Educational process management
Educational process management deals with the planning, control and optimization of courses of action in educational institutions , in coaching and in company training . The focus is on the core task of educational institutions, namely the initiation and design of teaching and learning processes within the framework conditions that are specified by the organization itself or by the environment. Education process management is thus a sub-area of education management and equally integrates findings from corporate management , process management and didactics .
Important tasks within educational process management are educational needs analysis, program planning, event implementation , evaluation , transfer management and program revision. These steps can be arranged in a cycle of action as a cycle model.
Circulatory model
Educational needs analysis
The education needs analysis (BBA) serves to determine an education need. The BBA is always a comparison of the target state, i.e. H. Qualification requirements and current status, d. H. the actual qualifications of the person to be analyzed. The reference levels of educational needs are:
- personal
- The individual needs of an employee or client are recorded.
- group-related
- The qualification requirements for a team, an area or a target group are ascertained.
- company-related
- Requirements and tasks that are currently or will be required in a company are compared with the qualifications of the workforce.
Processes of the educational needs analysis are document evaluation, observation processes and communication-oriented processes. The aim of this systematic process should be the description of specific skills to be acquired that represent the result of the learning and development process to be controlled (qualification requirement).
Program (definition of the learning process objectives)
“Program” within educational process management is to be understood equally as “ program ”, “program planning ” and “program presentation (program booklet)”. Typical forms of program planning are, for example, the development of a school curriculum, the conception of a semester program for an adult education institution or the training plan in a company .
Event (initiation of learning processes)
The event should be a concrete measure and achieve an educational, advisory, and restructuring goal. “Event” also means the planning, preparation and implementation of the individual service. The best-known form of event is the seminar ; In the sense of a comprehensive event concept, workshops, moderation , coaching , etc. are to be equated with this.
Exam (measurement of the learning process results)
An examination is a survey procedure with which certain competencies of the learners are to be measured as objectively, validly and reliably as possible on the basis of their achievements (exemplarily applied knowledge or ability ) . The evaluation is usually based on key figures (grades).
An exam should ...
- present an inventory of the respective competence (what the learner has learned and understood in such a way that he can implement and use it);
- enable a reliable statement to be made about the knowledge and skills acquired by the learner.
Final exams should provide hard criteria for whether a learner has acquired the competencies defined as the goal. As a rule, this is a prerequisite for being awarded a performance record or a certificate.
For the learning process itself, the (average) learning success (competence acquisition) of the learner should be measured as the difference between the competence at the beginning (starting point of learning) and at the end of the training measure in order to be able to compare and prove its effectiveness.
Transfer management
Transfer management refers to all activities that can help support the long-term retention, implementation and application of what has been learned. In addition to the people involved in the immediate teaching-learning process, third parties also play a major role in transfer management, for example superiors, colleagues, family members, friends, peer groups , etc.
Evaluation
By definition, an evaluation is used to systematically examine the benefit or value of a process. Individual interests, needs and opinions of those affected are recorded, evaluated and interpreted during the process. Evaluation evaluates the effects of measures and processes, checks the achievement of goals and shows a result. Recommendations for the next steps can be derived from this result.
Program revision
The program revision includes the reflection of the overall program against the background of the vision and evaluation results. A comparison is made between the target, which is recorded in the educational needs analysis, and the actual situation, which was recorded and interpreted in the evaluation. Through the evaluation as an evaluation of the previous process, knowledge and experience were gained. These now largely replace the hypotheses of the first educational needs analysis and form the starting point of a new hypothesis. Particular attention should be paid to the educational obstacles that are not of a content, but of a structural or organizational nature (e.g. whether the time is right for the offer, whether the premises are really suitable, etc.).
Variants, specifics
- Essen learning model : For the development process of computer-aided learning environments ( e-learning ), Dr. Jan M. Pawlowski created the Essen Learning Model (ELM) in 2001. In addition to the didactic and business management perspective, the ELM also takes up aspects of software development .