ANNEX A - 2
relevant to the present and anticipated tasks of the laboratory. The effectiveness of the training
actions taken shall be evaluated.
NOTE 1 In some technical areas (e.g. non-destructive testing) it may be required that the
personnel performing certain tasks hold personnel certification. The laboratory is
responsible for fulfilling specified personnel certification requirements. The requirements for
personnel certification might be regulatory, included in the standards for the specific
technical field, or required by the customer.
NOTE 2 The personnel responsible for the opinions and interpretation included in test
reports should, in addition to the appropriate qualifications, training, experience and
satisfactory knowledge of the testing carried out, also have:
•
relevant knowledge of the technology used for the manufacturing of the items,
materials, products, etc. tested, or the way they are used or intended to be
used, and of the defects or degradations which may occur during or in service;
•
knowledge of the general requirements expressed in the legislation and
standards; and
•
an understanding of the significance of deviations found with regard to the
normal use of the items, materials, products, etc. concerned.”
BTC’s ‘Operating Manual – This is How We Work’ publication states that they have identified four
core processes that describe how their business activities re-shape efforts toward one result. The
core processes are interconnected in the following principal sequence:
Competence Development > Generate Business > Produce Services > Promote Returning Business
The core processes are broken down into sub-processes that describe work methods in better detail
and are supported by activities within "Support Operations". "Support Processes" exists as support
to the processes that define the foundation that the core processes are built on. Support processes
consist of management processes, documentation management, legislation, etc.
BTC recognises that demands for ever increasing expertise on their part is an integral part of their
being able to get 'in depth' and develop their services and, thereby, to offer their customers better
and more comprehensive solutions with regard to testing and measurement procedures. The core
process "Competence Development" entails all of these activities and "Competence Development" is
based on competence profiles on an individual level.
BTC believes that the company's success depends on how well they utilise the individual learning
power in teams and groups for the best interests of the entire organisation, and thereby afford
these advantages to all customers and interested parties, ensuring their growth and survival.
The foundation is the competence of the individual. This ‘formula’ illustrates the basic perspective
that BTC uses to guide their processes:
Competence= ((technology) x (teamwork) x (collective learning))
Where the three parts that generate "competence" deal with how the company co-operates and
functions as a whole (teamwork) in relation to new tools (technology), and how the company's work
environment facilitates learning at all levels (collective learning).
ANNEX A - 3
BTC uses these principles to guide learning so that it becomes optimally advantageous for the
company as a whole. There are individual competence plans and gap analyses, that they call "the
Star", and these serve as support for learning as well as regularly scheduled personnel development
and salary goal dialogues.
THE BTC SUB-PROJECT
In outline, BTC’s sub-project has the following elements:
•
Role Profiling workers
•
Describing BTC’s implementation of Competera
27
, the competence management system
they use.
•
Adapting Competera and the NOS such that they can be integrated
•
Creating a developmental “company” and database for the design and testing of the
integration
•
Redefining BTC’s current competence levels 1-3
•
Implementing the new design
•
Testing the new design
•
Rolling out the new design to the rest of the company.
UNDERSTANDING THE STANDARDS
During the first visit to BTC the act of role profiling a number of workers was the carrier wave for the
company to really begin to understand the possibilities of the occupational standards as a
management tool and the practicalities of their implementation.
Understanding the terminology within The Standards, especially in translation to any sort of Swedish
equivalent, was a minor challenge. Some words, such as ‘manage, ‘supervise’ and ‘contribute to’, are
intended to point the reader towards the most appropriate VET (vocational, education and training)
level
28
that an assessor, learner or manager would expect the individual to be able to demonstrate in
that particular activity. The eight descriptors are tabulated here:
27
http://www.competera.se/
28
https://ec.europa.eu/ploteus/content/descriptors-page
ANNEX A - 4
ROLE PROFILING
Using HSQ’s Key Roles as a framework, and the process outlined in the
Step-by-Step Guide to the
Implementation of Occupational Standards
, we created comprehensive role profile maps for an
Assembly/disassembly Foreman and a Test Leader.
An important lesson that was learned very early in the role profiling exercise was that although a
manager may have responsibility for a particular process, he or she does not necessarily need to
have level 4 or higher competence in every element of the work; it is quite acceptable in the right
context for a manager to have level 2 or 3 knowledge and practice of the matter in order to make
informed decisions on problems and solutions presented by more expert workers.
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