Certification in Humanitarian Logistics Level I HLC 2007 How - - PDF document

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Certification in Humanitarian Logistics Level I HLC 2007 How - - PDF document

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1 Certification in Humanitarian Logistics Level I HLC 2007 How Certification came about.HLC 2003 HLC participant feedback Needs to be clear career map, not just specific training initiatives around warehousing or other functions

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Certification in Humanitarian Logistics Level I

HLC 2007

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How Certification came about….HLC 2003

HLC participant feedback

  • Needs to be clear career map, not just specific training

initiatives around warehousing or other functions

  • Mechanisms for handling a dynamic national staff…focus
  • n skills development in-country
  • Need to mix field experience with technical knowledge
  • Managers are responsible for passing specific knowledge

but it is a slow, time consuming process and misses the importance of standardization…standardization across

  • rganizations would be great
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How Certification came about….HLC 2003

  • Key Discussion topic for subsequent HLC
  • Advisory Committee formed 2005

– ICRC – IRC – MSF – Holland – Oxfam GB

  • Commitment

– Time – Expertise

  • Resulted in Successful Certification in Humanitarian

Logistics

– Save the Children – UNHCR – UNICEF – WFP

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Launched in September 2006: overwhelming response

  • Estimated student population: 400 – 500 logisticians

– First year program goal: 100 students

  • Current status: more than 300 candidates registered

(non-pilot)

– 80 submitting assignments – 1 candidate already completed

  • Candidate distribution:

– 75 countries, including 30 in Africa – More than 90 organizations represented

  • Students extremely motivated and enthusiastic

– Feedback that program meets training needs – 75% self-financing

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Candidate profile

Africa Asia Europe Americas Middle East

  • 55% of candidates in

Africa

  • 77% working for aid
  • rganizations
  • Gender:

– 82% men – 18% women

We are reaching our target audience of candidates in the field

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Competence based approach

  • Competence is assessed, rather than knowledge

being examined

  • To demonstrate competence, students must show:

– Knowledge – Understanding of that knowledge – Application of knowledge in a practical scenario

  • Emphasis on problem solving
  • Competence model sets the scope and boundary of

the qualification

– Answers the question “What do you want students to be able to do?” – Sets the foundation for the learning materials

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Unique learning environment

What makes CHL unique is the combination of learning materials, interactive coaching, and the case study environment

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Pilot Program Lessons Learned

  • Pilot program requires a very big commitment from
  • rganizations, participants, and supervisors
  • Need clear criteria for selecting pilot candidates

– Basic skills must include English capability and computer skills

  • Organizations must select candidates carefully – job

situation can have a major impact on candidate’s ability to move through the program

  • Career path: candidates expect that there will be a

career path with CHL program

  • Over time, we want to measure candidates’ success

– Supervisors need to be more cognizant of changes in candidates’ skills and performance

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Challenges moving forward

  • Build recognition of CHL as the qualification in

humanitarian logistics

  • Expand reach of CHL

– Presentations and conferences – Government agencies, other humanitarian organizations

  • Monitor candidates who complete certification
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Your Involvement

  • If you believe CHL is important and will make

a difference in the delivery of humanitarian relief:

– How do we get your organization involved in formulating HR policies to sponsor candidates? – How can we build recognition of CHL as the qualification within your organization?

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Certification in Humanitarian Logistics Level II

HLC 2007

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Overview and approach

  • Program designed to comprise multiple levels

that build on each other

  • Level I: Vocational training; focus on

fundamental elements

  • Level II: More strategic; assumes students have

requisite supply chain knowledge from Level I

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Overview and approach

  • Level II Approach:

– Target senior logisticians and graduates of Level I course – Estimated population: 1000 logisticians – Continue with competence model and case study approach – Course will require 12 – 18 months to complete

  • Establish CHL as the qualification for

humanitarian logisticians

  • Partnership

– CILT will continue as development partner and awarding body – Advisory Committee will collaborate on development

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Level II Survey

  • Conducted survey of senior logisticians to understand
  • ur target certification Level II audience:

– Major areas of responsibilities, required skills – Perceptions of available and required training

  • 104 respondents (35% response rate)

– Sent to 285 logisticians from 17 organizations

Respondent Profile

Level Experience Education

< 3 years 4-10 years > 10 years Master’s / Doctorate Secondary / Vocational College / University Headquarters Regional Field

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Required Skills vs. Training

Respondents were asked if the following key skills are required for their jobs and if existing training adequately addresses these skills.

Skill Skill required for your job? Existing training addresses? Managing people who perform logistics functions 95% 41% Process development 83% 20% Performance measurement 91% 41% Development of logistics strategy 91% 34% Setting up supply chains for new programs / operations 85% 39% Recruitment and training of new personnel 88% 33%

What training is needed most: Top 6 issues identified by respondents

  • Project management: design, monitoring,

implementation

  • Effective planning
  • Logistics strategy
  • Process development and management
  • Communication
  • Management principles
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Competence Model

  • Three learning units:

– Planning – Operation and Coordination – Improvement

  • Heavy emphasis on

planning

– Managing and coordinating complex supply chains

  • Expect logisticians at this

level to understand elements of Level I

  • Expand the focus beyond

emergencies

Role of senior logisticians

Senior managers in logistics and other functions in the

  • rganisation

ROLE

Supporting Agencies, donors, suppliers/contractors,

  • ther humanitarian
  • rganisations, national

authorities External Stakeholders,

  • ther functions in the
  • rganisation, other

logisticians Internal Direct reports and other

  • perational

logisticians Leading Senior managers in logistics and other functions in the

  • rganisation

ROLE

Supporting Agencies, donors, suppliers/contractors,

  • ther humanitarian
  • rganisations, national

authorities External Agencies, donors, suppliers/contractors,

  • ther humanitarian
  • rganisations, national

authorities External Stakeholders,

  • ther functions in the
  • rganisation, other

logisticians Internal Stakeholders,

  • ther functions in the
  • rganisation, other

logisticians Internal Direct reports and other

  • perational

logisticians Leading Direct reports and other

  • perational

logisticians Leading

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Competence Model

  • Supply Chain Planning

– Strategy – Supply chain configuration – Resource planning – Controls – Demand Forecasting – Link logistics to programs

  • Supply Chain Operation

– Data collection and management – Performance monitoring – Problem resolution – Leadership

  • Supply Chain Improvement

– Supply chain review – Improvement initiatives – Tools for execution

Role of senior logisticians

Senior managers in logistics and other functions in the

  • rganisation

ROLE

Supporting Agencies, donors, suppliers/contractors,

  • ther humanitarian
  • rganisations, national

authorities External Stakeholders,

  • ther functions in the
  • rganisation, other

logisticians Internal Direct reports and other

  • perational

logisticians Leading Senior managers in logistics and other functions in the

  • rganisation

ROLE

Supporting Agencies, donors, suppliers/contractors,

  • ther humanitarian
  • rganisations, national

authorities External Agencies, donors, suppliers/contractors,

  • ther humanitarian
  • rganisations, national

authorities External Stakeholders,

  • ther functions in the
  • rganisation, other

logisticians Internal Stakeholders,

  • ther functions in the
  • rganisation, other

logisticians Internal Direct reports and other

  • perational

logisticians Leading Direct reports and other

  • perational

logisticians Leading

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Development timeline

Competence Model development Learning unit development begins Mar 07 Apr 07 Program launch Pilot launch early 2008 Dec 07 Q1 2008 Late 2008 Q1 2009 Finalize materials; incorporate pilot feedback Learning materials and case study complete December 07

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Your Involvement

  • Do you have a case study expert within your
  • rganization who can contribute to development?

– Subject matter expert with humanitarian experience who can provide realism to case study scenario – Expand the focus beyond emergencies