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Increasing the effectiveness and efficiency of continuing training measures through cooperation between continuing training companies and SMEs

Wissenschaftlicher Aufsatz 2018 12 Seiten

BWL - Controlling

Leseprobe

Inhaltsverzeichnis

Increasing the effectiveness and efficiency of continuing training measures through cooperation between continuing training companies and SMEs

1. Competencies for innovation and value creation processes

2. IWP - a concept for dialogical performance development

3. Conception of participative further training controlling

4. Methodological principles

5. The measurement of transfer success by further training controlling is of course a good prerequisite for the subsequent evaluation of the contribution of a qualification and development measure to the success of the company

6. Conclusion

Abbildungsverzeichnis

Figure 1: Four-phase model of service engineering

Figure 2: Evaluatingtraining programs: The four Levels

Figure 3: Four-level model of Donald L. Krkpatrick´s evaluation

Figure 4:Education controlling, success control systems of personnel developers and knowledge-managers

Increasing the effectiveness and efficiency of continuing training measures through cooperation between continuing training companies and SMEs

1. Competencies for innovation and value creation processes

One of a company's competitive advantages is its organizational ability to use strategically important competencies for its own innovation and value creation processes. In this way it improves its competitiveness.

Many small and medium-sized enterprises (SMEs) do not use this opportunity for more growth.

The companies surveyed clearly indicated that they usually have no local conditions and resources of their own to develop competence development strategies and to follow them up on transfer success and measure them for success in further training.

The structures and processes for personnel development and thus the internal services for changes and innovations in the operative processes are hardly developed in these companies.

The assessment of success by the training companies commissioned with the implementation of qualification and development measures is limited to the learning field.

In order to ensure knowledge transfer, however, it would be necessary to extend further training controlling to the fields of activity of the participants. After all, it is not only a question of whether the participant has acquired a learning success, but whether he is in a position to implement the learning success.[1]

Benefit-oriented evaluations, i.e. evaluations of the success of qualification measures from the economic perspective hardly play a role in practice.

The low equity ratio in SMEs hampers investment in professional skills development. Last but not least, there is a lack of marketable services to support innovation processes in SMEs.

How can the development of skills for innovation processes in SMEs be promoted by innovative continuing training companies and how can the success of continuing vocational training be measured and evaluated for the company, its employees and the participants?

A strategic field of action for continuing training companies is the systematic development of tailor-made services to support learning in dialogue with SMEs. Their wishes and needs are the starting point and the benefit, the goal of the development process in which they are integrated as customers by the training companies.[2] The concept of "Innovation and Value Creation Partnership" (IWP) is a model for systematic service development in continuing training companies.

2. IWP - a concept for dialogical performance development

Innovation and value-added partnerships promote dialogical performance development between continuing education companies and SMEs. Focal points are:

- The development of tailor-made services for qualification and development processes in SMEs
- The creation of the necessary personnel and organisational prerequisites in the further training companies

The most important task for continuing training companies is the systematic development of tailor-made services for the qualification and development processes in SMEs. The SMEs (customers) participate in the development and implementation of the new services of the training company (provider) and in controlling. The fact that many entrepreneurs of SMEs or training companies

a. are themselves innovative in many cases,
b. know their innovative employees personally
c. directly support the small innovative core of their employees,

is beneficial for the formation and success of such IWPs. They integrate their customers and strategic partners into the preparation and implementation of their development projects.

The four-phase model of service engineering forms the methodological basis for dialogical performance development between training companies and SMEs.

Abbildung in dieser Leseprobe nicht enthalten

Figure 1: Four-phase model of service engineering[3]

3. Conception of participative further training controlling

Participative further training controlling is a concept with which company training and further training by SMEs and the further training companies can be planned, controlled and monitored in a goal- and result-oriented manner.[4]

The employees and stakeholders affected by the qualification and development measures are actively involved in this process.

Goal-oriented means that continuing vocational training is interlinked with corporate strategy and results-oriented means that economic (in the sense of benefit expectations) and pedagogical-psychological criteria and key figures form the basis for continuing training controlling. In IWP with training companies, SMEs are not only co-designers of the new services, but they are also co-controllers in the planning, control and monitoring of service development processes.

Participative further training controlling extends over all phases of a qualification and development measure from the determination and planning of needs, to the implementation and transfer from learning into the field of work, to the measurement and evaluation of costs and benefits.[5]

Abbildung in dieser Leseprobe nicht enthalten

Figure 2: Evaluatingtraining programs: The four Levels[6]

4. Methodological principles

Methodologically, the concept of continuing education controlling presented here is based on Donald L. Kirkpatrick's four-level model of evaluation.[7]

The model is simple, plausible and practical. It covers the learning and activity field of the participants in a qualification measure and reflects the economic and pedagogical dimensions of continuing education controlling.

[...]


[1] Hummel, R. (2011): Erfolgreiches Bildungscontrolling, Praxis und Perspektiven, S. 35ff.

[2] Schöni, W. (2009): Handbuch Bildungscontrolling – Steuerung von Bildungsprozessen in Unternehmen und Bildungsinstitutionen, S. 124 ff.

[3] Bullinger, H-J., Scheer, A-W., Service Engineering, Entwicklung und Gestaltung innovativer Dienstleistungen, S. 45

[4] [4] Schöni, W. (2009): Handbuch Bildungscontrolling – Steuerung von Bildungsprozessen in Unternehmen und Bildungsinstitutionen, S. 114ff.

[5] Baumgartner, O., (2014): Nutzenorientiertes Bildungscontrolling und „Best Business Practices“, S. 56ff.

[6] Kirkpatrick, D., (1994): Evaluating training programs, The four levels, S. 86ff.

[7] Ebenda

Details

Seiten
12
Jahr
2018
ISBN (eBook)
9783668772625
ISBN (Buch)
9783668772632
Dateigröße
818 KB
Sprache
Englisch
Katalognummer
v436944
Note
Schlagworte
Bildungscontrolling effektivität und effizienz

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Titel: Increasing the effectiveness and efficiency of continuing training measures through cooperation between continuing training companies and SMEs