Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
The European Commission support for the production of this publication under the Grant Agreement Nº 2017-3295/001-001 does not constitute an endorsement of
the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.
Lean Six Sigma Yellow Belt
Job Role Skill Set
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
The European Commission support for the production of this publication under the Grant Agreement Nº 2017-3295/001-001 does not constitute an endorsement of
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SKILLS SET LEAN SIX SIGMA YELLOW BELT
More information about DRIVES project and contact:
www.project-drives.eu
Report Title:
Skills set Lean Six Sigma Yellow Belt
Author(s):
H.C. Theisens, D. Harborne, T. Hesp
Responsible
Project Partner:
SYMBOL; LSSA
Contributing Project
Partners:
Document
data:
Status:
(draft/final)
Dissemination
level:
Public
Project title:
Development and Research on
Innovative Vocational Educational
Skills
GA No.:
2017-
3295/001-001.
WP title:
WP3 – Skills Framework
Project No.:
591988-EPP-1-
2017-1-CZ-
EPPKA2-SSA-B
Deliverable No:
D3.1
Submission date:
30/04/2020
Keywords:
Automotive sector, skill card, skill set, job roles, ECTS, ECVET
Reviewed by:
Damjan Ekert (Formal Review)
Review date:
30/04/2020
Review date:
Approved by:
Anke Blume
Richard Messnarz
Approval date:
30/04/2020
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
The European Commission support for the production of this publication under the Grant Agreement Nº 2017-3295/001-001 does not constitute an endorsement of
the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained
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TABLE OF CONTENTS
Skills set Lean Six Sigma Yellow Belt .............................................................................................. 1
Table of Contents ......................................................................................................................... 2
1 INTRODUCTION..................................................................................................................... 5
1.1 Objective.................................................................................................................................. 5
1.2 Purpose of the Deliverable ...................................................................................................... 5
1.3 Scope of the Deliverable ......................................................................................................... 5
2 ECQA Skills Definition Model ................................................................................................. 6
3 SKILLS DEFINITION FOR THE JOB ROLE “Lean Six Sigma Yellow Belt” ...................................... 8
3.1 The Skills Hierarchy ................................................................................................................. 8
3.2 The Skills Descriptions – Complete Skills Set Lean Six Sigma Job Roles .................................. 9
4 World Class Performance .................................................................................................... 11
4.1 Continuous Improvement ..................................................................................................... 11
4.2 Customer value (VOC & CTQ) ................................................................................................ 11
5 Policy development and deployment ................................................................................... 12
5.1 Policy development ............................................................................................................... 12
5.2 Policy deployment ................................................................................................................. 12
6 Project Management........................................................................................................... 13
6.1 Managing a project ................................................................................................................ 13
6.2 Process Improvement Roadmaps .......................................................................................... 13
7 Level I – Creating a solid foundation .................................................................................... 14
7.1 Professional Work Environment............................................................................................ 14
7.2 Standardized work ................................................................................................................. 14
7.3 Quality Management ............................................................................................................. 15
8 LEVEL II – CREATING A CONTINUOUS IMPROVEMENT CULTURE ............................................ 16
8.1 Visual management ............................................................................................................... 16
8.2 Kaizen .................................................................................................................................... 16
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
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8.3 Basic Quality tools ................................................................................................................. 17
9 LEVEL III – CREATING STABLE AND EFFICIENT PROCESSES ..................................................... 18
9.1 Process Mapping ................................................................................................................... 18
9.2 Performance management ................................................................................................... 18
9.3 Performance management ................................................................................................... 19
9.4 Value Stream analysis ............................................................................................................ 19
9.5 Reducing Muda (Waste) ........................................................................................................ 20
9.6 Reducing Muri (Overburden) ................................................................................................ 20
9.7 Reducing Mura (Unevenness) ............................................................................................... 20
9.8 Value Stream Improvement .................................................................................................. 21
9.9 Process and Quality control .................................................................................................. 21
10 LEVEL IV – CREATING CAPABLE PROCESSES .......................................................................... 22
10.1 Statistical techniques............................................................................................................. 22
10.2 Distributions .......................................................................................................................... 22
10.3 Measurement Systems .......................................................................................................... 23
10.4 Hypothesis Testing & Confidence Intervals ........................................................................... 23
10.5 Tests for means, variances and proportions ......................................................................... 23
10.6 Correlation and Regression ................................................................................................... 24
Appendix A – Bloom's Taxonomy ................................................................................................ 25
Appendix B – Lean Six Sigma certification.................................................................................... 26
THEORETICAL ASSESSMENT CRITERIA ............................................................................................... 26
Mapping based on European Qualification Framework (EQF) Learning Levels ................................ 27
Annexes ..................................................................................................................................... 28
Annex A ECQA Description ..................................................................................................... 28
ECQA – European Certification and Qualification Association .......................................................... 28
ECQA Skills Definition Model ............................................................................................................. 29
ECQA Skill Set Strategy ...................................................................................................................... 29
ECQA Skills Assessment Model.......................................................................................................... 29
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
The European Commission support for the production of this publication under the Grant Agreement Nº 2017-3295/001-001 does not constitute an endorsement of
the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained
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ECQA Certificate Types ...................................................................................................................... 31
Annex B ECQA Coverage of Qualification Schemas .................................................................. 33
Mapping based on NVQ Qualification Levels .................................................................................... 33
Mapping based on European Qualification Framework (EQF) Learning Levels ................................ 34
Mapping based on ECTS and ECVET Schema .................................................................................... 35
ECTS Mapping ................................................................................................................................ 35
ECVET Mapping ............................................................................................................................. 36
Annex C ECQA Legal Background For Certification .................................................................. 37
ISO/IEC 17024 standard for personnel certification programmes .................................................... 37
ECQA and ISO/IEC 17024 standard .................................................................................................... 37
LIASION with National Universities ................................................................................................... 37
Annex D References ............................................................................................................... 38
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
The European Commission support for the production of this publication under the Grant Agreement Nº 2017-3295/001-001 does not constitute an endorsement of
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1 INTRODUCTION
1.1 OBJECTIVE
The objective of this deliverable is to provide an introduction to described Job Role within the applied
skills definition model.
1.2 PURPOSE OF THE DELIVERABLE
The purpose of this deliverable is to define skills definitions of the Lean Six Sigma Yellow Belt job role
within the ECQA/LSSA skills definition model.
1.3 SCOPE OF THE DELIVERABLE
The deliverable contains
Description of the content of the Job Role
Description of used Skill Sets and skills definitions, coverage of Qualification Schemas
The deliverable does not cover:
Course development, as this will be done after the skill definitions clearly outlined the set of
required courses.
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
The European Commission support for the production of this publication under the Grant Agreement Nº 2017-3295/001-001 does not constitute an endorsement of
the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained
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2 ECQA SKILLS DEFINITION MODEL
A skills definition contains the following items:
Figure 1 The Skill Definition Model (1:n = one to many relationship)
Context: A category of ranges; it represents some terminology used in a performance criterion that
consists of different context, conditions or circumstances. A participant must be able to prove
competence in all the different circumstances covered by the context.
Domain: An occupational category, e.g. childcare, first level management or software engineering.
Element: Description of one distinct aspect of the work performed by a worker, either a specific task
that the worker has to do or a specific way of working. Each element consists of a number of
performance criteria.
Evidence: Proof of competence.
Knowledge and understanding category: A category of knowledge and understanding descriptions.
Knowledge and understanding description: A description of certain knowledge and understanding. To
be judged competent in a unit a participant must prove to have and to be able to apply all the
knowledge and understanding attached to it.
NVQ (UK based): The National Vocational Qualification standard of England, Wales and N. Ireland.
Domain Level / Job Role
1:n
Unit
1:n
n:1
Element
1:n
Performance
Criteria
1:n
Knowledge
Understanding
Description
Knowledge
Understanding
Category
1:n 1:1
Context
1:n
Range
1:n
Note/
Explanation
1:n
Principle
1:n
1:n
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
The European Commission support for the production of this publication under the Grant Agreement Nº 2017-3295/001-001 does not constitute an endorsement of
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Performance criterion: Description of the minimum level of performance a participant must
demonstrate in order to be assessed as competent. A performance criterion may have relevant
contexts.
Principle: A statement of good intentions; it underpins all competent domain practice.
Range: Description of a specific circumstance and condition of a performance criterion statement.
Qualification: The requirements for an individual to enter, or progress within a certain occupation.
Job Role: A certain profession that covers part of the domain knowledge. E.g. domain = Lean Six Sigma,
job role = Yellow Belt.
Unit: A list of certain activities that have to be carried out in the workplace. It is the top-level skill in
the UK qualification standard hierarchy and each unit consists of a number of elements.
The rationales for developing the ECQA skills definition model is based on the skills definition proposed
by the DTI (Department of Trade and Industry) in the UK for the NVQ (National Vocational
Qualification) standards. These models have been re-used and slightly modified by other countries
when they started employing skill cards [1], [2].
ECQA standards are used to describe the skills sets delivered within the DRIVES project (www.project-
drives.eu). Further description and rationales are attached in annexes of this document. The ECQA
structure was mapped in DRIVES project to DRIVES Reference and Recognition Framework with the
links to ESCO[7], EQF[8], ECTS[9] and ECVET[10]. See more in deliverable DRIVES-D4.1.1 Reference and
Recognition Framework – Analysis.pdf (www.project-drives.eu).
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
The European Commission support for the production of this publication under the Grant Agreement Nº 2017-3295/001-001 does not constitute an endorsement of
the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained
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8 / 38
3 SKILLS DEFINITION FOR THE JOB ROLE
“LEAN SIX SIGMA YELLOW BELT”
3.1 THE SKILLS HIERARCHY
Using the terminology outlined in the skills definition model and including the skills identified by the
”Lean Six Sigma Academy (LSSA)”, the following skills hierarchy for the job roles related with ”Lean Six
Sigma” have been designed in the DRIVES project.
LSSYB LSSGB LSSBB
U1 - World Class Performance
E1 - Continuous Improvement Awareness Practitioner Expert
E2 - Customer value (VOC & CTQ) Awareness Practitioner Expert
U2 - Policy development and deployment
E1 - Policy development Awareness Awareness Expert
E2 - Policy deployment Awareness Awareness Expert
E3 - Competence development - - Expert
U3 - Project management
E1 - Managing a project Awareness Practitioner Expert
E2 - Process Improvement roadmaps Awareness Practitioner Expert
U4 - CIMM level I - Creating a solid foundation (Structured)
E1 - Professional work environment Awareness Practitioner Expert
E2 - Standardized Work Awareness Practitioner Expert
E3 - Quality Management Awareness Practitioner Expert
U5 - CIMM level II - Creating a continuous improvement environment (Managed)
E1 - Visual management Awareness Practitioner Expert
E2 - Kaizen Awareness Practitioner Expert
E3 - Basic Quality tools Awareness Practitioner Expert
U6 - CIMM level III - Creating stable and efficient processes (Predictable)
E1 - Process Mapping Awareness Practitioner Expert
E2 - Performance management Awareness Practitioner Expert
E3 - Basic statistics Awareness Practitioner Expert
E4 - Value Stream analysis (VSM) Awareness Practitioner Expert
E5 - Reducing Muda (Waste) Awareness Practitioner Expert
E6 - Reducing Muri (Overburden) Awareness Practitioner Expert
E7 - Reducing Mura (Unevenness) Awareness Practitioner Expert
E8 - Value Stream Improvement Awareness Practitioner Expert
E9 - Process and Quality control Awareness Practitioner Expert
E10 - Total Productive Maintenance (TPM) - Awareness Expert
U7 - CIMM level IV - Creating capable processes (Capable)
E1 - Statistical techniques Awareness Practitioner Expert
E2 - Distributions Awareness Awareness Expert
E3 - Measurement Systems Awareness Practitioner Expert
E4 - Hypothesis Testing & Confidence Intervals Awareness Practitioner Expert
E5 - Tests for means, variances and proportions Awareness Practitioner Expert
E6 - Correlation and Regression Awareness Practitioner Expert
E7 - Process Capability and Performance Awareness Practitioner Expert
E8 - Design of Experiments (DOE) Awareness Practitioner Expert
E9 - Statistical Process Control (SPC) Awareness Practitioner Expert
U8 - CIMM level V - Creating future-proof processes (Sustained)
E1 - Product Lifecycle Management (PLM) - - Awareness
E2 - Design for Six Sigma - - Awareness
E3 - The fourth industrial revolution - - Awareness
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
The European Commission support for the production of this publication under the Grant Agreement Nº 2017-3295/001-001 does not constitute an endorsement of
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3.2 THE SKILLS DESCRIPTIONS – COMPLETE SKILLS SET LEAN SIX SIGMA JOB ROLES
Domain Acronym: LSS
Domain title: Lean Six Sigma Yellow Belt
Domain Description: Many organizations currently apply Lean Six Sigma as a holistic approach for
continuous improvement. The ‘Continuous Improvement Maturity Model’ (CIMM) summarizes best
practices and techniques of different methodologies in one framework, for different stages of
maturity. The CIMM framework describes five consecutive stages: Creating a solid foundation, Creating
a continuous improvement culture, Creating stable and predictable processes, Creating capable
processes and Creating future-proof processes. Within Lean only the first three levels apply. For Six
Sigma all five levels apply.
For each instrumental technique in the CIMM framework, it is possible to indicate the associated
desired behavior. The CIMM framework identifies a number of behaviors for each improvement
technique, which helps determine whether or not the implementation of the technology in question
will be a success and results in a lasting impact.
Figure 2 – CIMM Process (What) and People (Who)
Attendees that are preparing for Lean certification should a able to measure up to the first six units
(U1. till U6.). Attendees that are preparing for Lean Six Sigma certification should a able to measure up
to the eighth unit (U1. till U8.).
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
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Within the domain of Lean and Six Sigma individuals can be trained and certified at different levels.
The levels are listed in the Table below.
Belt level
Level
Lean Yellow Belt
Awareness
Lean Six Sigma Yellow Belt
Awareness
Lean Six Sigma Orange Belt
Foundation
Lean Green Belt
Practitioner
Lean Six Sigma Green Belt
Practitioner
Lean Black Belt
Expert
Lean Six Sigma Black Belt
Expert
Master Black Belt
Master
Tabel 1 – Overview of Lean Six Sigma jobroles
The LSSA - Lean Six Sigma Academy® was established in September 2009 with the objective to develop
an international recognized certification scheme for all Lean and Six Sigma Belt levels. For each level
the LSSA Exam Board has developed Skill sets with clear criteria for skills and competences. These Skill
sets specify which of the overall Lean and Six Sigma techniques are expected to be included within
certain Belt level competencies.
The LSSA Skill sets describe the assessment criteria for the theoretical and practical exam. Candidates
are required to pass both elements to be recognized as a certified Lean or Lean Six Sigma Belt. Passing
the theoretical exam is a pre-requisite to subscribe for the practical exam.
Lean Six Sigma training is provided by a global network of ‘Accredited Training Organizations’ (ATOs).
Check the Drives or LSSA website for an overview of ATOs and the actual certification requirements.
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
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4 WORLD CLASS PERFORMANCE
Acronym: LSSYB.U1
Title: World Class Performance
Description: The Unit ‘World Class Performance’ reviews the general philosophy of continuous
improvement. It discusses the overview of different process improvement methods and the history of
the most important methodologies. It also explains why continuous improvement is important.
4.1 CONTINUOUS IMPROVEMENT
Acronym: LSSYB.U1.E1
Element Title: Continuous Improvement
Element Note: The Learning Element ‘Continuous Improvement’ reviews the history, values and
principles of the most common process improvement methodologies. Also, the culture within a
continuous improvement organization as well as roles and responsibilities are reviewed.
Performance Criteria: The student must be able to show evidence of competencies for the following
performance criteria (PC):
Performance Criterion
Evidence Check: The student is able to
LSSYB.U1.E1.PC1
Recall the origins of quality management, Kaizen and Lean Bloom:
Remember
LSSYB.U1.E1.PC2
Understand that Lean philosophy and principles realize improvements in
process lead times and efficiencies. Recall the difference between Top-
Down and Bottom-Up approach. Bloom: Understand
LSSYB.U1.E1.PC3
Understand the different maturity levels of process management as
described in the Continuous Improvement Maturity Model. Bloom:
Understand
LSSYB.U1.E1.PC4
Recall the various continuous improvement roles and responsibilities.
Bloom: Remember
Tabel 2 - Performance Criterias for the Element LSSYB.U1.E1
4.2 CUSTOMER VALUE (VOC & CTQ)
Acronym: LSSYB.U1.E2
Element Title: Customer value (VOC & CTQ)
Element Note: The Learning Element ‘Customer first’ reviews customer identification
(internal/external), customer requirements and the CTQ-measure.
Performance Criteria: The student must be able to show evidence of competencies for the following
performance criteria (PC):
Performance Criterion
Evidence Check: The student is able to
LSSYB.U1.E1.PC1
Understand the Voice of the Customer (VOC). Understand that different
customers have different needs, expectations, requirements and desires.
Bloom: Understand
LSSYB.U1.E1.PC2
Understand that Voice of the customer requirements need to be translated
into CTQ targets and specifications. Bloom: Understand
Tabel 3 - Performance Criterias for the Element LSSYB.U1.E2
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
The European Commission support for the production of this publication under the Grant Agreement Nº 2017-3295/001-001 does not constitute an endorsement of
the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained
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5 POLICY DEVELOPMENT AND DEPLOYMENT
Acronym: LSSYB.U2
Title: Policy development and deployment
Description: The Unit ‘Policy development and deployment’ reviews how policy development and
deployment help organizations in defining a continuous improvement strategy and to run efficiently
in achieving their objectives.
5.1 POLICY DEVELOPMENT
Acronym: LSSYB.U2.E1
Element Title: Policy development
Element Note: The Learning Element ‘Policy development’ explains the importance of a so-called True
North and how to develop an operational excellence strategy.
Performance Criteria: The student must be able to show evidence of competencies for the following
performance criteria (PC):
Performance Criterion
Evidence Check: The student is able to
LSSYB.U2.E1.PC1
Understand the meaning and importance of the organization's True North.
Understand the meaning of Operational Excellence. Bloom: Understand
LSSYB.U2.E1.PC2
Understand the meaning of a transiformation roadmap for implementing
continuous improvement. Bloom: Understand
LSSYB.U2.E1.PC3
Understand the cost of poor quality (COPQ) metric. Bloom: Understand
Tabel 4 - Performance Criterias for the Element LSSYB.U2.E1
5.2 POLICY DEPLOYMENT
Acronym: LSSYB.U2.E2
Element Title: Policy deployment
Element Note: The Learning Element ‘Policy deployment’ is focusing on the execution process of the
improvement strategy. Within this element financial and performance metrics will be reviewed.
Performance Criteria: The student must be able to show evidence of competencies for the following
performance criteria (PC):
Performance Criterion
Evidence Check: The student is able to
LSSYB.U2.E2.PC1
Recall that an organization's culture can influence the success of Lean Six
Sigma deployment. Bloom: Remember
Tabel 5 - Performance Criterias for the Element LSSYB.U2.E2
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
The European Commission support for the production of this publication under the Grant Agreement Nº 2017-3295/001-001 does not constitute an endorsement of
the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained
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6 PROJECT MANAGEMENT
Acronym: LSSYB.U3
Title: Project management
Description: The Unit ‘Project Management’ outlines the way improvement projects should be
executed. A number of process improvement roadmaps is reviewed. The Unit also reviews project
selection, team formation, planning and execution.
6.1 MANAGING A PROJECT
Acronym: LSSYB.U3.E1
Element Title: Managing a project
Element Note: The Learning Element ‘Managing a project’ reviews how to set up, plan and execute a
project.
Performance Criteria: The student must be able to show evidence of competencies for the following
performance criteria (PC):
Performance Criterion
Evidence Check: The student is able to
LSSYB.U3.E1.PC1
Understand the process of project selection. Bloom: Understand
LSSYB.U3.E1.PC2
Describe a proper problem statement in relation to customer requirements
or complaints. Bloom: Understand
Tabel 6 - Performance Criterias for the Element LSSYB.U3.E1
6.2 PROCESS IMPROVEMENT ROADMAPS
Acronym: LSSYB.U3.E2
Element Title: Process Improvement Roadmaps
Element Note: The Learning Element ‘Process Improvement Roadmaps’ reviews a number of
roadmaps, including PDCA and DMAIC..
Performance Criteria: The student must be able to show evidence of competencies for the following
performance criteria (PC):
Performance Criterion
Evidence Check: The student is able to
LSSYB.U3.E2.PC1
Understand project management methods that are used at the shop floor
for Kaizen initiatives (e.g. PDCA, A3-report). Bloom: Understand
LSSYB.U3.E2.PC2
Understand and be familiar with the problem-solving process (e.g. 8D
approach). Bloom: Understand
LSSYB.U3.E2.PC3
Understand and follow the DMAIC roadmap. Bloom: Understand
Tabel 7 - Performance Criterias for the Element LSSYB.U3.E2
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
The European Commission support for the production of this publication under the Grant Agreement Nº 2017-3295/001-001 does not constitute an endorsement of
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7 LEVEL I – CREATING A SOLID FOUNDATION
Acronym: LSSYB.U4
Title: Level I – Creating a solid foundation
Description: The Unit ‘Creating a solid foundation’ reviews how to achieve a solid foundation for
further process improvement programs. This foundation consists of a proper and organized work
environment, reliable equipment and standardized work.
7.1 PROFESSIONAL WORK ENVIRONMENT
Acronym: LSSYB.U4.E1
Element Title: Professional work environment
Element Note: The Learning Element ‘Professional work environment’ is about good housekeeping
and how to set up a proper and safe work environment in a structured manner.
Performance Criteria: The student must be able to show evidence of competencies for the following
performance criteria (PC):
Performance Criterion
Evidence Check: The student is able to
LSSYB.U4.E1.PC1
Understand how organizing the work environment, by applying 5S (Sort,
Straighten, Shine, standardize, Sustain), will improve safety and moral.
Bloom: Understand
Tabel 8 - Performance Criterias for the Element LSSYB.U4.E1
7.2 STANDARDIZED WORK
Acronym: LSSYB.U4.E2
Element Title: Standardized work
Element Note: The Learning Element ‘Standardized work’ is about implementing and improving
standards and protocols.
Performance Criteria: The student must be able to show evidence of competencies for the following
performance criteria (PC):
Performance Criterion
Evidence Check: The student is able to
LSSYB.U4.E2.PC1
Understand that standardized tasks are the foundation for continuous
improvement. Interpret standard operating procedures (SOPs) and one-
point-lessons. Bloom: Understand
Tabel 9 - Performance Criterias for the Element LSSYB.U4.E2
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
The European Commission support for the production of this publication under the Grant Agreement Nº 2017-3295/001-001 does not constitute an endorsement of
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7.3 QUALITY MANAGEMENT
Acronym: LSSYB.U4.E3
Element Title: Quality Management
Element Note: The Learning Element ‘Quality Management’ is about developing procedures to identify
and detect defects. Also preventing mistakes and avoiding problems is part of this element.
Performance Criteria: The student must be able to show evidence of competencies for the following
performance criteria (PC):
Performance Criterion
Evidence Check: The student is able to
LSSYB.U4.E3.PC1
Understand quality procedures, the need to be disciplined and to work
according procedures. Bloom: Understand
Tabel 10 - Performance Criterias for the Element LSSYB.U4.E3
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
The European Commission support for the production of this publication under the Grant Agreement Nº 2017-3295/001-001 does not constitute an endorsement of
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8 LEVEL II – CREATING A CONTINUOUS IMPROVEMENT
CULTURE
Acronym: LSSYB.U5
Title: Level II – Creating a continuous improvement culture
Description: The Unit ‘Creating a continuous improvement culture’ reviews how to create a continuous
improvement culture at the shop floor. This Unit reviews setting up and facilitate Kaizen teams. It also
reviews a number of problem-solving techniques and tools.
8.1 VISUAL MANAGEMENT
Acronym: LSSYB.U5.E1
Element Title: Visual management
Element Note: The Learning Element ‘Visual management’ reviews how to set up a workplace that is
organized and self-explaining.
Performance Criteria: The student must be able to show evidence of competencies for the following
performance criteria (PC):
Performance Criterion
Evidence Check: The student is able to
LSSYB.U5.E1.PC1
Understand the elements of a Visual Workplace and how these can help to
control the improved process. Bloom: Understand
Tabel 11 - Performance Criterias for the Element LSSYB.U5.E1
8.2 KAIZEN
Acronym: LSSYB.U5.E2
Element Title: Kaizen
Element Note: The Learning Element ‘Kaizen’ reviews how to organize and facilitate improvement
teams at the shopfloor that work on Kaizen improvement initiatives.
Performance Criteria: The student must be able to show evidence of competencies for the following
performance criteria (PC):
Performance Criterion
Evidence Check: The student is able to
LSSYB.U5.E2.PC1
Describe and understand the importance of the Kaizen principles.
Participate in Kaizen events and continuous improvement initiatives.
Understand the issues involved in identifying a root cause. Bloom:
Understand
LSSYB.U5.E2.PC2
Participate in stand-up meetings and Scrum sessions. Bloom: Understand
Tabel 12 - Performance Criterias for the Element LSSYB.U5.E2
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
The European Commission support for the production of this publication under the Grant Agreement Nº 2017-3295/001-001 does not constitute an endorsement of
the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.
17 / 38
8.3 BASIC QUALITY TOOLS
Acronym: LSSYB.U5.E3
Element Title: Basic quality tools
Element Note: The Learning Element ‘Basic quality tools’ reviews techniques to visualize data and
guidelines how to facilitate and participate in brainstorm sessions.
Performance Criteria: The student must be able to show evidence of competencies for the following
performance criteria (PC):
Performance Criterion
Evidence Check: The student is able to
LSSYB.U5.E3.PC1
Understand brainstorm techniques: Affinity diagram, 5-Whys and Ishikawa.
Participate in brainstorm sessions. Bloom: Understand
LSSYB.U5.E3.PC2
Understand basic quality tools to visualize data: Check sheet, Pareto chart,
Bar chart, Pie chart and Time series plot. Bloom: Understand
Tabel 13 - Performance Criterias for the Element LSSYB.U5.E3
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
The European Commission support for the production of this publication under the Grant Agreement Nº 2017-3295/001-001 does not constitute an endorsement of
the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.
18 / 38
9 LEVEL III – CREATING STABLE AND EFFICIENT PROCESSES
Acronym: LSSYB.U6
Title: Level III – Creating stable and efficient processes
Description: The Unit ‘Creating stable and efficient processes’ reviews how the logistical flow of
processes can be improved and made more stable, predictable and efficient. This Unit reviews tools
which can be used to visualize and analyze the process flow as well as a number of tools and techniques
that can be used to improve efficiency, effectiveness, productivity and agility of processes. All Level III
Learning Elements and Performance Criteria follow the DMAIC structure.
DEFINE
9.1 PROCESS MAPPING
Acronym: LSSYB.U6.E1
Element Title: Process mapping
Element Note: The Learning Element ‘Process Mapping’ reviews a number of tools to map and analyze
the flow of a process.
Performance Criteria: The student must be able to show evidence of competencies for the following
performance criteria (PC):
Performance Criterion
Evidence Check: The student is able to
LSSYB.U6.E1.PC1
Understand the Spaghetti diagram Bloom: Understand
LSSYB.U6.E1.PC2
Understand the importance of process mapping to visualize the flow of
activities and decisions within a process. Bloom: Understand
LSSYB.U6.E1.PC3
Understand Little's Law. Bloom: Understand
Tabel 14 - Performance Criterias for the Element LSSYB.U6.E1
MEASURE
9.2 PERFORMANCE MANAGEMENT
Acronym: LSSYB.U6.E2
Element Title: Performance management
Element Note: The Learning Element ‘Performance management’ reviews performance metrics for
both logistics as for quality.
Performance Criteria: The student must be able to show evidence of competencies for the following
performance criteria (PC):
Performance Criterion
Evidence Check: The student is able to
LSSYB.U6.E2.PC1
Recall performance metrics related to time (e.g. takt time, cycle time and
lead time). Bloom: Remember
LSSYB.U6.E2.PC2
Recall performance metrics related to quality (e.g. PPM and Yield). Bloom:
Remember
Tabel 15 - Performance Criterias for the Element LSSYB.U6.E2
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
The European Commission support for the production of this publication under the Grant Agreement Nº 2017-3295/001-001 does not constitute an endorsement of
the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.
19 / 38
9.3 PERFORMANCE MANAGEMENT
Acronym: LSSYB.U6.E3
Element Title: basic statistics
Element Note: The Learning Element ‘Basic statistics’ reviews different types of data, measurement
scales and data collection tools. Also a set of measures (statistics) that characterizes a given set of data
are reviewed.
Performance Criterion
Evidence Check: The student is able to
LSSYB.U6.E3.PC1
Recall the different types of data and that there is a difference between
counting and measuring. Bloom: Remember
LSSYB.U6.E3.PC2
Understand tools for collecting data such as data sheets and check sheets.
Bloom: Understand
Tabel 16 - Performance Criterias for the Element LSSYB.U6.E3
ANALYZE
9.4 VALUE STREAM ANALYSIS
Acronym: LSSYB.U6.E4
Element Title: Value Stream Analysis
Element Note: The Learning Element ‘Value Stream Analysis’ reviews how to create a Value Stream
Map of the current situation.
Performance Criteria: The student must be able to show evidence of competencies for the following
performance criteria (PC):
Performance Criterion
Evidence Check: The student is able to
LSSYB.U6.E4.PC1
Understand the difference between value adding and non-value adding
activities. Bloom: Understand
LSSYB.U6.E4.PC2
Understand that Value Stream Mapping is a technique for identifying waste
and non-value adding activities. Bloom: Understand
Tabel 17 - Performance Criterias for the Element LSSYB.U6.E4
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
The European Commission support for the production of this publication under the Grant Agreement Nº 2017-3295/001-001 does not constitute an endorsement of
the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.
20 / 38
IMPROVE
9.5 REDUCING MUDA (WASTE)
Acronym: LSSYB.U6.E5
Element Title: Reducing Muda (Waste)
Element Note: The Learning Element ‘Reducing Muda’ reviews how to identify and eliminate Waste in
the organization and its processes.
Performance Criteria: The student must be able to show evidence of competencies for the following
performance criteria (PC):
Performance Criterion
Evidence Check: The student is able to
LSSYB.U6.E5.PC1
Identify the eight types of process Waste (Muda): Overproduction, Waiting,
Transport, Overprocessing, Inventory, Movement, Defects and Unused
expertise. Bloom: Understand
Tabel 18 - Performance Criterias for the Element LSSYB.U6.E5
9.6 REDUCING MURI (OVERBURDEN)
Acronym: LSSYB.U6.E6
Element Title: Reducing Muri (Overburden)
Element Note: The Learning Element ‘Reducing Muri’ reviews how to identify overburden in the
organization. This element also reviews how to implement flow and work balancing to reduce
overburden.
Performance Criterion
Evidence Check: The student is able to
LSSYB.U6.E6.PC1
Understand the meaning of Flow. Bloom: Understand
LSSYB.U6.E6.PC2
Recall the meaning of Work balancing. Bloom: Remember
Tabel 19 - Performance Criterias for the Element LSSYB.U6.E6
9.7 REDUCING MURA (UNEVENNESS)
Acronym: LSSYB.U6.E7
Element Title: Reducing Mura (Unevenness)
Element Note: The Learning Element ‘Reducing Mura’ reviews how to identify unevenness in the
organization and its processes. This element also reviews a number of techniques to reduce
unevenness.
Performance Criteria: The student must be able to show evidence of competencies for the following
performance criteria (PC):
Performance Criterion
Evidence Check: The student is able to
LSSYB.U6.E7.PC1
Understand the meaning of Pull. Bloom: Understand
LSSYB.U6.E7.PC2
Recall the basic principles of volume leveling, type leveling and one piece
flow. Bloom: Remember
Tabel 20 - Performance Criterias for the Element LSSYB.U6.E7
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
The European Commission support for the production of this publication under the Grant Agreement Nº 2017-3295/001-001 does not constitute an endorsement of
the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.
21 / 38
9.8 VALUE STREAM IMPROVEMENT
Acronym: LSSYB.U6.E8
Element Title: Value Stream Improvement
Element Note: The Learning Element ‘Value Stream Improvement’ reviews how the techniques and
tools that reduce Muda, Muri and Mura can be applied in constructing a Future State Value Stream
Map.
Performance Criteria: The student must be able to show evidence of competencies for the following
performance criteria (PC):
Performance Criterion
Evidence Check: The student is able to
LSSYB.U6.E8.PC1
Recall the difference between current state and future state Value Stream
Mapping. Bloom: Remember
Tabel 21 - Performance Criterias for the Element LSSYB.U6.E8
CONTROL
9.9 PROCESS AND QUALITY CONTROL
Acronym: LSSYB.U6.E9
Element Title: Process and Quality control
Element Note: The Learning Element ‘Process and Quality control’ looks at how results that have been
achieved in process improvement projects can be sustained. This element reviews the following
techniques and principles: Process FMEA, Control plan, Jidoka and Poka Yoke.
Performance Criteria: The student must be able to show evidence of competencies for the following
performance criteria (PC):
Performance Criterion
Evidence Check: The student is able to
LSSYB.U6.E9.PC1
Understand the importance of First Time Right principles. Understand the
work has to be stopped when there is a quality problem (Jidoka). Identify
opportunities to apply Poka Yoke to avoid quality problems. Bloom:
Understand
Tabel 22 - Performance Criterias for the Element LSSYB.U6.E9
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
The European Commission support for the production of this publication under the Grant Agreement Nº 2017-3295/001-001 does not constitute an endorsement of
the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.
22 / 38
10 LEVEL IV – CREATING CAPABLE PROCESSES
Acronym: LSSYB.U7
Title: Level III – Creating Capable Processes
Description: The Unit 'Creating Capable Processes' focuses on reducing variation in a stable process
with the objective to create a process capable of meeting customer requirements. This Unit reviews
the application of Six Sigma and statistical tools used to assure a valid and reliable performance
measurement system, to collect data and to analyze the performance of processes. Six Sigma focuses
on quality breakthrough improvement projects. All Level IV Learning Elements and Performance
Criteria follow the DMAIC structure.
MEASURE
10.1 STATISTICAL TECHNIQUES
Acronym: LSSYB.U7.E1
Element Title: Statistical techniques
Element Note: The Learning Element ‘Statistical techniques’ reviews a number of metrics that are
often used in Six Sigma projects. The element also reviews a number of sampling methods for assuring
data accuracy and integrity.
Performance Criteria: The student must be able to show evidence of competencies for the following
performance criteria (PC):
Performance Criterion
Evidence Check: The student is able to
LSSYB.U7.E1.PC1
Understand the difference between special cause and common cause
variation. Bloom: Understand
LSSYB.U7.E1.PC2
Understand it is important to follow systematic data collection. Bloom:
Understand
Tabel 23 - Performance Criterias for the Element LSSYB.U7.E1
10.2 DISTRIBUTIONS
Acronym: LSSYB.U7.E2
Element Title: Distributions
Element Note: The Learning Element ‘Distributions’ reviews a number of continuous and discrete
distributions. The element also reviews the central limit theorem and a number of probability
concepts.
Performance Criteria: The student must be able to show evidence of competencies for the following
performance criteria (PC):
Performance Criterion
Evidence Check: The student is able to
LSSYB.U7.E2.PC1
Recall that many processes are normally distributed. Bloom: Remember
Tabel 24 - Performance Criterias for the Element LSSYB.U7.E2
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
The European Commission support for the production of this publication under the Grant Agreement Nº 2017-3295/001-001 does not constitute an endorsement of
the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.
23 / 38
10.3 MEASUREMENT SYSTEMS
Acronym: LSSYB.U7.E3
Element Title: Measurement Systems
Element Note: The Learning Element ‘Measurement Systems’ reviews how to evaluate measurement
systems.
Performance Criteria: The student must be able to show evidence of competencies for the following
performance criteria (PC):
Performance Criterion
Evidence Check: The student is able to
LSSYB.U7.E3.PC1
Recall a measurement procedure demonstrates variation. Bloom:
Remember
Tabel 25 - Performance Criterias for the Element LSSYB.U7.E3
ANALYZE
10.4 HYPOTHESIS TESTING & CONFIDENCE INTERVALS
Acronym: LSSYB.U7.E4
Element Title: Hypothesis Testing & Confidence Intervals
Element Note: The Learning Element ‘Hypothesis Testing & Confidence Intervals’ reviews test methods
that are used to test a hypothesis. This Learning Element also discusses Confidence Intervals that
indicate the reliability of test conclusions.
Performance Criteria: The student must be able to show evidence of competencies for the following
performance criteria (PC):
Performance Criterion
Evidence Check: The student is able to
LSSYB.U7.E4.PC1
Recall the basic principles of hypothesis testing. Bloom: Remember
LSSYB.U7.E4.PC2
Recall the basic principles of confidence intervals. Bloom: Remember
Tabel 26 - Performance Criterias for the Element LSSYB.U7.E4
10.5 TESTS FOR MEANS, VARIANCES AND PROPORTIONS
Acronym: LSSYB.U7.E5
Element Title: Tests for means, variances and proportions
Element Note: The Learning Element ‘Tests for means, variances and proportions’ reviews the most
common hypothesis tests to investigate the difference between population means (μ); difference in
variances (σ); difference in proportion (p) and difference in counts (λ). Also the ANOVA analysis is
reviewed.
Performance Criteria: The student must be able to show evidence of competencies for the following
performance criteria (PC):
Performance Criterion
Evidence Check: The student is able to
LSSYB.U7.E5.PC1
Recall the basic principles of hypothesis testing. Bloom: Remember
Tabel 27 - Performance Criterias for the Element LSSYB.U7.E5
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
The European Commission support for the production of this publication under the Grant Agreement Nº 2017-3295/001-001 does not constitute an endorsement of
the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.
24 / 38
10.6 CORRELATION AND REGRESSION
Acronym: LSSYB.U7.E6
Element Title: Correlation and Regression
Element Note: The Learning Element ‘Correlation and Regression’ describes the predictive models
using regression techniques to determine the relation between factors on a response.
Performance Criteria: The student must be able to show evidence of competencies for the following
performance criteria (PC):
Performance Criterion
Evidence Check: The student is able to
LSSYB.U7.E6.PC1
Recall the basic principles of correlation. Bloom: Remember
LSSYB.U7.E6.PC2
Recall the basic principles of linear regression. Bloom: Remember
Tabel 28 - Performance Criterias for the Element LSSYB.U7.E6
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
The European Commission support for the production of this publication under the Grant Agreement Nº 2017-3295/001-001 does not constitute an endorsement of
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therein.
25 / 38
APPENDIX A – BLOOM'S TAXONOMY
In addition to specifying content, each performance criteria in this skill set also indicates the intended
complexity level of the test questions for each topic. These levels are based on ‘Levels of Cognition’
(from Bloom’s Taxonomy – Revised, 2001), and can be used to create learning outcomes for students.
The Taxonomy of Educational Objectives, often called Bloom's Taxonomy, is a classification of the
different objectives that educators set for students (learning objectives). The taxonomy was proposed
in 1956 by Benjamin Bloom, an educational psychologist at the University of Chicago. During the
nineties, Lorin Anderson a former student of Bloom revisited the cognitive domain in the learning
taxonomy. Bloom's Taxonomy divides educational objectives into three ‘domains’: Affective,
Psychomotor and Cognitive. This Skill set only notices the Cognitive domain. The ‘Levels of Cognition’
are in rank order - from least complex to most complex.
Remember
Recall or recognize terms, definitions, facts, ideas, materials, patterns, sequences, methods, principles,
etc. The LSSA uses the following verb at this level: Recall.
Understand
Read and understand descriptions, communications, reports, tables, diagrams, directions, regulations,
etc. The LSSA uses the following verbs at this level: Describe, Follow, Identify, Interpret, Participate,
Understand.
Apply
Know when and how to use ideas, procedures, methods, formulas, principles, theories, etc. The LSSA
uses the following verbs at this level: Apply, Assess, Assure, Calculate, Convert, Define, Demonstrate,
Divide, Eliminate, Empower, Facilitate, Implement, Motivate, Organize, Plan, Prepare, Present,
Promote, Propagate, Review, Select, Standardize, Support, Use.
Analyze
Break down information into its constituent parts and recognize their relationship to one another and
how they are organized; identify sublevel factors or salient data from a complex scenario. The LSSA
uses the following verbs at this level: Analyze, Construct, Deploy, Design, Develop, Distinguish,
Evaluate, Lead, Manage, Translate.
Evaluate
Make judgments about the value of proposed ideas, solutions, etc., by comparing the proposal to
specific criteria or standards. The LSSA does not uses this level in their skill sets.
Create
Put parts or elements together in such a way as to reveal a pattern or structure not clearly there before;
identify which data or information from a complex set is appropriate to examine further or from which
supported conclusions can be drawn. The LSSA does not uses this level in their skill sets.
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
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26 / 38
APPENDIX B – LEAN SIX SIGMA CERTIFICATION
THEORETICAL ASSESSMENT CRITERIA
The assessment criteria for the theoretical exam are as follows:
The Lean Green Belt theoretical exam consists of 40 multiple choice questions.
The duration of the Lean Green Belt exam is 120 minutes.
The Lean Six Sigma Green Belt theoretical exam consists of 60 multiple choice questions.
The duration of the Lean Six Sigma Green Belt exam is 180 minutes.
The pass mark for the exams is set at 63% (25 marks or more required to pass).
The exam is Open book, where a maximum of 2 books are allowed.
A calculator or statistical software (e.g. Minitab) is allowed.
You must be able to identify yourself with photographic ID.
If you pass you will receive a ‘Partial certificate’ from the LSSA that states you passed the theoretical
exam. You will receive the ‘Full certificate’ if you pass the practical assessment within a maximum
period of three years after passing the theoretical exam.
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
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27 / 38
MAPPING BASED ON EUROPEAN QUALIFICATION FRAMEWORK (EQF) LEARNING LEVELS
Level
Knowledge
Example
Level 1
Basic general knowledge
Level 2
Basic factual knowledge of a field of work or study
Level 3
Knowledge of facts, principles, processes and general concepts, in a field of
work or study
Yellow Belt
Level 4
Factual and theoretical knowledge in broad contexts within a field of work
or study
Level 5
Comprehensive, specialised, factual and theoretical knowledge within a
field of work or study and an awareness of the boundaries of that
knowledge
Level 6
Advanced knowledge of a field of work or study, involving a critical
understanding of theories and principles
Green Belt
Level 7
Highly specialised knowledge, some of which is at the forefront of
knowledge in a field of work or study, as the basis for original
thinking and/or research
Critical awareness of knowledge issues in a field and at the
interface between different fields
Black Belt
Level 8
Knowledge at the most advanced frontier of a field of work or study and at
the interface between fields
Master
Black Belt
Tabel 29 - Mapping with EQF framework
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
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ANNEXES
The annex provides overview of used skills set, coverage of Qualification Schemas and Legal
background for Certification
ANNEX A ECQA DESCRIPTION
ECQA – EUROPEAN CERTIFICATION AND QUALIFICATION ASSOCIATION
ECQA standards are used to describe the skills sets delivered within the DRIVES project (www.project-
drives.eu). ECQA is the pilot Certification body, which structure is mapped to DRIVES Reference and
Recognition Framework providing the EU-wide overview of training courses and possible certifications,
and micro-credentials. DRIVES Reference and Recognition Framework provides links to ESCO[7],
EQF[8], ECTS[9] and ECVET[10]. See more in deliverable DRIVES-D4.1.1 Reference and Recognition
Framework – Analysis.pdf (www.project-drives.eu).
Europe Wide Certification
The ECQA is the result of a number of EU supported initiatives in the last ten years where in the
European Union Life Long Learning Programme different educational developments decided to follow
a joint process for the certification of persons in the industry.
Through the ECQA it becomes possible that you attend courses for a specific profession in e.g. Spain
and perform a Europe wide agreed test at the end of the course.
Access to a Vast Pool of Knowledge
ECQA currently supports 27 professions in Europe and with the continuous support until 2012 by the
European Commission the pool is growing to 30 certified professions in Europe. ECQA offers
certification for professions like IT Security Manager, Innovation Manager, EU project manager, E-
security Manager, E-Business Manager, E-Strategy Manager, SW Architect, SW Project Manager, IT
Consultant for COTS selection, Internal Financial Control Assessor (COSO/COBIT based), Interpersonal
Skills, Scope Manager (Estimation Processes), Configuration Manager, Safety Manager, and so forth.
The ECQA guide can be downloaded at www.ecqa.org -> Guidelines.
Defined procedures are applied for:
Self assessment and learning
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
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http://www.ecqa.org/fileadmin/documents/Self_Assessment/eucert-users-self-assessment-
learning-guide-v5-doc.pdf
Exam performance
http://www.ecqa.org/fileadmin/documents/ECQA_Exam_Guide_Participant_v2.pdf
ECQA SKILLS DEFINITION MODEL
The ECQA skills definition model, used for Job Role definition, is described in section 2 of this
document.
ECQA SKILL SET STRATEGY
Imagine that in the future Europeans will have a skill set like a card with a chip which stores your skill
profile to fulfil specific professions, job roles, and tasks. It’s working like an ID card. This future scenario
requires -
A standard way to describe a skill set for a profession, job, or specific task.
A standard procedure to assess the skill and to calculate and display skill profiles.
Such a common set of skill sets in Europe is needed due to the free mobility of workers. European
countries such as UK, The Netherlands, and France already have well established open universities
which support APL (Accreditation of Prior Learning). In APL the skills of students are assessed, already
gained skills are recognised, and only for the skill gaps a learning plan is established. The skill
assessment bases on defined skill units and a skill profile displaying how much of the skill units are
covered.
In a previous project CREDIT (Accreditation of Skills via the Internet) [1] in which some of the project
partners were involved such an Internet based skills assessment system has been built. Therefore
another possible scenario of the future is that representative educational bodies per country in Europe
maintain skill profiles in databases which can be accessed via defined ID codes for people.
ECQA SKILLS ASSESSMENT MODEL
Step 1 – Browse a Skills Set: You select a set of skills or competencies, which are required by your
profession or job using national standards or your company standards. You browse different skills cards
and select a job role you would like to achieve.
Step 2 – Register for Self Assessment with a Service Unit : This can be a service unit inside your own
company (e.g. a personnel development department) or a skills card and assessment provider outside
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your company which offers skills assessment services. In case of the Safety Manager Project the
registration will automatically assign a predefined service unit.
Step 3 – Receive an Account for Self-Assessment and Evidence Collection : With the registration you
automatically received an account to login to the working space in which you can go through the steps
of online self assessment and the collection of evidences to prove that you are capable of certain
performance criteria.
Picture 1: Basic steps of the skills assessment model
Step 4 – Perform Self Assessment: You log into the system , browse through the skills required and
self assess performance criteria, whole elements or whole units with a standard evaluation scale of
non-applicable, not adequate, partially adequate, largely adequate, and fully adequate. A skills gaps
profile can be generated and printed illustrating in which areas your self assessment shows
improvement potentials.
Testing of Skills (Addition to Step 4) – The system provides a multiple-choice test for each performance
criteria so that you can check your capabilities as realistically as possible.
Step 5 – Collect Evidences: Before you want to enter any formal assessment you need to prove your
skills by evidences. Evidences can be any electronic files (sample documents, sample graphics, results
of some analysis, etc.) or any references with details (e.g. a certificate received from a certain
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
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therein.
31 / 38
institution). Evidences you can then link to specific performance criteria or whole elements of skills
units.
Testing of Skills (Addition to Step 5) – In traditional learning schemes people have always needed to go
to a learning institution (university, accreditation body, professional body, etc.) to take exams and they
received a certificate if they pass. This traditional approach however is insufficient when it comes to
measuring experience and (soft) skills learned on the job and fails to give recognition to skills gathered
on the job. The APL (Accreditation of Prior Learning) approach, by contrast, collects so called evidences.
Evidences can be certificates obtained in the traditional way, but also references from previous
employers, materials from previous projects in which the person took ownership of results (e.g. a test
plan) to prove their capability, as well as any kind of proof of competence gathered on the job. The
assessors will then evaluate the evidences provided and not only rely on certificates and exams.
Step 6 – Receive Formal Assessment: Formal assessors are assigned by the service unit to the skills
assessment. Once formal assessors log into the system they automatically see all assigned
assessments. They select the corresponding one and can see the uploaded evidences. They then
formally assess the evidences and assess the formal fulfilment of performance criteria, whole elements
or whole units with a standard evaluation scale of non-applicable, not adequate, partially adequate,
largely adequate, and fully adequate. In case of missing competencies they enter improvement
recommendations, a well as learning options.
Step 7 – Receive Advise on Learning / Improvement Options: After the formal assessment the
participants log into the system and can see the formal assessment results from the assessors, can
print skills gaps profiles based on the assessor results, and can receive and print the improvement
recommendations and learning options. If required, the generation of learning options can also be
automated through the system (independent from assessor advises).
ECQA CERTIFICATE TYPES
In the standard test and examination procedures for levels of certificates are offered:
Course Attendance Certificate
o Received after course attendance
o Modular per Element
Course / Test Certificate
o Test in a test system (European pool of test questions)
o 67% satisfaction per element
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
The European Commission support for the production of this publication under the Grant Agreement Nº 2017-3295/001-001 does not constitute an endorsement of
the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.
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Summary Certificate
o Overview of covered elements where the student passed the test, all elements shall
be covered
o Generation of certificate
Professional Certificate
o Uploading applied experiences for review by assessors
o Rating by assessors
o Observation of 2 years
The certificates show credited elements in comparison to all required.
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
The European Commission support for the production of this publication under the Grant Agreement Nº 2017-3295/001-001 does not constitute an endorsement of
the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.
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ANNEX B ECQA COVERAGE OF QUALIFICATION SCHEMAS
MAPPING BASED ON NVQ QUALIFICATION LEVELS
Qualification / training levels: Five levels of qualification / training are defined by European legislation
and this structure can be used for comparability of vocational qualifications from the different
European countries.
Level 1: semi-skilled assistant performing simple work
Level 2: basic employee performing complex routines and standard procedures
Level 3: skilled professional with responsibility for others and performing independent
implementation of procedures
Level 4: middle management & specialist performing tactical an strategic thinking
Level 5: professional / university level
In most cases the same job role can be offered on different levels. e.g. IT Security Manager Basic Level
(NVQ level 2), IT Security Manager Advanced level (NVQ Level 3), and IT Security Manager Expert Level
(NVQ Levels 4 and 5).
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
The European Commission support for the production of this publication under the Grant Agreement Nº 2017-3295/001-001 does not constitute an endorsement of
the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.
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MAPPING BASED ON EUROPEAN QUALIFICATION FRAMEWORK (EQF) LEARNING LEVELS
Picture 3: Blooms Learning levels
Level
Knowledge
Example
Level 1
Basic general knowledge
Level 2
Basic factual knowledge of a field of work or study
Level 3
Knowledge of facts, principles, processes and general concepts, in a field of
work or study
Six Sigma
Yellow Belt
Level 4
Factual and theoretical knowledge in broad contexts within a field of work
or study
Level 5
Comprehensive, specialised, factual and theoretical knowledge within a
field of work or study and an awareness of the boundaries of that
knowledge
Level 6
Advanced knowledge of a field of work or study, involving a critical
understanding of theories and principles
Six Sigma Green
Belt
Level 7
Highly specialised knowledge, some of which is at the forefront of
knowledge in a field of work or study, as the basis for original
thinking and/or research
Critical awareness of knowledge issues in a field and at the
interface between different fields
Six Sigma Black
Belt
• Six level taxonomy:
Level 0: I never heard of it
1. Knowledge (I can define it):
2. Comprehension (I can explain how it works)
3. Application (I have limited experience using it
in simple situations)
4. Analysis (I have extensive experience using it
in complex situations)
5. Synthesis (I can adapt it to other uses)
6. Evaluation (I am recognized as an expert by
my peers)
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
The European Commission support for the production of this publication under the Grant Agreement Nº 2017-3295/001-001 does not constitute an endorsement of
the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.
35 / 38
Level
Knowledge
Example
Level 8
Knowledge at the most advanced frontier of a field of work or study and at
the interface between fields
Six Sigma
Master Black
Belt
Picture 4 : EQF Learning levels
MAPPING BASED ON ECTS AND ECVET SCHEMA
ECQA has established a procedure to map ECQA skills sets onto the ECTS (European Credit Transfer
System) and the ECVET framework n the European Union.
A job role is assigned ECTS and ECVET points using a defined framework.
ECTS Mapping
Each element of the skills set is assigned hours of lecturing and exercises. These hours determine the
ECTS points which are then agreed among a cluster on different universities in Europe.
Picture 5 : Example Automotive Quality Engineer and Safety Manager
The 2 job roles illustrated in the picture above have been assigned to ECTS and are taught using the
same skills set at industry and also universities.
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
The European Commission support for the production of this publication under the Grant Agreement Nº 2017-3295/001-001 does not constitute an endorsement of
the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.
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ECVET Mapping
Also ECQA provides a framework to assign ECVET points onto elements of the skills set. The ECQA
guidance recommends to offer the ECQA course (which is offered as a lecture at university) as a short
course (2 weeks with exercises) in industry to retrain for a job role in industry. The recommended size
is 30 ECVET points in total. The lecturing time and exercise per element determine how many ECVET
points ae assigned to an element of the skills set.
Picture 6 : ECVET Mapping example - Automotive Quality Engineer
Picture 7 : ECVET Mapping example – Functional Safety Manager / Engineer
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
The European Commission support for the production of this publication under the Grant Agreement Nº 2017-3295/001-001 does not constitute an endorsement of
the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.
37 / 38
ANNEX C ECQA LEGAL BACKGROUND FOR CERTIFICATION
ISO/IEC 17024 STANDARD FOR PERSONNEL CERTIFICATION PROGRAMMES
The ISO/IEC 17024 standard describes standard processes for the examination and certification of
people. Some of the basic principles described include:
Standard exam procedure
Standard certification procedure
Identification of persons receiving the certificate
Independence of examiner and trainer
Certification system that allows to log the exam to keep a record/proof that the examinee
passed the exam
Mapping of processes towards ISO 17024
ECQA AND ISO/IEC 17024 STANDARD
ECQA defined standard exam processes
ECQA defined standard certification processes
ECQA developed an exam system that generates random exams and corrects exams.
ECQA developed a certification database to identify persons and map them to exam results
ECQA established a mapping onto the ISO 17024 norm and published that in form of a self
declaration.
LIASION WITH NATIONAL UNIVERSITIES
ECQA established cooperation with national universities who teach job roles with ECTS. The same job
roles are offered with ECVET on the market by training bodies.
Development and Research on Innovative Vocational Skills -DRIVES – Project number 591988-EPP-1-2017-1-CZ-EPPKA2-SSA-B
The European Commission support for the production of this publication under the Grant Agreement Nº 2017-3295/001-001 does not constitute an endorsement of
the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.
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ANNEX D REFERENCES
[1] CREDIT Project, Accreditation Model Definition, MM 1032 Project CREDIT, Version 2.0,
University of Amsterdam, 15.2.99
[2] DTI - Department of Trade and Industry UK, British Standards for Occupational Qualification,
National Vocational Qualification Standards and Levels
[3] R. Messnarz, et. al, Assessment Based Learning centers, in : Proceedings of the EuroSPI 2006
Conference, Joensuu, Finland, Oct 2006, also published in Wiley SPIP Proceeding in June 2007
[4] Richard Messnarz, Damjan Ekert, Michael Reiner, Gearoid O'Suilleabhain, Human resources
based improvement strategies - the learning factor (p 355-362), Volume 13 Issue 4 , Pages
297 - 382 (July/August 2008), Wiley SPIP Journal, 2008
[5] European Certification and Qualification Association, ECQA Guide, Version 3, 2009,
www.ecqa.org, Guidelines
[6] Richard Messnarz, Damjan Ekert, Michael Reiner, Europe wide Industry Certification Using
Standard Procedures based on ISO 17024, in: Proceedings of the TAEE 2012 Conference, IEEE
Computer Society Press, June 2012
[7] The European Skills/Competences, qualifications and Occupations (ESCO),
https://ec.europa.eu/esco/portal/home
[8] The European Qualifications Framework (EQF), https://www.cedefop.europa.eu/en/events-
and-projects/projects/european-qualifications-framework-eqf
[9] European Credit Transfer and Accumulation System (ECTS),
https://ec.europa.eu/education/resources-and-tools/european-credit-transfer-and-
accumulation-system-ects_en
[10] The European Credit system for Vocational Education and Training (ECVET),
https://ec.europa.eu/education/resources-and-tools/the-european-credit-system-for-
vocational-education-and-training-ecvet_en
