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Royal Grolsch: assessing competences needed in technical and maintenance functions at Grolsch

Tijman op Smeijers, J.M> (2013) Royal Grolsch: assessing competences needed in technical and maintenance functions at Grolsch.

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Abstract:While there has been a lot of research on the importance of managing competences in a company, little is known at Grolsch about defining competences in a concrete way that makes specific development of needed competences possible. Grolsch wants to use competence guidelines and assessment criteria for the assessment of the technical teams and the maintenance teams. The purpose of this research is to elaborate the needed competences and assessment criteria for technical and maintenance functions in a structured way. The research question resulting from this is: Which competences do technical and maintenance functions need at Grolsch, and which requirements of output for proving to be competent are associated to these needed competences? With answering this research question, recommendations are made about how to assess the needed competences. Based on the theory in chapter 2 it became clear that the focus is on cognitive competences (i.e. knowledge) and functional competences (i.e. skills). There should be an assessment to determine whether or not an employee possesses a functional or cognitive competence. There are different ways conceivable in which information can be collected with the aim of ruling on whether a person is competent. The evaluation methods described by Maes and Sels (1999) are useful for this research; these methods resulting in hard proof whether an employee possess a functional or cognitive competence. Document analysis and interviews are used to develop a competence model for technical and maintenance functions. The document analysis consists of analysis of the job descriptions and has resulted in a first draft of the competence model. Based on the interviews with important stakeholders changes are made and with this the competence models for technical and maintenance functions are finalized. A focus group is used to find out which requirements of output for proving to be competent are associated to the functional and cognitive competences. The same respondents are used for the focus group as for the interviews. The data generated from the document analysis, the interviews, and from the focus group resulted in overviews of needed competences and associated requirement of output. The overview for technical functions is presented in Table 8 in the sub-paragraph The overview for maintenance functions is presented in Table 9 in the sub-paragraph Based on the developed competence models, the requirements of output for proving to be competent, and Bloom et al.’s taxonomy (1956) the evaluation of Maes and Sels (1999) are linked to the competences. There are six methods useable for the evaluation of functional and cognitive competences at Grolsch. These six methods can be divided in two groups: - Evaluating competences in line with level 1 of Bloom’s: open questions, multiple choice situation analysis; - Evaluating competences in line with level 2 of Bloom’s: practical test, case study, various-points-in-time-assessment, scenario analysis. This means for Grolsch, when it is about evaluating cognitive competences the open questions method and the multiple choice situation analysis are useful methods. The advantages and disadvantages of these methods will decide which one is the most useful for evaluating a specific competence. When it is about evaluating functional competences there are four methods useful. The most useful method is the practical test; this method is closest to reality. Using this method is not always feasible and for some competences it does not provide the desired result. Then, a case study or scenario analysis may be useful because these methods can be influenced by Grolsch (e.g. changing parameters to evaluate identifying skills). A various-points-in-time-assessment is most useful when evaluating competences that are hard to measure. This method can evaluate knowledge and skills, but a disadvantage is that results are subjective.
Item Type:Essay (Master)
Royal Grolsch, Enschede, the Netherlands
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:85 business administration, organizational science
Programme:Business Administration MSc (60644)
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