SPONSORS OF COMPETENCY TRAINING FEATURE
DO YOU KNOW THE COMPETENCE LEVELS OF YOUR STAFF?
John Savage of the National Fluid Power Centre poses the question
As Director of the National Fluid Power Centre for the UK, I hear engineers and managers using the word competent in a very open manner stating “he or she” is extremely competent - and no doubt they are.
It is true to say that nothing matches experience as long as it is associated with good practices. We have to be careful that we don’t link the competence of a person solely to their years of experience.
TRAINING NEEDS ANALYSIS In 1987 the British Fluid Power Association began to take a serious look at education and training needs the fluid power industry in respect to the maintenance and management of hydraulic and pneumatic systems.
What was to emerge was a new competence based qualification structure that exists today and has been accepted as a CETOP Recommendation for Europe.
Competence emerged
as....The ability to combine a range of knowledge and skills to successfully carry out a particular task in a given amount of time, safely, efficiently and with repeatability to a required standard.
Add to this, each task would have a clear “performance criteria” outlining the evidence required to verify an individual’s performance.
COMPETENCE – AN ABSOLUTE NECESSITY As it stands in today’s world of ever advancing technology and the increased emphasis upon health and safety, the need for our workforce to be deemed competent becomes an absolute necessity and education and training must be ongoing to continuously address competency levels.
RECOMMENDATIONS It was different, it suddenly outlined recommended levels of knowledge and at the same time a range of key skills linked to such operations and processes as...
• Planning • Installation • Commissioning • Testing • Maintaining • Fault diagnosis and rectification • Removal, replacement • Dismantling and re-assembly
This new approach would be aimed to improve the overall performance of maintenance staff and implement a process that would involve the measurement of performance during the process in which a range of skills and knowledge would be combined to carry out a particular task.
84
www.windenergynetwork.co.uk
EVIDENCE AND MEASUREMENT To say a person is competent becomes a very open statement unless there is clear evidence of performance and that person has been verified in respect to a particular range of tasks on a one to one basis.
As Director of the NFPC, I am a firm supporter of the professional status of engineers and that of obtaining a recognised qualification. However, when a person enters the world of work, his or her performance must now be measured before we openly address that person involving the word competent.
John R Savage
The National Fluid Power Centre (UK)
www.nfpc.co.uk
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108 |
Page 109 |
Page 110 |
Page 111 |
Page 112 |
Page 113 |
Page 114 |
Page 115 |
Page 116 |
Page 117 |
Page 118 |
Page 119 |
Page 120 |
Page 121 |
Page 122 |
Page 123 |
Page 124 |
Page 125 |
Page 126 |
Page 127 |
Page 128 |
Page 129 |
Page 130 |
Page 131 |
Page 132 |
Page 133 |
Page 134 |
Page 135 |
Page 136 |
Page 137 |
Page 138 |
Page 139 |
Page 140 |
Page 141 |
Page 142 |
Page 143 |
Page 144 |
Page 145 |
Page 146 |
Page 147 |
Page 148