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 • Mechanisms for handling a dynamic national staff…focus on 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 organizations would be great 2
How Certification came about….HLC 2003 • Key Discussion topic for subsequent HLC • Advisory Committee formed 2005 – Save the Children – ICRC – UNHCR – IRC – UNICEF – MSF – Holland – WFP – Oxfam GB • Commitment – Time – Expertise • Resulted in Successful Certification in Humanitarian Logistics 3
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 4
Candidate profile • 55% of candidates in Africa • 77% working for aid organizations • Gender: – 82% men Africa Asia Europe Americas Middle East – 18% women We are reaching our target audience of candidates in the field 5
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 6
Unique learning environment What makes CHL unique is the combination of learning materials, interactive coaching, and the case study environment 7
Pilot Program Lessons Learned • Pilot program requires a very big commitment from organizations, 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 8
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 9
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? 10
11 Certification in Humanitarian Logistics Level II HLC 2007
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 12
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 13
Level II Survey • Conducted survey of senior logisticians to understand our 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 Secondary / Master’s / < 3 years Headquarters Vocational Doctorate Field > 10 years 4-10 years Regional College / 14 University
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 required for Existing training Skill your job? 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, • Process development and management implementation • Communication • Effective planning • Management principles 15 • Logistics strategy
Competence Model Role of senior logisticians • Three learning units: – Planning – Operation and Coordination Supporting Supporting – Improvement Senior managers in Senior managers in logistics and other logistics and other functions in the functions in the • Heavy emphasis on organisation organisation planning External External External Internal Internal Internal – Managing and coordinating Agencies, donors, Agencies, donors, Agencies, donors, Stakeholders, Stakeholders, Stakeholders, suppliers/contractors, suppliers/contractors, suppliers/contractors, ROLE ROLE other functions in the other functions in the other functions in the complex supply chains other humanitarian other humanitarian other humanitarian organisation, other organisation, other organisation, other organisations, national organisations, national organisations, national logisticians logisticians logisticians authorities authorities authorities • Expect logisticians at this level to understand Leading Leading Leading Direct reports Direct reports Direct reports elements of Level I and other and other and other operational operational operational logisticians logisticians logisticians • Expand the focus beyond emergencies 16
Competence Model • Supply Chain Planning Role of senior logisticians – Strategy – Supply chain configuration – Resource planning Supporting Supporting – Controls Senior managers in Senior managers in logistics and other logistics and other functions in the functions in the – Demand Forecasting organisation organisation – Link logistics to programs • Supply Chain Operation External External External Internal Internal Internal Agencies, donors, Agencies, donors, Agencies, donors, – Data collection and management Stakeholders, Stakeholders, Stakeholders, suppliers/contractors, suppliers/contractors, suppliers/contractors, ROLE ROLE other functions in the other functions in the other functions in the other humanitarian other humanitarian other humanitarian organisation, other organisation, other organisation, other – Performance monitoring organisations, national organisations, national organisations, national logisticians logisticians logisticians authorities authorities authorities – Problem resolution – Leadership Leading Leading Leading • Supply Chain Improvement Direct reports Direct reports Direct reports and other and other and other operational operational operational – Supply chain review logisticians logisticians logisticians – Improvement initiatives – Tools for execution 17
Development timeline Learning unit development Pilot launch Program begins early 2008 launch Mar 07 Apr 07 Dec 07 Q1 2008 Late 2008 Q1 2009 Competence Learning Finalize Model materials and materials; development case study incorporate pilot complete feedback December 07 18
Your Involvement • Do you have a case study expert within your organization who can contribute to development? – Subject matter expert with humanitarian experience who can provide realism to case study scenario – Expand the focus beyond emergencies 19
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