REVISED GRID FOR MICRO LEVEL APPROACH

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1 Cover sheet Country: Sector: Level: FRANCE Bank EQF Level: 6 IT NQF Level: II Institution (private / state): Name of the study program: Training Centre for the Banking Industry (Apprenticeship Training Centre) Professional Development Cycle Certified for Customer Advisor professional market (CDPC CCpro) Duration (in years/months): 9 10 months Credits : Alain NICOLAS SCUFC Université de Versailles Saint Quentin en Yvelines Page 1

2 1) State of play/ macro level (please provide a short résumé of the macro level grid (1/2 1 page), how could the situation in your country be summarized concerning qualifications at Level 5 &6, what is the national context, (what is considered to be HE, how could the learning culture be characterized, etc.) This case study is an example of qualification initiated by the industry. We present below only this particular dimension; the overall framework for qualifications levels 5 and 6 remains the same. Qualification title: Certified professionalization cycle Certified professionalization cycles are currently part of the training provision proposed for this sector of activity. Mapped between the «integration» training provision and the expertise cycles, this type of training is an effective instrument to support employees to adapt to a certain job they hold in a specific market or industry. Designed based on environmental, technical, commercial and patrimonial axes, this course targets employees or soon-to-be-employed persons. Available as inter-company or intra-company provision, finalised with a diploma or qualification certificate (for the entire course or module-based), the course was designed to offer the user-organisations a fast return on investment. Alain NICOLAS SCUFC Université de Versailles Saint Quentin en Yvelines Page 2

3 2) Short presentation of the institution and the selected program (please provide a short summary about the institution and the background of the selected program you are presenting (origin and history of the selected program, accreditation and building process,etc, core elements of the organisational structure (e-learning, specific modules in the evening, weekend, assessment procedures, etc..) As a training centre for the banking sector CFPB aims to assist all businesses in the sector with the training and certification of their employees, regardless of their profession, throughout their professional life: Firstly, with the professional integration of young employees, by means of alternate training programmes (apprenticeship and vocational training contracts), involving 8,000 young people in the banking sector every year. Banking organisations regard alternate training as a privileged way of recruiting new employees. CFPB, as training centre for the banking sector comprises a network of 11 regional centres at national level, backed by 14 CFA Banques, whose collective mission is to develop the alternate training programme for the benefit of all banks and to coordinate the partnerships in place with schools and universities. The alternate training provision targets young graduates with qualifications ranging from the baccalaureate diploma to BAC+4/+5 (BP in banking, BTS in banking, professional banking degree, Master s in finance) Second, with skills development for all employees, at each stage during their career, may it be acquiring fundamentals, improving in a business or in a field, developing expertise due to a wide range of courses leading to a qualification (diploma issued by the State or by CFPB, as applicable) which, as the case might be, either provide training for a given profession or are based on a more cross-functional approach (see the scheme below and training courses chart on the next page) or due to internships and advanced training or job adaptation modules, delivered either in face-to-face or distance learning format, available as off the shelf (intercompany models) or tailor made (intra-company models): this provision targets mainly the individual customer market, the professional and corporate market, wealth management, the financial markets, back-office banking, management and staff development, as well as, on a more cross-functional level, the main collective subjects affecting the profession (fight against money laundering, for example) Professional Development Cycle Certified for Customer Advisor professional market (CDPC CCpro) was set up at the beginning of 2007, as alternate training provision. CFPB is currently proposing continuing training courses based on the same occupational standard (qualification standard), but with an adapted and innovative pedagogical approach. Objective: to facilitate the reconciliation of a highly demanding professional life with a focus on close monitoring of such training aiming at highly demanding objectives. Thus, the combination of face-to- Alain NICOLAS SCUFC Université de Versailles Saint Quentin en Yvelines Page 3

4 face / e-learning courses delivered by CFPB is based on a series of classroom courses preceded by online training and followed by distance supervision of collective assignments (inter-sessions). Designed based on environmental, technical, commercial and patrimonial axes, this course targets employees or soon-to-be-employed persons. Available as inter-company or intra-company provision, finalised with a diploma or qualification certificate (for the entire course or module-based), the course was designed to offer the user-organisations a fast return on investment. Pedagogical contents MODULE A Professional market. Qualification: customer advisor, «professional market». One-day classroom courses before the e-learning training modules. Pedagogical objectives of module A (face-to-face or e-learning courses): To identify the professional market actors and their specific roles To identify the components of the professional market To identify and use the sources of information on this market To identify the various customer segments To distinguish the needs of these segments To identify the roles and the tasks of the customer advisor for professional market To comply with regulations related to performance of specific tasks MODULE B Legal, social and fiscal characteristics of the professional market customers Two-day classroom courses before the e-learning training modules. Pedagogical objectives of module B (face-to-face or e-learning courses): To identify various legal forms of activity To describe the main structures of activities under liberal professions To describe the VAT mechanism To understand the principles of capital gains and losses for professional market customers To describe the main taxation systems for employers and businesses To explain the implications of legal, social, fiscal choices on the professionals To determine the various taxes for the professional market To identify the start-up business situation MODULE C Economic, commercial and personal risks of professional market customers One-day classroom courses before the e-learning training modules. Alain NICOLAS SCUFC Université de Versailles Saint Quentin en Yvelines Page 4

5 Pedagogical objectives of module C (face-to-face or e-learning courses): To analyse economic risks of self-employed To analyse economic risks of liberal professions To analyse the entrepreneur from the economic risk perspective To develop an economic risk analysis method for the professional market To apply an economic risk analysis method for the professional market. MODULE D Effective business conduct for professional market customers One-day classroom courses Pedagogical objectives of module D (face-to-face courses): To discover customer motivations Customer persuasion To conduct an interview with a prospective customer To identify a prospective customer and explore his/her motivations To conduct a discovery meeting with an entrepreneur. Collaborative work of a cross-functional nature in FOAD (open and distance learning) for the entire unit I Group work finalised with a deliverable (written presentation of solutions selected for problems identified) TYPICAL SITUATIONS ONE-DAY CLASSROOM COURSES FOAD collaborative work of a cross-functional nature for training unit II Group work finalised with a deliverable (written presentation of solutions selected for problems identified) MODULE E Account opening, account related products and services, insurance One-day classroom courses before the e-learning training modules. Pedagogical objectives of module E (face-to-face or e-learning courses): To identify account flows for professional market customers, their risks and consequences on PNB To identify risk factors To respond in case of incidents To understand the notion of current account Commercial overdraft for professional market customers To open an account for professional market customers To sell service packages To propose services associated to the account To identify the main information and communication technology tools and their benefits To identify the main electronic banking instruments To identify the main insurance products to meet the needs of professional market customers Alain NICOLAS SCUFC Université de Versailles Saint Quentin en Yvelines Page 5

6 To master surplus cash management techniques Indicate the characteristics of savings products specific to professional market customers MODULE F Dynamic analysis of enterprise Three-day classroom courses before the e-learning training modules. Pedagogical objectives of module F (face-to-face or e-learning courses): To use information provided by customers To use effectively the information held by the bank To identify financial analysis instruments To calculate SIG To interpret SIG To identify the main assets and liabilities of the balance To analyse main assets and liabilities of the balance To identify key ratios To interpret key ratios To describe the revenue allocation mechanisms To draft and analyse a funds statement To link the various elements of the analysis MODULE G Funding needs Two-day classroom courses before the e-learning training modules. Pedagogical objectives of module G (face-to-face or e-learning courses): Perform a structured appraisal of an enterprise To identify the main characteristics of investment credits To analyse the customer s investment projects To determine the funding needs Link to cash flow needs To identify the main characteristics of the credit financing the operation cycle To match the company s activities and its needs To determine and analyse a cash flow To identify growing competition To mediate between customer needs and bank requirements To analyse the risk of the bank To identify the guarantees To negotiate adequate guarantees PEDAGOGICAL CONTENTS > TRAINING UNIT II Basic needs of professional market customers MODULE H Alain NICOLAS SCUFC Université de Versailles Saint Quentin en Yvelines Page 6

7 Monitoring customers daily activities One-day classroom courses before the e-learning training modules. Pedagogical objectives of module H (face-to-face or e-learning courses): To identify risks specific to certain situations (start-ups ) To identify traps, scams, forgery To determine actions to be taken To identify indicators of risk monitoring To analyse the situation of a business facing difficulties MODULE I Commercial negotiation with customers, controlling agreed conditions and profitability of relationship Two-day classroom courses before the e-learning training modules. Pedagogical objectives of module I (face-to-face or e-learning courses): To analyse portfolio profitability To analyse relationship profitability To identify desirable course of action To identify key elements of negotiation To identify manoeuvre margins To negotiate with professionals To identify factors driving bank profitability To identify factors driving portfolio profitability To identify factors driving relationship profitability Alain NICOLAS SCUFC Université de Versailles Saint Quentin en Yvelines Page 7

8 3) Access regulations/ recognition of prior learning or prior experiential learning Please describe in full detail Who are the target groups for these programs (traditional students/adults) What access conditions exist (explaining regulations/procedures/agreements with other institutions, also for case by case practices, role of involved ministries, etc.) Standards for validation of prior/experiential learning This type of training is open both to new employees who can demonstrate level 3 training or equivalent and to existing employees, by means of continuing training. CPC CCpro in the continuing training option takes into consideration trainees prior learning. It is especially suitable for active employees and it may allow for the functional development of experienced employees on the professional market or for strengthening the skills of recently appointed customer advisors. 4) Relationships with employers and institutions Please provide detailed information about contributions of companies in programs, equipment, finances participation of professionals in normal courses, together with academics university courses combined with periods in companies, apprenticeship The viewpoint of the employers regarding the described programs (e.g. how is the level of acceptance, attractiveness of the program/the graduates, preferences of certain levels, etc.) The qualification is specific to the banking industry, thus it is strictly related to employers views and requirements. 5) Current situation regarding learning outcomes (please describe to which extent and how the presented program is based upon the principals of learning outcomes, meaning the three descriptors of EQF (knowledge, skills and personal and professional competences) and/or how much the design of the program is representing the content based approach) This training course is oriented towards professional competences strictly required for immediate practice. It alternates theoretical learning and practical application. The approach of this programme was the result of an analysis of all professional situations a customer advisor might be facing. This presentation does not fit completely the use of EQF descriptors Alain NICOLAS SCUFC Université de Versailles Saint Quentin en Yvelines Page 8

9 6) Links between the subsystems (vocational, general and higher education) Please describe Which kind of links and bridges exist between the different subsystems? Links and bridges existing with other qualifications for access to the programme and for continuity after completion of the programme Are these links and bridges negotiated? Are they only a form of recognition? Are these links and bridges included in a strategy or just happening? What are the obstacles (institutional, legal, pedagogical, cultural, and technical?) No explicit articulation between this qualification and the higher education system has been formalised yet. 7) General reflexive section Please state What were the challenges in obtaining all necessary information for the case study? What are your prepositions and recommendations? What hasn t been said? This type of certification is in competition with professional Bachelor degrees developed to provide training for the advisor occupation. It reinforces the perception that professionalization is strictly a matter for professionals in the field. This type of training aims at immediate employability starting from the current conditions in practising the profession. It provides opportunities to continue education and professional development within the banking group associated to CFPB. Alain NICOLAS SCUFC Université de Versailles Saint Quentin en Yvelines Page 9