The SOLOS model and its possibilities Developing competencies in the - - PowerPoint PPT Presentation

The SOLOS model and its possibilities

“Developing competencies in the logistical work process – A key to success”

Brussels 14 September 2011

Karin Bockelmann□ Helmuth Gelletiuk □ Günter Fridrich

SOLOS = Solutions for Logistics Skills 1 What does the model look like? 2 What can we do with it?

Part 1 : What does SOLOS look like? The aim The structure The actors The methods

The aim of working with SOLOS: Raising competence for logistical work

Understan ding logistics as a system Understan ding logistics systems Acting competen tly within logistical systems

The basis for competence learning: Structuring logistical work

• The

The work work with with the the SOLOS SOLOS model model is is understood understood as a as a contribution contribution to to promote promote logistics logistics sytems sytems competence competence, , organisation

• rganisation

development development and and personnel personnel development development in in an an integrated integrated way. way.

• The

The role role of

• f company

company management management is is to to support support the the appreciation appreciation of

• f workers

workers and and their their performance performance in in this this process process as well as as well as the the implementation implementation of

• f the

the results results of

• f the

the learning learning team team. .

Role and tasks of company management

Learning Learning guides guides

• Are

Are contact contact persons persons for for in in-

• comany

comany problems problems and and questioons questioons (potential (potential learning learning causes causes) )

• Select

Select concrete concrete company company-

• specific

specific learning learning causes causes and and prepare prepare the the learning learning session session

• Accompany

Accompany and and supervise supervise the the work work of a

• f a learning

learning team team and and share share the the responsibility responsibility of

• f learning

learning processes processes and and results results with with their their team team

• Ensure

Ensure the the benefit benefit of

• f learning

learning results results by by conveying conveying it it in in the the company company, , especially especially at at management management level level

Role and tasks of learning guides in the company

Employees Employees understand understand, , accept accept and and realise realise that that

Role and tasks of employees

• Learning

Learning in in the the work work process process represents represents a a challenge challenge for for all all persons persons involved involved

• Logistical

Logistical work work is is at at the the focus focus of

• f the

the process process

• They

They themselves themselves as well as as well as the the company company benefit benefit from from the the structured structured development development of

• f their

their competencies competencies towards towards logistics logistics systems systems competence competence

• The

The learning learning guide guide is is responsible responsible for for the the preparation preparation of

• f

the the work work in in learning learning teams teams in in terms terms of

• f content

content and and

• rganisation
• rganisation. A

. A learning learning team team ideally ideally consists consists of

• f seven

seven to to nine nine members members. .

• The

The meetings meetings of

• f the

the learning learning team team normally normally take take place place during during working working hours hours and and should should not not exceed exceed the the time time frame frame of 45

• f 45 minutes

minutes. . They They tend tend to to become become progressively progressively shorter shorter with with more more experienced experienced participants participants. . Each Each learning learning cause cause usually usually spans spans two two to to three three sessions sessions. .

Time frame and organisation of work within learning teams

In order to In order to achieve achieve a a comprehensive comprehensive development development of

• f

competencies competencies, , it it is is necessary necessary that that

• Employees

Employees are are repeatedly repeatedly and and regularly regularly integrated integrated in in learning learning teams teams

• Can

Can actively actively participate participate in in the the implementation implementation of

• f results

results. .

Sustainability

The essentials: Matching of aim, structure, actors and method

Criteria Criteria of

• f the

the methods methods applied applied: :

• Easy to

Easy to apply apply

• Supporting

Supporting the the communication communication of

• f the

the learning learning team team without without confining confining it it

• Effective

Effective in in spite spite of a

• f a short

short time time frame frame

• Good

Good visualisation visualisation of

• f process

process and and results results

• Depiction

Depiction of

• f results

results in a in a comprehensive comprehensive way way for for others

• thers

The SOLOS instruments

Three Three methods methods and and relating relating instruments instruments are are applied applied: :

• The

The fish fish bone bone of

• f Ishikawa

Ishikawa diagram diagram

• A

A specific specific pictograph pictograph series series for for processes processes of

• f logistical

logistical work work

• The

The tree tree jigsaw jigsaw puzzle puzzle The The methods methods can can also also be be combined combined with with one

• ne another

another. .

The principle of SOLOS: Focus on three methods – no restrictions in the selection and processing of learning causes

The fish bone diagram Aim Aim

The The work work with with the the diagram diagram is is supported supported by by a a specific specific question question catalogue catalogue which which helps helps uncover uncover the the respective respective situation situation. .

Information Information Documentation Documentation Communication Communication C Cooperation

• operation

The pictographs

Different Different pictographs pictographs – – a total of 13 a total of 13 – – enable enable the the depiction depiction of

• f the

the work work process process individual individual steps steps. . The The comparison comparison of

• f actual

actual and and target target process process highlights highlights needs needs and potential and potential for for change change. .

The tree jigsaw puzzle

The The jigsaw jigsaw puzzle puzzle depicts depicts a a functioning functioning system system; ; it it consists consists of 28

• f 28

parts parts and and enables enables the the depiction depiction of

• f the

the actual actual ( (sub sub-

• )system

)system, , especially especially in order to in order to realise realise and and discuss discuss needs needs for for change change. .

The common characteristic of all three methods: They The common characteristic of all three methods: They support the work of the learning team through support the work of the learning team through ‘ ‘images images’ ’ which are jointly developed and worked on by the team. which are jointly developed and worked on by the team.

• Fish bone diagram: Visualising connections between the

Fish bone diagram: Visualising connections between the fields of activity of logistical work fields of activity of logistical work

• Pictographs: Depicting (sub

Pictographs: Depicting (sub-

• )processes with different

)processes with different degrees of detail degrees of detail

• Jigsaw puzzle: Visualising positions of actors / groups as

Jigsaw puzzle: Visualising positions of actors / groups as well as structures / well as structures / intefaces intefaces in a process in a process

Important for all three methods: Visualisation!

Part 2 : What can we do with SOLOS?

Examples of working with learning teams (1)

Learning Learning cause 1 cause 1

Faulty Faulty labelling labelling of

• f shipments

shipments

Methods Methods applied applied

Fish Fish bone bone diagram diagram, , then then pictographs pictographs

Results Results

IT IT-

• based

based solution solution and additional and additional

• rganisational
• rganisational solution

solution with with CEO CEO

Learning Learning cause 2 cause 2

Introduction Introduction and and breaking breaking-

• in

in of

• f new

new workers workers in in the the hall hall

Methods Methods applied applied

Pictograph Pictograph

Results Results

Commented Commented pictographs pictographs of

• f the

the process process as an as an introduction introduction

Examples of working with learning teams (2)

Learning Learning cause 3 cause 3 Introducing Introducing a a distinctive distinctive and and high high-

• quality

quality ingoing ingoing check check Methods Methods applied applied Jigsaw Jigsaw puzzle, puzzle, then then pictographs pictographs Results Results Differentiated Differentiated to to-

• do

do-

• list

list for for the the four four fields fields of

• f activity

activity ( (information information, , documentation documentation, , communication communication and and cooperation cooperation) ) for for further further implementation implementation

Learning Learning cause cause 4 4 Organisational Organisational procedures procedures for for self self-

• collectors

collectors Methods Methods applied applied Pictographs Pictographs Results Results differentiated differentiated description description of

• f the

the actual actual and and target target status status, also in , also in comparison comparison to to other

• ther companies

companies

Examples of working with learning teams (3)

Learning Learning cause cause 5 5 Significant Significant increase increase of

• f reclamations

reclamations of

• f specific

specific customers customers Methods Methods applied applied Fish Fish bone bone diagram diagram, , initially initially with with standard standard questions questions, , then then with with specific specific questions questions Results Results Development Development of

• f three

three approaches approaches to to action action: : a.

• a. internal

internal ( (own

• wn organisation
• rganisation)

) b.

• b. at

at the the transport transport contractor contractor ( (immediately immediately implementable implementable) ) c.

• c. at

at the the customer customer ( (packaging packaging questions questions, , partially partially to to be be realised realised, , rather rather difficualt difficualt tasks tasks) )

Examples of working with learning teams (4)

Learning Learning cause cause 6 6 Avoiding Avoiding high high loss loss of

• f goods

goods for for a a main main customer customer Methods Methods applied applied Fish Fish bone bone diagram diagram with with a a focus focus on

• n anlysis

anlysis, , pictographs pictographs for for the the depiction depiction of

• f old
• ld and

and new new processes processes Results Results Clarification Clarification of

• f causes

causes of

• f the

the loss loss, , implementation implementation of

• f

clarification clarification by by changing changing processes processes

Examples of working with learning teams (4)

Working with the fish bone diagram

Working with the pictographs

Working with the jigsaw puzzle

The work of learning guides and teams goes beyond in- company learning

Direct and indirect reference points of learning guide work

Area in-company learning

The learning guide selects learning causes together with management, works

• n them with the

learning team and achieves a result which can be implemented.

Area personnel development

The manager conducts appraisal interviews in the usual framework, for example an- nual talks and also addresses compe- tence learning.

Area organi- sation develop- ment

Learning team and management are responsible for the implemen-tation, they are supported by the learning guide.

Employee Manager Company Learning guide

Professional Professional biography biography Job Job description description Appraisal Appraisal interview interview Documentation Documentation of

• f learning

learning activity activity Eine Form der Darstellung der Entwicklung von Mitarbeitern Each Each employee employee receives receives a a specific specific development development profile profile. .