Authored by: Philip Mondor on Tuesday, July 18 2006 @ 09:51 PM BST

Good day Julia,

Thank you for providing this paper and seeking feedback. To follow are my key reflections on the model and ideas presented in the EMBOK Research Menu (10 July 2006) document.

SCOPE AND VALIDITY

Two themes resonate in the document – scope and validity. It would be beneficial to articulate the objectives for each of these as it will help place focus on the types of research that will be pursued and lend clarity to the overall goal.

For example, in terms of scope, are the objectives to:
- Ensure the framework contains a complete, comprehensive listing of domains and related elements? This may include the goal to ensure the range of domains and related competencies are exhaustive, and/or a greater level of specificity (such as clarifying the level at which the elements are performed) and/or classifying of the elements to describe type (such as transferable or core versus specialty; or frequency, importance, cognitive taxonomy, level of difficulty and so on).
- Verify the application and relevance of EMBOK to (a) educational pursuits, (b) employment opportunities, (c) research and academic endeavors, (d) policy…? (*these are mere examples)
- Promote learner and labour mobility, i.e. for EMBOK to inform (or be) a type of qualifications framework? (For example, OECD defines qualifications framework as “an instrument for the development and classification of qualifications according to a set of criteria for levels of learning achieved. This set of criteria may be implicit in the qualifications descriptors themselves or made explicit in the form of a set of level descriptors. The scope of frameworks may be comprehensive of all learning achievements and pathways or may be confined to a particular sector for example initial education, adult education and training or an occupation area. Some frameworks may have more design elements and a tighter structure than others; some may have a legal basis whereas others represent a consensus of views of social partners”. OECD further asserts that all qualifications frameworks establish a basis for improving the quality, accessibility, linkages and public or labour market recognition of qualifications within a country and internationally. (For another good example, take a look at the International Labour Organization’s definition.)

If the objectives related to scope are well understood, then there is a clearer sense of what must be achieved in validation of the model. Validation, after all, must be linked to these objectives. Validation efforts to affirm completeness, for example, are different than validation efforts concerning application of the model. Methodologies will vary because of different objectives and necessitated by the different types of stakeholders, as well different opportunities and constraints.

CLASSIFICATION DECISIONS

Classification systems are fascinating and organic by nature. Classification systems however should not be accidental and special care is needed to ensure decisions on how data is labeled are deliberate. This is no easy task, especially in models that are intended to convey universal concepts and have international currency. One way to defend classification labels is to carefully define them and where possible to articulate the criteria or defense to come to those decisions.

One example I reflected on concerns the list of events sectors (which I think is also referred to as event genres in the document). To a lay reader of the model, an inevitable question is “How did they come to the conclusion of these particular sectors?” Was it the size or scale of event, duration or other type of criteria, for example? Perhaps the list was compiled as a result of other data or models. Regardless, it is helpful to include some rationale for the sector choices and definitions of the respective sectors to ensure clarity.

Other examples of terms that I think would be beneficial to define include: domain, domain classes, fields of inquiry, class or function. Terms and technical language that is universal in nature will assist in garnering serious interest and possibly even adoption or use of EMBOK. (Perhaps one of the validation efforts concerns the validation of terms and concepts.)

RESEARCH

The paper inspires many ideas on possible research that could be undertaken which would contribute to the EMBOK model. To some extent, the very body of this research may help validate the model (i.e. in terms of demonstration on the application of the framework), and at the same time the research will help refine the model. As I understand it, it is this very type of research that the paper is promoting.

Here are some other research propositions:
1. Articulation and verification of types of evidence or indicators that could be used to assess if an individual meets the skill or competency. (Or this same idea, but looking at it from an event level rather than an individual level.)
2. Mapping or articulation that shows the link to common types of skills or areas where one skill is dependent upon another… many other possible variables, but essentially the idea to show where there are commonalities and currency. (This very exercise is another form of validation.) This could include the defining of core competencies/requirements.
3. On a similar vain, exploring what is transferable to other occupational domains or economic sectors.
4. Exploring the underpinning skills or competency requirements, i.e. what is necessary for entry (not just expert level).
5. Validation of industry terms, concepts and jargon.
6. Defining and applying a taxonomy for each of the competencies (which is necessary if one wants to get to assessment of events practitioners, and very helpful in informing curriculum and training initiatives).
7. Adaptation to another language and the validation efforts that go into adaptation of such a model.
8. Specific development efforts with respective events-focused bodies such as tertiary educational institutions that specialize in the events discipline, or accrediting and certifying bodies. (These bodies could identify what is most important to them, and this would serve as a subject of inquiry… thus aiding in getting interest and buy-in as well.)
9. Defining of quality assurance measures.
10. Comparative work with other body of knowledge frameworks.
…of course the list could go indefinitely.

SUMMARY POINT

The very fact that there are many robust ideas that can be generated and an appreciation for the complexity that the model presents reinforces its value and the need for additional exploration. I really like the example that is positioned in the fourth paragraph, i.e. guiding organizers and authorities with respect to use of ambulances. Indeed many other illustrations could be talked about, but the point is there is a need for agreement and relevant data that will help inform better practices.

/pm
18 July 2006


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Authored by: Anonymous on Thursday, July 27 2006 @ 07:05 AM BST

Phillip's comments are very provocative. Being a speaker, but not a professor within a collegiate or university environment, I am always amazed by the wealth of information that comes from so many different sources building into this living and breathing document.

The EMBOK Summit held this past June 2006 at the UNLV was the US launch for this tremendous undertaking and will continue to move and take greater shape with the contributions of others within the academic and "trenches" environments. I was most pleased to read the repeat Summit of EMBOK in 2007 is already on the radar screen.

The comprehensive body of work is simply overwhelming and the most exhausting to date that I've seen anywhere. Phillip, thank you for your contributions to continue the integrity of the core competencies and skill sets as the industry continues to morph and change.

Julia, you know how I feel about your commitment to the industry!

Gloria Nelson, CSEP
Gloria Nelson Event Design, LLC
Proud Member of ISES and MPI

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