ValidAid: Guidelines for Enterprises

GUIDELINES FOR ENTERPRISES

preparing an enterprise to engage their employees in validation processes

This project has been funded with support from the European Commission. This publication 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.

ValidAid started in

October 2010; it has

a duration of two

years and is expected

to end in September

2012. The project is

supported by the

European Commis-

sion, in the framework

of Lifelong Learning

Programme - Leo-

nardo da Vinci -

Transfer of Innova-

tion.

ValidAid aims at de-

veloping methods and

tools for identifying

and validating compe-

tences in the work-

place, opening gate-

ways to education

and training to make

it easier for low quali-

fied individuals to de-

velop their compe-

tences and, by that,

secure their position

on labour market.

The objective of these Guidelines for Enterprises is to give instructions to enter-

prises in order to support them in organising information and documentation

about their employees, facilitating the processes of recognition and validation of

competences and of planning suitable education and training, within the enter-

prise. In other words, it will be possible for employers and human resource

managers to have access to specific designed contents and tools to organise

their employees processes, facilitate competence recognition and validation

processes and establish adequate training and education plans.

The Guidelines for Enterprises contents include:

> highlight about the importance of recognition, validation and certification of

competences for enterprises;

> guidelines for enterprises, proposed by ValidAid project,

> benefits for employers and employees of being engaged in validation proc-

esses within enterprises.

The involvement of small and medium‑sized enterprises (SMEs) in the

validation processes presents special challenges, because resources and

development capacity are limited. However, SMEs are organizations that

typically experience a continuous need to develop their workers’ skills

and show a positive opinion about the process of validation.

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Highlighting the importance of recognition, validation and certification of competences for enterprises

In 2007, before the financial crisis, Europe had some

78 million low-skilled (and low-qualified) adults, rep-

resenting almost one-third of the European working-

age population. Since then and especially, all the

evidence points to the need for a highly qualified la-

bour force to aid economic recovery and growth.

Validating non-formal and informal learning is in-

creasingly seen as a way of improving lifelong and

life wide learning and, consequently, improving

qualifications.

Recent years have seen increased emphasis on the

relevance of learning that takes place outside formal

education and training institutions and on systems

and strategies to validate such learning. Large num-

bers of employees will change their job, sector and

even country of residence during their lifetime. This

requires a parallel transfer of qualifications and com-

petences from one setting to another, to a new job,

sector or country. Validation of non-formal and infor-

mal learning supports such transfer.

Therefore, validation of non-formal and informal

learning forms a cornerstone of the lifelong learning

strategy of many countries. It enables the achieve-

ment of qualifications independent of the context in

which the learning takes place (formal, non-formal,

informal). This is particularly relevant for adults who

have gained a range of competences at work,

through participation in non-formal training, in the

community, in their everyday life and/or through hob-

bies, but do not have qualifications to certify these

competences. Apart from leading typically to certifi-

cation, validation also has an important formative

role in motivating and leading to further learning. In

addition, by enabling adults to gain qualifications,

validation systems can promote equality of out-

GUIDELINES FOR ENTERPRISES

preparing an enterprise to engage their employees in validation processes

comes between different groups of individuals, in-

cluding specific groups such as immigrants, older

workers and unemployed persons. Thus, it is impor-

tant that opportunities for adults to have their non-

formal and informal learning validated become an

intrinsic feature of adult education and training sys-

tems, workplaces and the third sector at all levels,

local, regional and national, particularly for individu-

als with low or no qualifications.

Formal education, enterprises, adult education pro-

viders and voluntary organizations are key stake-

holders in providing opportunities to validate non-

formal and informal learning.

Validation is not something which concerns only na-

tional and/or public stakeholders; validation is in-

creasingly playing a part in enterprise human re-

source development strategies, because there are

major advantages for enterprises in setting up sys-

tems to document the knowledge skills and compe-

tences of employees.

Identification of non‑formal and informal learning is seen as a process which ‘... records and makes visible the individual’s learning out-comes. This does not result in a formal certificate or diploma, but it may pro-vide the basis for such formal recogni-tion.’

Validation of non‑formal and informal learning ‘... is based on the assessment of the individual’s learning outcomes and may result in a certificate or diploma.’

The term validation of learning outcomes is under-stood as: ‘The confirmation by a competent body that

learning outcomes (knowledge, skills and/or compe-tences) acquired by an individual in a formal, non‑formal or informal setting have been assessed against prede-fined criteria and are compliant with the requirements of a validation standard. Validation typically leads to certifi-cation.’

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3

Guidelines for enterprises, proposed by ValidAid project

It is broadly accepted that the workplace is a significant

learning environment. Where workplaces are conducive to

learning there is likely to be benefit for all with an interest

in the enterprise. Indeed, some employers are beginning

to use validation procedures to identify, assess and make

full use of these learning processes. Validation, building

on existing appraisal processes, makes it possible to

identify skills gaps and to tailor enterprise training around

this information. At the same time good appraisal proc-

esses offer formative assessments that enable individuals

to identify the skills and competences they possess as

well as their further learning needs.

The common outcome of such formative assessment is to

support career development. Work modernization is often

a driving force for an audit of competences: the formative

nature of a validation process can be used to develop

work practices in line with enterprise plans. We can also

observe cases where enterprises undertake summative

validation, making it possible for their employees to have

their learning experiences recognized according to na-

tional standards.

The organization of enterprises (even small ones) human

resources procedures provides a framework that can help

the validation process to develop, function and link in with

services external to the enterprise. The final stage of en-

terprise validation of employee competences is some-

times the final stage only for the enterprise. The employee

is presented with further opportunities for progress and

certification.

We present a table in next pages that illustrates the gen-

eral steps of a process of validation operating within an

enterprise, that is essentially driven by the skills needs of

the enterprise, but which leads to immediate and tangible

benefits for the individual workers. It is important to state

that this table highlights a series of elements in a process

of validation but is not intended to be a strict recipe to be

followed, only to be used as a guideline that needs to be

adapted to each enterprise needs and characteristics.

GUIDELINES FOR ENTERPRISES

preparing an enterprise to engage their employees in validation processes

Enterprise involvement in validation is important if the bulk

of personal learning, which is probably work‑based, is to

be made visible. It is also important to appreciate that the

enterprise process can raise expectations of further learn-

ing and certification. Thus an enterprise involvement

should be based on long‑term, sustainable human re-

source development that benefits all partners. Having said

that, the enterprise interest in validation is usually driven

by short and medium‑term needs in terms of human re-

sources and strongly focused on modernization of work

practices and upskilling of the workforce. This is espe-

cially the case for small and medium‑sized companies.

Not withstanding issues of long‑term sustainability and

conflicts of interest, it remains the case that the need for

employer involvement in national validation processes is

crucial. Without employer involvement, capitalizing on the

workplace as a learning arena is reduced and the imple-

mentation of large scale validation of learning across the

population is restricted. Sustainability can also be sup-

ported by more systematic intervention at sector or

branch level, for example by introducing supporting com-

petence frameworks and standards, providing a reference

point and easing transfer. Mobilizing employers, by ex-

plaining the human resource development advantages

and the time commitments that are necessary to manage

the scheme, allows a fair cost‑benefit analysis to follow.

The critical interventions with enterprises seem to be:

> availability of documentation showing the experience of

enterprises in the validation;

> availability of advice to the enterprise from local experts;

a positive partnership with trade unions and other relevant

stakeholders;

> independent counseling for employees;

> the lack of sector and branch strategies and supporting

frameworks for validation;

> the availability of technical advice on summative valida-

tion methods based on standards.

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GUIDELINES FOR ENTERPRISES

preparing an enterprise to engage their employees in validation processes

4

GUIDELINE 1 The commitment to a skills and competence recog-

nition, validation and certification process is shared

across decision‑making levels.

Plans for enterprise development of a recognition scheme are explained to all stakeholders.

STEP 1 Build commitment Enterprise becomes aware of the opportunities and under-stands what will be done and how it will be done, the costs, and the possible outcomes.

DOCUMENTS

Enterprise strategic plan

Enterprise validation plan and budget

GUIDELINE 2 Define all types of expected functions within the company and, for each type of job, expected school level and the competences expected from each worker doing these jobs.

STEP 2 Enterprise competence profile Enterprise defines a document with all expected functions within it, including for each one the expected school level and required competences

DOCUMENT

Human resources functions manual

GUIDELINE 3 An initial discussion upon selection of the valida-

tion candidates should be carried out. Its pur-

pose is to clarify the individual expectations

regarding validation as well as to get the se-

lected candidates acquainted with the proc-

esses involved. The discussion will be con-

ducted by the adviser. His role should be to

keep things together, providing advice and sup-

port to the validation candidates throughout the

whole process.

The initial discussion could comprise the follow-

ing contents:

> determine the educational and vocational

background of the validation candidate;

> validation candidate’s attitude to validation

and any questions he/she might have;

> validation candidate’s expectations and ambi-

tions;

> review the various stages of the validation

process;

> information and planning work on the qualifi-

cation portfolio.

At this point, the various stages of the process should be scheduled, times and places specified as precisely as possible, and a list of all the other people involved who will provide support throughout the validation process should be prepared. The schedule should be revised con-tinuously.

STEP 3 Involve candidates The involvement of candidates requires information about the process, the objectives, the opportunities for the candidate and any critical/difficult situa-tions that they will face.

DOCUMENTS

Hand-out about validation

process

Candidate validation schedule

Things to consider… Include any education and work experience,

which might be of significance for validation.

Provide clear information and listen carefully to questions.

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GUIDELINES FOR ENTERPRISES

preparing an enterprise to engage their employees in validation processes

5

GUIDELINE 4 In order that validation candidates identify the

competencies they have, they need good self-

awareness and the ability to communicate about

their competencies. The foundations of these

abilities are laid down in a well organised portfo-

lio.

The adviser has an important role to provide

guidance to the participant during the perform-

ance of this task. Occasionally, existing docu-

ments, e.g. diplomas, certificates and testimoni-

als only provide summarised information about

the educational and vocational background of

the participant. These should therefore be sup-

plemented by detailed descriptions of their edu-

cational achievements and work experience.

Besides the existing portfolio, the process of

performing one’s duties is just as important.

Supervision or guidance may be organised in

groups but should mostly be provided by the

adviser on an individual basis. Among other

things, this process helps individuals increase

awareness about their own competencies and

improve their ability to communicate about

them.

STEP 4 Portfolio completion Candidates complete the port-folio reporting all educational, training and work experiences and inserting evidences of d o c u m e n t e d o r n o n -documented competences acquired. This may be done, for example, using a self‑-evaluation questionnaire on behavioral competences.

DOCUMENT

Portfolio

Things to consider… Documents concerning education and work

as part of the qualification portfolio, often

need to be supplemented by participants’ own

detailed descriptions.

Considerable time and effort should be put in

the process.

As a result of the process, participants will

become aware of their competences and

therefore be able to better identify and com-

municate about them.

Guidance is important.

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GUIDELINES FOR ENTERPRISES

preparing an enterprise to engage their employees in validation processes

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GUIDELINE 6 Assessment takes place continuously during the

process. As a final stage in the process, the

assessor analyses what has been verified dur-

ing the process. If there is a correspondence

between the results of the self assessment and

the verification process then it is easy to con-

clude that the individual has the competences

as described.

If such a correspondence lacks, the assessor

must determine the degree of non-conformity

and depending on that, decide which of the

following alternative courses of action to take:

1. come up with a decision that the individual

does not have the competence in question,

2. allow the individual to carry out additional

assignments and

3. define a personal development plan.

Things to consider…

It is valuable if self-assessment is supple-

mented by a supervisor’s assessment .

DOCUMENTS

Competences assess-ment form for validation

candidate

Personal development plan

STEP 6 Personal development plan Results of assessments are discussed with candidates and within the enterprise and be-come the basis of a personal development plan that takes into consideration the candi-date’s competences and the company plans .

GUIDELINE 5 Self-assessment always relates to the estab-

lished competence standards including sub-

standards. The validation candidate must be

very familiar with the standards in question. Self

-assessment may be organised in different

ways. Validation candidates may specify the

competences they believe can be validated on a

self-assessment form, including a list of the

established standards It is also possible that

candidates determine which competences can

be validated following a dialogue with their su-

pervisors.

Assessors will have a better basis for identifying

participants’ competences if self-assessments

are supplemented by a supervisor’s assess-

ment. In some cases, the latter may be used as

confirmation of participants’ competences.

STEP 5 Assessment Candidates complete the port-folio reporting all educational, training and work experiences and inserting evidences of d o c u m e n t e d o r n o n -documented competences acquired. This may be done, for example, using a self‑-evaluation questionnaire on behavioral competences.

DOCUMENTS

Self-assessment form for validation candidates

Supervisor assessment

form for validation candi-dates

Things to consider… It is important that the validation candidate

fully understands the validation standards. An

assessor should be available to provide expla-

nations and guide participants throughout the

process of self-assessments.

It is valuable if self-assessment is supple-

mented by a supervisor’s assessment.

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GUIDELINES FOR ENTERPRISES

preparing an enterprise to engage their employees in validation processes

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GUIDELINE 7 The enterprise training plan shall include:

1) training need analysis (organizational, functional

and individual levels),

2) definition and implementation of training plan

(internal training action and participation in exter-

nal training),

3) evaluation of training plan implementation.

STEP 7 Vocational training Tailor-made training is defined using all personal development plans as a base, humans re-source function manual and enterprise strategic plan.

DOCUMENT

Enterprise training plan

GUIDELINE 8 The way of documenting the results is of key importance to the validation process. The deci-sion about the form of documents certifying a given competence should be taken as early as possible since the development of standards and the choice of methods used depend on the form of documentation chosen. A number of issues are important with respect to the docu-ments issued: Legitimacy: is the documentation to be ac-

cepted: internally locally/regionally? Nationally?

In EU countries? In non EU countries?

What qualification should be documented?

Factual knowledge? Abilities? General compe-

tence?

What work assignments/tasks should be

included? Only the results of the validation?

Details concerning education and work experi-

ence?

Level-graded of evaluations: how many lev-

els? What standards apply for each level?

Format: what should the certificate look like?

preparation of template/layout? Who should sign

and stamp it?

Design/content: the competence standards

focus on ability to carry out work tasks – this

should therefore be reflected in the documenta-

tion. The aim is thus to provide certification,

which presents a picture of an individual’s per-

sonal profile.

When documentation of this type is issued, it is

important that the certificate is informative so

that the reader receives a clear picture of an

individual’s competence within his/her voca-

tional area. The results should be described as

objectively as possible. To give the certification

more authority, it should include a description of

how assessment was carried out and who is-

sued it. There is also value in having certificates

issued with the same layout, thus making them

recognisable and adding a certain quality to

them.

If there is a need for national acceptability, it is

necessary for assessment to be made in rela-

tion to nationally accepted competence stan-

dards, found within the formal education system

for most occupations. Even the various trade

associations could contribute by producing up-to

-date competence requirements. This would

allow the use of existing documentation such as

testimonials, certificates of vocational compe-

tence, etc.

STEP 8 Validation of competences Competences are validated by the enterprise, documented and provided credit to start a new job or to get into a voca-tional training route.

DOCUMENT

Enterprise certificate model

Things to consider… As early as possible, decide what format of documentation is to be issued, what type of legitimacy, content and who is going to sign and stamp it. A certificate of compe-tence must be informa-tive to have any value.

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Benefits for employers and employees of being engaged in validation processes within enterprises

Benefits of validation for employers

Profits may go up after employees have engaged in a validation process, but the benefits of validation are not always immediately clear-cut for employers as upskilling is a cost. MSMEs (micro, small and medium-sized enter-prises) are a particular challenge and to get them to en-gage with validation it is vital to be able to present a very clear picture of the benefits for them of such engagement

a) Skills-related benefits:

> the improved skills level of their employees and the dis-covery of their hidden talents, > ability to meet mandatory/statutory requirements for skills – for example, in health and banking, > increased ability to keep up with technological change, a reduction in the time required away from the job to achieve a qualification, > improving self-evaluation and the development of skills, promoting and encouraging the development and certifi-cation of competences among workers. b) Productivity-related benefits: > enhanced workforce productivity, > increased motivation and satisfaction levels, > improving enterprise competitiveness and adaptability, > ability to tender for contracts that require a workforce with specific high qualifications.

c) Human resources-related benefits:

> creating human resource's management systems where the value of experience is not confused with ‘seniority’, > validation of non-formal and informal learning forms part of Human Resources development strategies, > building “tailored career paths” and real “observatories” of workers’ competences that go beyond a mere consid-eration of degrees and certificates, > in case of restructuring, workers can be repositioned within the company rather than be made redundant.

d) Education and training-related benefits:

> enjoying a more effective communication with educa-tion, training systems and employment services through the adoption of a common language; > having a voice in VET (Vocational Education and Train-ing) policy/practice and in qualifications standards.

GUIDELINES FOR ENTERPRISES

preparing an enterprise to engage their employees in validation processes

Benefits of validation for employees

The individual is a central stakeholder of validation of non-formal and informal learning. The benefits of validation for the individual are personal, learning-related and labour market related.

a) Personal ‘soft’ benefits:

> increased self-esteem and self-confidence, > self-awareness of capabilities and consequent empow-erment, > opportunity to embark on a professional and personal project. > validation fosters participants’ personal, social and pro-fessional accomplishment, as well as encouraging them to pursue education and training, > career development is also an important factor, with greater opportunities for increased remuneration and ‘career adjustment’ (i.e. in times of restructuring or redun-dancy).

b) Learning-related benefits

> possible tailor-made training to supplement existing identified competences, > formal recognition of learning outcomes not already cer-tified, > a clear-cut path to lower and upper secondary qualifica-tions in some systems, > a stimulus to engagement in formal learning and further non-formal learning, > access to a previously inaccessible level of study, > a reduction in opportunity costs through exemptions which eliminate or reduce the need to spend time and money relearning what has already been learned, > validation can lead to adaptation of course contents and/or a shortening of the study period, thus helping indi-viduals to avoid unnecessary investment of time and/or money and can also lead to access to formal education and training programmes at a higher level.

c) Labour market-related benefits

> brings an unemployed individual closer to the labour market by promoting his/her self-esteem and the definition of his/her vocational plans, > gives labour market added-value in terms of employabil-ity and mobility, > enhances employability through gaining formal qualifica-tions: individuals move more easily from inactivity into work and stay employable for longer, > promotes mobility as the low-skilled have a wider choice of possible employment and education / training routes, > gives access to the qualifications needed to retain a job in highly regulated employment sectors, > leads to a possible higher salary, though this depends on individual situations and is not valid in every country, > is made available as part of redundancy planning, > supports the integration and employability of migrants, > gives a low-qualified individual something to show a prospective employer.

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Benefits for enterprises are shown in a wide range of examples. When employers engage in validation processes with employees it can: > increase motivation and interest in work-place practice on the part of the employee; > reduce the amount of time needed to complete a qualification and therefore re-

quire less time away from the workplace; > generate new ideas and developments in the workplace as a result of a process of reflection on practice by the employee; > improve employee retention and reduce recruitment and training costs.

Validation is also increasingly used to facilitate staff development and to ensure the most effective alloca-tion of resources within an enterprise.

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Employers reactions and images from their employees participation in testing ValidAid Validation Kit

GUIDELINES FOR ENTERPRISES

preparing an enterprise to engage their employees in validation processes

9

AUSTRIA - MERIG, Graz "Good teamwork facilitates human resource management. Though our employees are very young, they already well understand the benefits of such surveys and analyses.”

Monika Poller Head of branch office, PAGRO PAPIERGROSSMARKT

"Generally we have a very positive attitude towards such analyses, as we are very much interested in supporting training at the grassroots level. We hope you can benefit from our input."

Marianne Herzog, Head of Service Centre WOLFGANG DENZEL AG

"When reading the questions, I realised that we are asking very much from our employees. Thus for us high-class basic training is so fundamental. When we participate in surveys like this, it is very important to us that the timeframe fore-seen is met. In this context we have made bad experiences in the past. "

Alfred Pöscher, Head of branch office / Deputy General Manager

PORSCHE INTER AUTO GmbH & Co KG

"We have no objections answering questions like these. But in our opinion it is very inconvenient and annoying that very personal data are being asked."

Sandra Fortmüller Administration / Fa. BRECKEI

BULGARIA - IPS, Sofia

Testing ValidAid Validation Kit

at the Bulgarian Posts.

An individual session with Elka Vassileva, from the

Institute for Postgraduate Studies,

in Sophia.

Participants from the Bulgarian Posts

in a group session.

LITUHANIA - VIKO, Vilnius

“The biggest benefit of

Validation of previous

experience acquired in

labor market according

“VALIDAID” methodol-

ogy – saving of time and

individualization of

evaluation of competen-

cies.”

Vida Sviciuliene

Representative of Local Store

ICELAND - FRAE, Reykjavik 8 Participants from retail sector and the counselor

FRANCE - ISEP, Paris Participants from IT sector

PORTUGAL - IEBA, Mortágua Participants from 7 local retail stores

The Portuguese retail sector advisor, João Ramos, identified with retail employers the fol-lowing added-value in ValidAid validation kit: “- It makes employers aware on the existing knowledge and tech-niques at their disposal, based on previous experi-ences.” “- Contribute to the intro-

duction of new approaches, techniques and attitudes that small enter-prises could hardly have access.” “- This experience allowed sharing experiences between employers in

order to identify problems, opportunities and learn with each other.”

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Guidelines for Enterprises is a result of Work Package 4 - Development of Validation Kit of

ValidAid project. It’s general objective is to contents with instructions to enterprises to organise

information and documentation about their employees in order to facilitate the validation of com-

petences and appropriate education and training within the enterprise.

ValidAid project expects with this Guidelines for Enterprises to give access to specific contents

and tools designed to organise employees processes and facilitate their competence recognition

and validation.

Guidelines for Enterprises is especially targeted for employers and human resource managers.

Guidelines for Enterprises is available in several formats: as a content to be consulted in

ValidAid web-site http://www.validaid.eu/, as digital brochure, possible to be paper printed

from its .pdf format, be sent by email or downloaded.

GUIDELINES FOR ENTERPRISES

preparing an enterprise to engage their employees in validation processes

http://www.validaid.eu/

Guidelines for Enterprises are an adaptation of extracted texts from:

> CEDEFOP, European Guidelines for Validating Non-formal and Informal Learning, Luxem-bourg, Office for Official Publications of the European Communities, 2009

> EUROPEAN COMMISSION Directorate-General for Education and Culture, Summary report on Peer Learning Activity on Validation of Non-formal and Informal Learning - Report to Partici-pants, Prague, June 2009

> ValidAid, Validation Kit - Methods & Tools, November 2011

Credits

Edition: IEBA Centro de Iniciativas Empresariais e Sociais, July 2012

Revision & Approval: ValidAid Partnership, July 2012

Deliverable Reference: WP4-D5-IEBA-EN-V3-Approved-July2012-PUB

Project: ValidAid - Validation of skills and knowledge for strengthening the positions of low-

qualified employees in the labour market

Framework: Lifelong Learning Programme - Leonardo da Vinci - Transfer of Innovation

Project Reference Number: 2010-1-BG1-LEO05-03085