Competence model
The KaosPilot program is based on, and aimed at practical experience. The main purpose, therefore, is not just for the students to build up their own knowledge and competencies, but also their ability to convert these to action in the appropriate situations and contexts. It is as such a descriptive model for how to generically master a given situation. The KaosPilot program is designed not only with the aim of acquiring knowledge, but also competencies – the ability to act - within the KaosPilots’ area of expertise.
The KaosPilots views the areas of professional- and personal development as inseparable. With the aim of fulfilling the aforementioned goals, the KaosPilots base the teaching assessment on the following competence model:
• Subject competence (i.e. the KaosPilot discipline-specific competence)
• Relationship competence
• Change competence
• Action competence
In order to master a given situation, a challenge or a project, one need to master a specific set of aspects (which changes from situation to situation) of the four competencies described.
Subject competence
It stands for all the knowledge, skills and attitudes that are assumed necessary in order to master a given situation. In the program it relates mostly, but not limited, to the disciplines of process, project, leadership and business design.
Relationship competence
It intends to the ability to interact with, and to relate constructively to other people. The ability to collaborate on common assignments and goals, to create and maintain contact and trust, to understand and respect others’ needs and interests, to develop and make use of influence and communication channels, to work with and resolve conflicts as well as personal assertion.
Change competence
It relates to the ability to think in new terms and the ability to learn – and learn quickly. It refers further to the ability to manage ambiguity, complexity and turbulence. It is an understanding of development and change, and the ability to adjust and/or unlearn inappropriate habits. It is the curiosity and a desire to experiment, the ability to focus on possibilities rather than problems, and to combine competencies from various areas.
Action competence
The ability to convert values, visions, knowledge, insight, experience and situational understanding to practical, goal-oriented action. It means the ability to display initiative, to set goals, prioritize and make decisions. It is about effectiveness and getting things done.
Implementation
The competence model serves as a tool for the students, with which they can observe their study-related development and set appropriate developmental goals for themselves. The competence model is also a tool for the teaching staff in connection with the preparation of course content and conducting of exams. The external lecturers are encouraged to relate their focus or subject to the competence model. The competence model can also be used in coaching sessions.
Pedagogy
The program focuses on providing the student with a holistic approach towards development of knowledge, skills, competencies, values, attitudes and behaviour that promotes creativity and enterprising conduct. The increasing rate of change and the resulting focus on the ability of organisations and employees to be flexible, adaptable and innovative has lead to a more general focus on competence development and learning in the workplace. The focus on the overall ability of organisations to learn and develop in line with the surrounding society also includes an increased focus on the individual employee’s development and learning in the workplace. The ability to acquire competencies through reflection over practice, also called “action learning”, is therefore a central and necessary aspect for the individual employee/employer. The KaosPilots’ fundamental approach to teaching is therefore based on promoting learning through reflection over practice. The KaosPilots’ pedagogical focus is on the dynamic interplay between practice and theory - that in order to grasp something, you have to grab it – and on developing the whole person.
Learning design
It is the school’s aim to create an exploratory and motivating learning environment with the student in the centre that achieves ownership of the process and responsibility for one’s own learning. The idea is to let reality, represented by external clients and the projects developed by the students, decide the content of the program. Learning processes are created that are based upon fundamental principles. This means that the teaching at the KaosPilots must be:
• Grounded in practice
• Intentional and meaningful
• Supported by knowledge
• Reflective in practice
• A natural progression
• Experimental
• Involving
Practice
Project-pedagogy, whereby the students solve concrete assignments commissioned by external clients, organisations or businesses, is the primary teaching method supplemented by exercises and theory-based teaching.
Intentional and meaningful
Learning at the KaosPilots is based on formulated goals, primarily in the current curriculum, and seen in relation to the KaosPilots’ four core skills: Creative Project Design, Creative Process Design, Creative Leadership Design and Creative Business Design. The learning process at the KaosPilots is designed so that the students are aware of the professional focus, the learning goals and the learning process.
Research based
Qualified external lecturers who are experts in their relevant subject areas, and have an insight into current developments within their field of specialisation mainly provide exercise and practical-oriented teaching. The four core disciplines skills are backed by a theoretical syllabus that creates the professional-theoretical ballast and basic knowledge that is the prerequisite for qualified dialogue and reflection. The purpose of the syllabus is furthermore to inspire and put into perspective the insight and knowledge gained through project work. Likewise, situation-based teaching materials such as supplementary literature, web sites, or handouts are also widely used.
Reflective practice
Through on-going reflection over practical experience, the students develop their qualifications and competencies. Reflection is an integral part of the learning process of group-work, on the student’s own initiative, and as part of a coaching session.
A natural progression
The learning process is planned in such a way as to challenge the students’ existing knowledge. Throughout the program, the order of teaching is planned such that the goals of the program can be fulfilled and the student experiences a natural progression that allows for optimal professional development. In the first part of the program most of the work is group and team-based, whereas in the last part of the program the work is mostly individual.
Experimental
Exploring current and potential tendencies within the fields of study. In conjunction with the choice of projects and methods, the majority of the teaching is intended to be experimental such that that it acquires the character of development-oriented laboratories. The purpose is therefore not only to acquire existing knowledge, but to also have the potential to develop new perspectives and new knowledge.
Involving
The learning process aims to be attractive, challenging and meaningful. It should be possible for the students to influence. It must reflect the KaosPilots’ six values.
The learning environment
The main learning environment for the students is at the school, and the development of qualifications and competencies occurs through participation in the organised learning process. The learning and/or project sessions are typically every day from 9am to 4pm. In limited periods the students are allowed extra time to study the literature and to work individually, such as when preparing for the examinations.
Coaching
Coaching is a central element in the relationship between the student and the teaching staff in charge of coaching. Students have the right to a minimum of 2 coaching sessions per year. The overall purpose of a coaching session is to heighten the student’s competencies with regard to taking charge of their own study-related development and thereby optimise their learning process.
Aim
Coaching should lead to:
Performance
• The ability to clarify one’s own goals and visions with regard to the learning process, as well as to plan a strategy for achieving these that is in accordance with the study-related demands
Correction
• The development of the students’ understanding of their strengths and weaknesses so that they are able to adjust their own behaviour
Self-activation
• To enable the student to create and take part in activities that promote study-related, creative, and personal development
Coaching in general
The KaosPilots perceive coaching to be about unfolding human potential and thereby maximising learning, development, and performance. It can best be described as an approach that is aimed at helping people to learn, rather than merely teaching them. Coaching is characterised by:
• Focussing on the student’s own practice and experience of a situation
• Aiming to develop the student’s competencies and feeling of mastery
• The sessions being driven by reflection over the practical work
• The starting point being the student’s particular situation
• The agenda is the students agenda
A relationship is established in the coaching session that enables the student to reflect, understand and act with regard to the situation that is relevant for his or her own learning and performance.