motive for investing in further education is the expectation of an increase in income. Causal chain 2. Hypothesis: A reason for the interest in academic further education program is that the graduate feels overchallenged with the current job situation. 3. Hypothesis: The different work situations in which the participants find themselves have a direct impact on their behavior concerning further education. 4. Hypothesis: Those engaged in further education are not satisfied with their current work situation. 5. Hypothesis: The participants of further education studies stick to the contentual orientation of their first degree when choosing further education contents. Method

  16. Sociodemographic data IAW-Study: (economics, humanities, natursciencesorengineering), • N=158 • averaged 33,27 yearsold (SD=7,595 years) • 55 % femaleand 45 % male 2nd waveof HIS-Study I (economics, humanities, natursciencesorengineering+ e.g. medicine, philosophie, politic, law, music …): • N=8117 • averaged 31,51 yearsold (SD=3,51) • 59 % femaleand 41 % male Data chosenfrom HIS-Study II (economics, humanities, natursciencesorengineerin): • N=1061 • averaged 31,82 yearsold (SD=3,77) • 64 % femaleand 36 % male

  17. Bundles of Motives and Aims • Factor analysis: search for relevant motives and aims with regard to further education • Quality criteria are fullfilled (suitability of sample: Kaiser-Meyer-Olkin = ,640; Bartlett-Test Sphärizität χ²45=185,202, p<,000) (IAW-Study) Results

  18. Example Method

  19. Bundles of Motives and Aims (IAW-Study) Tab. 1:factor analysis to determine motive bundles for participation in scientific further education (IAW study, rotated component matrix for principal components analysis and varimax rotation), disturbing loads (< .30) were deleted Results

  20. Bundles of Motives and Aims Based on 17 variousmotivesandaims, wesummarized… 4 motivedimensions: • (I) Reorientation, • (II) jobsecurity, • (III) improvedbusinessopportunities • (IV) orientationtoconsolidation • incomedoes not play an importantrole • Similarto HIS-Study´sresults Results

  21. Motives of further education (HIS-Study II) (1= „absolutely“ to 5= “not at all“) Tab. 2 Results

  22. Reasons for being interested in further education… • Results of IAW-Study: • excessive demands at work: 98,8 % „no“, 1,2 % „yes“ • underchallenged at work: 54,3 % „no“, 45,7 % „yes“ • no sex differences • HIS- Study II: counterbalancing of deficits is not important: further education at universities (M=3,33; SD=1,41), further education beyond universities (M=2,95; SD=1,45) Results

  23. Example Characteristics of job situation Method

  24. Characteristics of job situation(HIS-Study II) Tab. 3:Factor analysis for the determination of key characteristics of the work situation (HIS study I, rotated component matrix for principal components analysis and varimax rotation), disturbing loads (< .30) were deleted Results

  25. Job situation and further education (HIS-Study II) • Results of one-way ANOVA: • - Source: 31 Items • persons of first group (innovative job situation) engage more often in further education than persons of the second group • F(2, 1245)=4,244; p<,033; η²=,097 • Explanation: Transfer of competences is easier in the first group Results

  26. Satisfaction and further education • High internal consistency (Source: 15 Items) … • entire HIS-Study I (Cronbachs Alpha = ,831) • HIS-Study II(selected participants) (Cronbachs Alpha = ,814) • IAW-Study (Cronbachs Alpha = ,761) • reflection of these satisfaction-values for different groups (further education: yes; further education: no but planned; further education: no) (HIS-Study II) • the more satisfied  the more further education • One-way ANOVA: high significant effects (F(2, 4686)=14,440; p<,001) • post-hoc-t-test (Bonferroni-Correction): Differences are especially based on a comparison between persons who engage in further education and persons who don´t (T (4567)=5,056, p<,000 ) Results

  27. Influence of employment market: choice and configuration of undergraduate degree Does the natural scientific graduate group choose  courses in engineering terms and the graduate group from economic science choose  courses in economic science? Results

  28. Focussing in undergraduate degree and choice of contents regarding further education (IAW-Study) Humanist remain in their area of expertise: F(2, 113)=3,244; p<,043; η²=,0581) Table 2:Numberofattendedcourses (in percent) in thebranchofstudy, classified in specialfieldofundergraduatedegree (mean+/- standarddeviation in %) Results

  29. Preference of subject in different academic groups (HIS-Study) “Are there any particular subject areas which univer-sities should offer in the context of scientific further education und qualification?“ (Up to five points could be selected out of a list of 23 topics.) 1. Preference of: • Natural scientists: …pedagogical/psychologicalsubjects (65%) • Ingineer: … pedagogical/psychologicalsubjects (28%) • Economists: … national legislation (28%) andmanagement (16%) • Humanists: … data-processing (20%), management (18%) andsocio-scientificsubjects (11%) Results

  30. Verification of hypotheses • 1. Hypothesis: The central motive for investing in further education is the expectation of an increase in income.  The results indicate the following: The causal chain, which is based on the thesis motivational structure, is limited. Causal chain • 2. Hypothesis: A reason for the interest in academic further education program is that the graduate feels overchallenged with the current job situation.  Almost no participant is overchallenged, instead most of the participants are feeling underchallenged; potentials should be the initial point and not deficits  change of perspectives Problem: Heterogeneity – How to analyse the potentials? Relevance

  31. Verification of hypotheses • 3. Hypothesis: The different work situations in which the participants find themselves have a direct impact on their behavior concerning further education.  Confirmed: cooperative and innovative vs. bureaucratic working situation  Further research needed: consequences for competence transfer and further education programs • 4. Hypothesis: Those engaged in further education are not satisfied with their current work situation.  not confirmed, dissatisfaction is not a central driver for further education; further research needed • 5. Hypothesis: The participants of further education studies stick to the contentual orientation of their first degree when choosing further education contents. only partly confirmed, further research needed  challenge for universities: „home faculties“ not sufficient for further scientific education Relevance

  32. Conclusion • demand orientation is more complex • methodical and didactical organization of further education, content of further education  consideration of different motives (specialization, reorientation, job security, improvement of job-related opportunities) • results are very important  professionalization of further education at universities should be the focus of didactical efforts Conclusion

  33. Thanks for your kind attention! Contact: martin.kroell@rub.de Institute for Applied Work Science Ruhr University Bochum, NB 1/174 44780 Bochum, Germany Phone: +49 (0)234 – 32 23 293

  34. Role of job market and sexes • Whereas men focus on specialisation and consolidation (t137 = -.30, p <.004) • Women do more place emphasis on addiction and affinity (t138 = 2,529, p < .013) • Selection of undergraduate degree: job market situation influences men more than women (t145 = -2.67, p < .01) • Structure of undergraduate degree: no differences in regard to role of job market (t137 = -.30, p > .05) A job market-oriented view concerning undergraduate degree does also influence postgraduate degree! Results

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