Title Retail Sector Competencies: Developing self and social competencies in vocational training for the retail sector
Project Number DE/11/LLP-LdV/TOI/147405
Product Interviews with national experts
Title Interviews with national experts
Product Type procedure for the analysis and prognosis of the vocational training requirement
Interviews with national experts were realized in the context of working package 6. Therefore, vocational schools, potential employers and social partners in all participating countries were interviewed concerning their country specific needs, challenges and difficulties within the teaching-learning arrangements time management, criticism, self-evaluation of ability and team competency. The elaborate answers obtained, made it possible to develop and to adapt the teaching-learning arrangements (see working package no 7) based on the requirements of the target group.
Planning horizon for the agreement on the projects’ framework was a six month period from October 2011 until March 2012.
Overall six social partners were personally interviewed in Germany (project partner P0). This includes the Chambers of Industry and Commerce in Cologne and Hannover, the Labour Union ver.di in Cologne and Berlin, the Retail Industry Association HDE in Berlin and one member of the executive committee of the Vocational Teacher Association in economics, called VLW. A functional and regional diversification in the assessment of interview experts also took place in the other cooperating countries (project partners P1- P3).
Project partner P1 (UK) acquired eight national social partners for an interview. This included the retail company ALDI, Morrison’s Supermarket and The Learning Shop, the organizations Skillsmart Retail, National Skills Academy for Retail as well as the Union of Shop, Distribution and Allied Workers (USDAW) and the University and College Union. Finally they got a member of the board of directors of German-British Chamber of Industry and Commerce as an interview partner.
The polish project partner (P2) interviewed four national social partners. Besides the National Chambers of Commerce and Industry (Cracow Chamber of Commerce and Industry, The Polish Chamber of Commerce) the group of interview partners included the Cracow Guild of Merchants and the independent and self-governing Labour Union „Solidanosc“.
Project partner P3 (Italy) acquired four interview partner as well. Three of them were Retail Companies called Orio Center Shopping Mall, IPER Supermarket and SEPHORA SpA LWHM, as well as the Italian Labour Union Confederazione Italiana Sindacati die Lavoratori.
The main goal was to examine the social partners’ acceptance and willingness to use the teaching-learning arrangements in practice. This made it possible to see the need for developing the self and social competencies from the different angles of apprenticing companies and vocational schools.
First, the TLA criticism was in the focus of execution. It required the lowest amount of modification. All social partners recommended adapting the photo story and the movie on the background of the working conditions in the retail sector. The visualized every day situation should inspire consideration and refection of young apprentices. The used media was regarded as appropriate for the target group of young people.
The next step conducted the development of time management. The used comic was seen as irrelevant in retail sector and not age-based. While some social partners supported the use of real pictures from the work environment of apprentices in retail sector, others advocated their abstinence. The obstacle of the introduction of a typical situation of daily work life lies ind the different circumstances in the countries’ apprenticeship programs. The idea of a daily routine of an apprentice was evaluated positively by the majority. This should be handled as a review of the daily routine, in order to analyse the actual time spent on tasks.
Team competency was rated as extremely important. The assessed method “building bridges” was seen as outside of the subjects’ area, in respect to the transferability into daily working routine. The teacher should be in charge of group formation to avoid peer group formation.
The teaching-learning arrangement self-evaluation of strengths and weaknesses was estimated as the most important one. The use of a visualized fish was seen as not age-based and outside of the subjects’ area. The media chosen should adjusted to the retail sector. In addition, the interviewed partners criticized the situation in which the students are forced to present their strengths and weaknesses in the plenum. For a better creation of a trustful environment, it should be anonym. According to the experts the focus should be on practice on the job in the retail sector.
In respect to the learning effect, the ball of wool method was strongly criticized and did not find any acceptance within the group of social partners. They recommended abstaining from this method.
Area of application The results gained from this project stage were published within the group of project partners to create a high level at transparency. Afterwards the teaching-learning arrangements were adapted to the target group and branch of the retail sector.
Product Languages English