KIM Handbook wp4 | EN

Key Competencies for MigrantsPromote Social Inclusion and Gender Equality

EN

KIMTraining HANDBOOK

PROJECT N°: 526292-LLP-1-2012-1-IT-GRUNDTVIG-GMP

KIM PARTNERSHIP

PROJECT PROMOTER FormAzione Co&So Firenze

Firenze, Italy

www.formazionenet.eu

PARTNERS

Regione Toscana

Firenze, Italy

www.regione.toscana.it

Auxilium

Graz, Austria

www.auxilium.co.at

Secretaria Autonomica de Familia y Solidaridad

Valencia, Spain

www.bsocial.gva.es/portal/portal

Bridges Programmes

Glasgow, United Kingdom

www.bridgesprogrammes.org.uk

City of Uppsala Care and Education

Uppsala, Sweden

www.uppsala.se

FrauenComputerZentrumBerlin e.V.

Berlin, Germany

www.fczb.de

KIM Training Handbook

KIM Project Ref. N: 526292-‐LLP-‐1-‐2012-‐1-‐IT-‐GRUNDTVIG-‐GMP This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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Introduction 4

Module 1: How to apply the ISIP 6

1.1 Identification of social and economic barriers to integration through Needs Analyses 8

1.2 Goal Setting and Action Planning 11 1.3 Ongoing Development and Evaluation of the ISIP 14

Module 2: Competence assessment and skills audits 16

2.1 Competence assessment – outlining the topic (2h) 17 2.2 Self-‐assessment and facilitated reflection (2h) 20 2.3 Skills audits (0,5h) 23 2.4 Reflection and transfer (1,5h) 25

Module 3: Vocational language training 27

3.1 Communication: identification of main sources of information 28 3.2 Understanding what Migrants need to know 30 3.3 Assessing Migrants Vocational Language Level 31 3.4 Using Workplace Specific Resources in the classroom 32

Module 4: Employability training 33

4.1 Developing Social skills to for employability (2 hours) 34 4.2 Active job search (2 hours) 35 4.3 Labour rights, obligations and Health and safety at work (2 hours) 39

Module 5: Work Placement/ Internship 41

5.1 Mapping ( H 1.20”) 42 5.2 Training the partner company to receive foreign trainees ( 40”) 44 5.3 Train the client for interviews and internship ( 45”) 45 5.4 Tutoring (h 2.35”) 46

Annex: Literature, Links and Supporting materials 49

Module 1 49 Module 2 50 Module 3 51 Module 4 56 Module 5 57

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INTRODUCTION

This training handbook contains several modules which were jointly developed by a consortium of seven partners collaborating in the Grundtvig Multilateral Project “KIM -‐ Key Competences for Migrants, to Promote Social Inclusion and Gender Equality”. As with all other products developed within this partnership, it aims to contribute to the development of key competences of migrants and to support the social inclusion of migrants.

The handbook was developed to support trainers deliver a training programme which addresses educationalists and other professionals working with migrants to foster their social inclusion. The training intends to provide educationalists across Europe with approved methodologies, procedures, instruments and materials which have the potential to support and improve their work with the target group of migrants.

The entire course amounts to 30 hours which are split into five training units (modules), of 6 hours each. The handbook is divided into five chapters and each of these chapters refers to one module of the training course.

Contents of the handbook

MODULE 1: HOW TO APPLY THE ISIP. This introduces the methodology and implementation of the Individual Social Inclusion Plan (ISIP). Supporting and planning social inclusion is the framework in which all the other topics and activities discussed in the other modules are set.

MODULE 2: COMPETENCE ASSESSMENT AND SKILLS AUDITS. This introduces the approaches, procedures and instruments of competence assessment which provides the basic information for social inclusion planning.

MODULE 3: VOCATIONAL LANGUAGE TRAINING. This introduces the methodologies to improve social inclusion through work-‐oriented language training.

MODULE 4: EMPLOYABILITY TRAINING. This covers Searching and applying for jobs and activities to promote social inclusion and basic competences. The Module provides relevant training techniques and materials.

MODULE 5: WORK PLACEMENT/INTERNSHIP. This provides methods and techniques to improve the quantity and quality of work placements and internships for migrants, which often open the first door to employment.

Structure of the handbook

Each module is introduced with information about its specific contents, aims and outcomes. The individual modules consist of several training units which are numbered and presented in tables. Apart from information about the specific objectives of the training units, there are also advisory notes for the trainer included in the units.

In the left column of the table, the training contents are described step-‐by-‐step (“WHAT”). The middle column refers to the didactic approach (“HOW”) and the right column provides information about the media needed and the materials used in this training unit. In addition, there are more detailed references to materials listed below the tables (“Supporting materials used in the lesson”).

There are also recommendations for the training participants, plus worksheets to be handed out to the training participants. These as well as all the other supporting materials, used in the modules, are listed in the annex of the handbook.

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Training materials

The guiding principle, in terms of the selections of materials, was to cause no extra costs to trainers and to be able to provide an English language version. However, not all the materials in the training are available in all national languages and some cannot be translated.

It should be also pointed out that not all the materials will be fully relevant to each national context. During the preparation of the training therefore, the trainers should ask the question if the course materials and content match the national/regional context and, if necessary, find additional materials in their own national language.

The “KIM HANDBOOK for assessing and validating informal competences of MIGRANTS” which has also been developed by the project partners, which is available in English, German, Italian, Spanish and Swedish languages, contains the theoretical framework from which this training handbook has been developed. Therefore we recommend that this publication is not only a very useful source for preparing the training, but might also be valuable reading for the training participants. It is available on the KIM website

The KIM Project Partners (should be completed with the final layout)

FormAzione Co&So Network – Italy

Regione Toscana – Italy

Auxilium – Austria

Secretaria Autonómica de Familia y Solidaridad. Conselleria de Bienestar Social. GeneralitatValenciana – Spain

The Bridges Programmes – United Kingdom

City of Uppsala – Sweden

FrauenComputerZentrumBerlin e.V. (FCZB) -‐ Germany

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MODULE 1: HOW TO APPLY THE ISIP

AIMS AND OBJECTIVES: The aim of the module is to train participants in the methodology and implementation of Independent Social Integration Plans using the Personal Action Planning tool. Participants will learn how to engage clients in the process and to promote independence and personal responsibility for the implementation and overall success of the process. Evaluation and monitoring form a core part of the module with participants encouraged to evaluate soft and hard outcomes against social integration indicators.

TRAINING OUTCOMES: By the end of the module: • Participants will have a good understanding of the methodology

underpinning Independent Social Integration Plans and Personal Action Planning.

• Participants will have an awareness of, and confidence to use, didactic questioning in order to conduct needs analysis and identify client starting points.

• Participants will have an awareness of integration indicators and how to evaluate clients using these indicators.

• Participants will have an awareness of some of the local resources for assisting clients achieve their goals.

• Participants will have an understanding of how short, medium and long term goals are set and how short and medium term goals can assist clients achieve their long term ambitions.

• Participants will be able to support a diverse range of learnings complete a Personal Action Plan using SMART goals and will have the confidence to monitor the progression of the plan.

CONTENTS: The course takes participants through the personal action plan process step by step. The first session focuses on some of the key competences and knowledge required by educationalists including looking at integration indicators and identifying these indicators through examples. The module then moves on to needs analysis, helping clients to establish where they are in the integration process and enabling them to identify realistic goals. Participants will learn to assist clients to identify any urgent needs which may be hindering their progression and likely success of the ISIP.

A range of techniques are introduced to encourage participants to reflect on their practice and on their own experiences. By encouraging learners to identify forms of support and strategies in order to achieve their own personal goals, this will help them to identify with their clients, who are going through the process to identify practical, reliable ways of moving forward. This is why

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much of the material used in this module is material which the participants will take away and use with their own clients.

The Personal Action Plan (PAP) as a tool in its own right is introduced in the final part of the course. Once participants have identified the different strands which make up integration and a number of techniques for assisting clients with their own progression it should become straight forward to complete the PAP itself.

Clients are encouraged to take personal responsibility for their ISIPs and to develop independence in the implementation. The module uses case studies encouraged by looking at methods for monitoring and equipping clients with the tools to take responsibility for their own progress. Clients who feel supported and have contributed to their own ISIP, and feel that they are able to feedback and adapt their plan with support, are much more likely to be active participants in the process.

Much of the material will need to be altered to take into consideration local factors such as access to services which will impact upon the journey the client takes through their ISIP. Where material needs to be adapted this is mentioned in the teaching notes.

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1.1 Identification of social and economic barriers to integration through Needs Analyses

Aims and Objectives The aim of the session is to introduce participants to the concept of integration and to gain an understanding of some of the indicators of integration. Participants will use these indicators to conduct needs analyses of the clients, to act as a starting point for the Individual Social Integration Plan. Training Outcomes By the end of the session learners will: Be able to give examples of the indicators of social integration. Have an understanding of some of the barriers inhibiting social integration. Have an awareness of the tools which can be used when conducting needs analyses with clients. Will understand different types of questions and will have practiced phrasing questions appropriately. Contents This session attempts to integrate team building along with using some of the exercises participants may use when conducting ISIP with clients. The focus is on conducting needs analyses using integration indicators. This session is based on the indicators identified in Measurements and Indicators of Integration, Council of Europe, March 2013. Advice for the Trainer It is important to find out as much information as possible about the backgrounds of the participants before teaching this module and to adapt the materials accordingly. If there is a local/national social integration strategy the materials should be adapted to include as much of the language and points as possible. The session is very interactive with lots of moving around. There will need to be enough space for participants to walk around the room and for material to be placed around the walls. Training Schedule

Topic

Content/ Methodology/ Advice for the trainer Supporting material

Overview of the module and outcomes

15” Review objectives and outcomes with learners. Elicit and add any additional outcomes. If it is a group who are new to the concept of integration it is worth asking them before showing the PowerPoint what they expect from the course. Their answers can then be compared to the actual aim and outcomes of the course and any confusion dealt with.

PowerPoint with course aim and outcomes

Icebreaker and introduction to concepts

15” Participants each handed a copy of Social Integration Find Someone Who. Participants move around the class asking colleagues the questions on the sheet. If their colleague answers yes to a question write the person’s name in the space next to the question. The aim is to have as many different names on the sheet as possible. Model 1 or 2 examples and monitor class to ensure full participation. This activity is important for later on in the lesson so it is essential that everyone participates fully.

Find Someone Who hand-‐out 1

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Topic


Introduction to the concept of Integration

10” Feedback – Participants asked to rank themselves from most to least integrated (if trainer feels this is appropriate for the group). How well does this reflect what the learners consider to be integration/ Class discussion – what information is missing? The first part of this activity may be missed out if the group is unfamiliar with each other or if the likely answers risk creating divisions or making people feel awkward.

Assessing Integration

10” Give each learner a copy of the 3 stories. Learners should rank each 3 in accordance to how well they have integrated or assimilated. Agree as a class the order to rank them It is worth adapting the materials to make them more appropriate for the country. The purpose of this activity is to generate discussion over indicators of integration. The facilitator should prompt the participants with questions to stimulate the discussion.

Flip chart paper with headings Attitudinal quiz examples

Integration Activity

10” Learners list all the different steps the clients have taken to integrate Learners should look at things such as

-‐ Working -‐ Language -‐ Registering children into schools -‐ Seeking advice and guidance -‐ Registration with GP -‐ Understanding of rights

Client stories

Social Integration Examples

15” Split class into 5 groups – each group given a flip chart headed either employment/education/social inclusion/active citizenship Ask the groups to give as many examples as they can think of for each category If there aren’t enough people for 5 groups then place the flip charts on the walls around the room and ask participants to walk around adding as many indicators as they can.

Flip chart paper headed employment/education/social inclusion/active citizenship

Practice 20” In groups of 3 with 1 person acting as client questioned by the other 2. Find out as much information as possible. Collaboration is an important aspect of this activity. Allow the two groups to sit together and go over the information on their card before starting the activity. They should think about things such as what questions to ask and why a client might be cagey in giving answers. It is a challenging activity as the participants may not know each other too well at this stage in the course and it entails an element of acting which can put participants out of their comfort zone. If there are two facilitators on the course it might be better to model the activity first with the class observing and providing feedback before doing the activity themselves.

Role play activity

Role play feedback

15” 1) How easy was it to elicit relevant information? 2) How well do you feel you need to prepare and stage your

questions? 3) Did the needs analysis take the form of a conversation or a quiz,

how did it make the client feel?

Class evaluation, feedback and reading for next session

5” The course is more focused on the practical than the theoretical so it is worth asking the participants to do some background reading before the next class.

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Recommendations for the participants: Before the next session learners should take some time to read up on some of the research underpinning the philosophy behind ISIP and integration. Literature and supporting materials used in this lesson: Understanding Integration: A Conceptual Framework, Alastair Ager & Alison Strang http://www.compas.ox.ac.uk/fileadmin/files/Publications/Reports/Refugees_new%20migrants%20Dec06.pdf

Measurements and Indicators of Integration – Council of Europe http://ec.europa.eu/dgs/home-‐affairs/e-‐library/documents/policies/immigration/general/docs/ final_report_on_using_eu_indicators_of_immigrant_integration_june_2013_en.pdf

Flip chart paper headed “employment”/”education”/”social inclusion”/”active citizenship”

Find Someone Who activity: http://bridgesprogrammes.org.uk/pages/about.php#about41

Three portraits: http://bridgesprogrammes.org.uk/pages/about.php#about4

Role play activity: http://www.bridgesprogrammes.org.uk/pages/about.php#about4

1 You will find the materials if you click the botton „Publications“

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1.2 Goal Setting and Action Planning

Aims and Objectives: The aim of the session is to introduce participants to a range of methods for helping clients to identify their goals and associated barriers. They will also look at local resources clients can utilise to overcome these barriers. Finally participants will identify a range of techniques to encourage learner independence in achieving their short/medium and long term goals. Training Outcomes By the end of the session learners will: Have worked through two different techniques for goal setting. Will have a good understanding of long, medium and short term goals and how to break down long term goals into smaller steps. Will have considered some of the barriers particular to their client group and have a range of strategies for overcoming these barriers. Contents: This session uses some of the techniques that participants will use with their own learners in order to demonstrate the effectiveness of each activity. The mountain activity is used to enable clients to visualise their goals. It can be risky strategy to use as it is important that goals remain achievable and realistic. The real challenge for the trainer is to identify those goals which are ambitious yet potentially achievable. The timeline is similar to the mountain except it encourages learners to reflect on prior achievements and to use those experiences and lessons learnt to plan for the future. This is a useful strategy for clients with broader work experience and more life experience but there are some obvious risks especially when working with a very vulnerable client group. Training Schedule Topic


Warm-‐up exercise

Barrier game

15” Trainer s chairs back to back in classroom. Split the class into pairs, one of each pair is A and the other B. A’s sit back to back from their partner. All the As are given a picture of the mountain. The Bs are given a blank sheet of paper. A has to describe the picture to the Bs who must draw the picture as described by their partner. Participants should keep their drawings for later in the session. The purpose of this exercise is a) as a warm-‐up exercise and b) to encourage participants to think about active listening. Participants should begin to empathise with their clients who will be expected to complete an ISIP without having many visual aids or may struggle conceptually with the idea.

Mountain picture

Personal Timeline Exercise

20” 1. Have participants draw the first part of their timelines: from birth to present. They should write in rough dates and major events that have happened in their lives (you will want to model this and the next two steps).

2. Ask the participants to extend their timelines two years into the future and write in events they want to make happen in those years

3. Finally, have them extend their timelines to reach about 5 years into the future adding any events they would like to experience

Pre-‐prepared timeline based on trainer’s life

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Topic


during this period (they might include such goals as living in a place of their own, getting a job in the same field as back home, finding permanent accommodation, going to college/university, learning a new hobby, etc.).

4. In pairs or small groups participants should share their timelines and talk their colleagues through it.

How much control do people have over what happens in the early years of their lives —up to age 10 for example? What about during the second ten years: do we get to set goals for ourselves and work toward them in our teen years? What about when we’re in our 20s or 30s?

What connections do you see between your goals in the next 2 years and your goals for the 5 years after that? Trainer should have prepared a model timeline to present to the group. On the timeline there should be 3 or 4 key moments from the trainer’s life.

The purpose of this activity is to demonstrate a technique to help clients plan for the future. It is often difficult to take the future in isolation especially if so much of recent life has been a struggle so the activity is meant to help the learners reflect on what they have succeeded at in the past and to draw parallels with their goals for the future. Some participants/clients may feel uncomfortable with this activity. The facilitator should make it clear that it is ok to leave gaps in the timeline and the starting point doesn’t have to be birth. It can be a snapshot (ideally covering as many years as possible).

Introduction to Goal Setting

15” In groups participants discuss: How important is it to have goals in life? How should these goals be measured? How realistic is it for a newly arrived migrant to take responsibility for their own goals in life? How suitable is the timeline method for your clients? If a 5 year goal is to abstract for clients, how could this be adapted to make it more realistic? What is the purpose of the mountain metaphor? This can be done as a class or in small groups. The purpose is to encourage participants to think of the benefits of goal setting and to introduce them to the idea of breaking goals down into manageable targets.

Goal Setting Activity

20” The experience of a participant doing this activity (who is more likely to be in work and to have a stable existence) is inevitably going to be very different from a new migrant. However everyone should be able to identify at least one long term goal no matter how prosaic it may be. Working in groups extract from the timelines the long term goal (no need to write it down yet).

In groups evaluate whether this goal is realistic.

Mountain hand-‐out

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Topic


Is it specific? Is it measurable (how do we know when we have achieved it?), Attainable (realistic), Relevant, Time-‐bound (is there a set time for it?) Each participant to write their long term goal at the top of the mountain hand-‐out from the beginning of the session.

SMART Goals 20” Facilitator writes the word SMART in large letters vertically on the board. Explain that this is a mnemonic to evaluate the achievability of goals. Participants have to try and guess the meaning of the letters Facilitator explains the meaning and runs through each letter giving examples Participants work the questions on the back of the worksheet and identify which examples are good examples of goals and which aren’t. What is wrong with those which aren’t good examples? Participants evaluate their own goals using SMART. This will only work if the class have a high level of English. An attempt can be made to interpret SMART into other languages though may lose some of the meaning.

SMART evaluation worksheet including questions

Goals Breakdown 20” Participants look back at their long term goals Working in pairs break down the long term goal into a series of shorter term goals each alleviating some of the barriers faced. Evaluate each goal using SMART and log them on the mountain. In pairs, work through each other’s’ goals. Question each other as you would a client using the didactic technique. Facilitator should monitor the activity and assist participants with formulating the right questions ensuring that there is a good balance between open questioning and closed questions.

Client Barriers 5” In groups: what are some of the issues clients may face when doing this activity. What practical steps would you take to alleviate some of the issues clients may face? Encourage participants to think of things such as unfamiliarity with the local context, not feeling able to envisage the future due to feeling stuck in a rut, unwillingness to talk about past experiences due to their circumstances

Feedback and evaluation of the session

5” For homework ask the group to look at ways they may adapt the material for their own environment. The more creative participants may be able to come up with a different approach to the timeline or mountain for goal setting.

Literature, supporting materials used in this lesson Mountain hand-‐out: http://bridgesprogrammes.org.uk/pages/about.php#about4 Timelines hand-‐out: Pre prepared by tutor SMART Evaluations handout: http://bridgesprogrammes.org.uk/pages/about.php#about4

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1.3 Ongoing Development and Evaluation of the ISIP

Aims and Objectives The aim of this session is to introduce participants to the personal action plan as a tool for recording client progression and encouraging clients to take responsibility for their personal and professional development. Training Outcomes Participants will be introduced to tools to assist clients overcome personal barriers they face achieving their goals. Participants will have a good understanding of the Personal Action Plan and will have a good understanding of how to record and update client progress Participants will share information with each other about potential progression routes for clients. Contents: The focus of this lesson is on the practical implementation of the ISIP. In order to facilitate this there is some revision of the previous lesson. The lesson starts with a game of barriers bingo. This should energise the room and encourage the participants to start thinking about the barriers clients face and possible solutions. For this game to be truly effective it would be best to spend some time before the class amending the cards to make them more appropriate for your environment. For example add names of particular agencies in the area and change those answers which are unique to the UK. The session then takes the participants through the physical completion of the personal action plan. While the layout and design of this may differ from place to place the principals are the same. The form has been designed so as to cover the SMART evaluation technique. If completed correctly it should be a live, ongoing and organic process. It is important in this session to emphasise the importance of clients taking ownership of the ISIP. Training Schedule Topic


Warm up/introduction to the PAP process

20” Barriers bingo The trainer will call out a barrier to integration – 1 at a time. If you have a possible solution to that barrier then you can score it off your card. The first team to get 3 in a row, horizontally or vertically, is the winner. This activity needs to be amended so the answers are appropriate to each country. Prior to the lesson the cards need to be laminated and the each team will need a wipe able pen to score off their answers as they win. The aim of the activity to stimulate discussion and encourage the participants to start thinking of innovative solutions to barriers so allow time for discussion after each game.

Bingo cards Caller cards

Local resources for onward progression

20” – each group handed a copy of the local resources hand-‐out: If there is computer access encourage participants to do online research otherwise as a brainstorming activity identify potential local solutions or referral organisations for each barrier This is an extension of the previous activity. The 2 activities can be merged but the focus on this is primarily to encourage research and autonomous learning.

Computers for research if available, if not a range of promotional material, posters etc. for referral agencies

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Topic


Introduction to the Personal Action Plan

20” Hand a copy to each student and run through the form This is a straight forward talk through of the personal action plan. It will likely have been adapted for the local environment. Focus in particular on the section where it stipulates who is responsible for each action and ensure reasonable balance between facilitator and client. It is often easiest to work in the order of Goal – barriers and from there extrapolate further actions.

PAPs (put on projector if available)

Personal Action Plan activity

15” Look at 3 PAPs. How successful do you think each one will be? How could they be improved? Encourage learners to identify good short, medium, long term goals. The learners should be able to build up a picture of the path the client is going to take. It should be clear how each action feeds into the long-‐term goal.

3 PAPs

Localisation of Personal Action Plan

30” Using the client profiles provided work in groups to draw up a personal action plan for each client. You will need to utilise your knowledge of local resources and opportunities. You may also need to do some background research as to the qualifications and likely experience of each client. First identify the long term goal and work backwards identifying medium and short term goals. As there is limited information available there will have to be an element of surmising (give them their own characteristics if necessary!) The client profiles have been written as general as possible in order that this activity may be done based on the realities in each different country.

Client profiles

Evaluation and monitoring of ISIP

10” In groups brainstorm ideas as to how the ISIP should be monitored and evaluated. As a class agree service standards suitable for the local environments A standard time to review an ISIP would be every 3 months. However in this time there should be regular phone calls and contact between the client and the facilitator. The facilitator needs to make themselves available for advice and support whilst ownership of the plan lies strictly with the client.

Module evaluation and feedback

10”

Literature, supporting materials used in this lesson Bingo cards and calling cards: Barriers Bingo: http://www.bridgesprogrammes.org.uk/pages/about.php#about4 Personal Action Plans: PAP template http://www.bridgesprogrammes.org.uk/pages/about.php#about4 Example completed PAPs: PAP example Beatrice: http://www.bridgesprogrammes.org.uk/pages/about.php#about4 PAP example Mohamed: http://www.bridgesprogrammes.org.uk/pages/about.php#about4 PAP example Shaker: http://www.bridgesprogrammes.org.uk/pages/about.php#about4 Client profiles: http://www.bridgesprogrammes.org.uk/pages/about.php#about4

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MODULE 2: COMPETENCE ASSESSMENT AND SKILLS AUDITS

AIMS AND OBJECTIVES: In addition to introducing the concept of competence and reflecting on different approaches and methods of its assessment, this module also provides participants with useful methods to develop skills audit tools. It also encourages a transfer of what has been learned into the individuals working environment.

TRAINING OUTCOMES: This module will familiarise learners with different methods and tools to audit

skills, and it raises awareness of the individual strengths and skills of each learner through reflection. Participants will be able to develop useful and relevant skills audit tools and know how and where to obtain useful information of the relevant labour market requirements.

CONTENTS: Contents include theoretical concepts of competence and skills auditing,

practical guidelines for the development of skills audit tools, biography-‐based methods that stimulate reflection and identification of skills and competences as well as the transfer to the respective working environments of the participants.

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2.1 Competence assessment – outlining the topic (2h)

Aims and objectives The aim of the session is to introduce the concept of competence to establish a common theoretical basis among the participants. On this basis, the participants will receive an overview of different approaches, procedures, methods and instruments of competence assessments. Training outcomes At the end of the session, the learners will know how competences are defined. They will have an understanding of different methods and instruments of competence assessments. Contents Theoretical approach of the concept of competences and types of competence measurement. Advice for the trainer: It is important to sensitise the participants, in order to get a broad picture of someone’s potential, values and competences. It is not sufficient to look at only one part of someone’s life or experiences, e. g. only professional competences. Instruments for competence assessment should be holistic to record professional skills as well as key competences and individual resources. At the same time formal, non-‐formal and informal competences should be taken into consideration. Training schedule Topic


Outlining the conceptual terrain of competences

10” Welcome and introduction to the structure of the session. Brief survey among the participants: How do you usually use the term competence? The trainer asks the group to give examples of competences. Collect the terms mentioned by the participants on the whiteboard or Flip Chart The collected examples illustrate the different usage of the term. “Competence” is often used in education and the business sector but the exact meaning of the term is often unclear. Are competences just skills? Or is it more about knowledge and performance?

Whiteboard or Flip Chart

Definition Competence

10” Theoretical input: Definition of competence To avoid any confusion about the meaning of the term, the definition of competences of the European Commission is used as a common basis. Preparing Flip Chart paper or PowerPoint with the definition of competence (European Commission)

Pre-‐prepared Flip Chart paper or PowerPoint

Definition Knowledge, Skills

10” Theoretical input in order to distinguish: Definition of the terms “knowledge” and “skills” The next step is the distinction of competence, knowledge and skills. Preparing Flip Chart papers or PowerPoint with the definitions of knowledge and skills (European Commission)

Pre-‐prepared Flip Chart papers or PowerPoint

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Topic


Classifying the previously collected terms

10” The participants sort their previously collected terms into competences, knowledge or skills. Trainer marks the terms that belong together. Colour-‐code the related words on the whiteboard, Flip Chart

Markers, Flip Chart/ Whiteboard

Definition of Formal, Informal, Non-‐formal learning

10” Theoretical input: Brief introduction to types of learning: formal, informal and non-‐formal learning

Preparing Flip Chart papers or PowerPoint with the definitions of formal, informal and non-‐formal learning, Source: OECD

Pre-‐prepared Flip Chart papers or PowerPoint

Grouping the previously collected competences/ knowledge/ skills according to the type of acquisition

10” The participants try to classify the competences according to the type of acquisition, followed by a discussion of the classification of the group.

The trainer may point out that the distinction between formal, informal and non-‐formal learning should be understood as ongoing

Highlight the different types on the whiteboard, Flip Chart

Markers, Whiteboard/ Flip Chart

Introducing assessment instruments

10” Different approaches/ procedures/ methods/ instruments of competence assessments: To evaluate competences, methods of measurement that are commonly used are rating forms, questionnaires, written or computer-‐interactive tests, oral examinations, individual or group interviews /discussions, direct observation, and performance audits.

Coach asks the learners what instruments they know and collects the suggestions

Whiteboard, Flip Chart on which the suggestions are written

Talent exchange market

5” Explanation of the “talent exchange market” as an assessment instrument. The aim of this instrument is to recognise their own skills and strengths and talk about them. This develops communication, self-‐knowledge and self-‐confidence competences. Description: The trainer asks participants:” If there was no money and you could buy everything you need but pay only by donating work, which work would you offer to others?” The trainer should give examples to make the exercise understandable and name the greatest possible range of activities and skills. Work offers are written on scraps of paper by each participant. Then everybody “exchanges his/her talents” with the others, which means that everyone should talk about his offers or proposals. The assessment consists in the activity itself. The following aspects can be assessed: Active participation, communication ability, involvement in tasks.

Exercise

25” The participants do the exercise through self-‐experimentation. 5 minutes for writing down the work offers/talents of each participant. 20 minutes for discussing the offers and the possibilities of using them.

Paper, pens

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Topic


Questionnaire for external assessment

5” Explanation of the “Questionnaire for external assessment” as another and an entirely different assessment instrument. The aim of this instrument is to support the perception of their own skills and strengths and to face the external perception of other people. It develops self-‐knowledge and self-‐confidence competences.

The trainer hands out a printed copy of the self-‐report questionnaire to each participant, who should answer it. In a second step (done out of class as homework) everybody searches for 1 or 2 people from their environment (i.e. a friend, a colleague, her husband/partner), inform her/him about the skills assessment and ask her/him to fill out the questionnaire for him. Thereafter, the participant will compare the external assessment with their own self-‐evaluation. If the differences are very substantial, they should reflect and ask for the reasons for such differences.

The trainer should support participants in their comparison of self-‐assessment and external assessment and check the differences in a supporting way.

Exercise

15” The trainer hands out a printed copy of the self-‐report questionnaire to each participant. The participants answer the questionnaire.

Printed copies of the “Questionnaire for external assessment”, pens.

Recommendations for the participants: Quality Standards for competence assessment with people with a migration background. http://www.migranet.org/images/stories/pdf/Materialien/Quality_standards.pdf

DISCO (the European Dictionary of Skills and Competences) provides access to a thesaurus with more than 60,000 skill and competence terms in seven European languages (EN, DE, FR, HU, CZ, LT). DISCO serves individuals and experts who need fast and easy terminological support in tasks such as searching for and translating single terms in the field of skills and qualifications or For composing and translating CVs. http://www.skills-‐translator.net/

Supporting materials used in the lesson: Tool box for competence assessment: -‐ Talent exchange market -‐ Questionnaire for external assessment http://forwardproject.eu/wp-‐content/uploads/2013/09/TOOLBOX_FORWARD_ENp.pdf

European Commission -‐ Definition of competence, knowledge and skills http://euskillspanorama.ec.europa.eu/Glossary/

OECD -‐ Recognition of Non-‐formal and Informal Learning http://www.oecd.org/edu/skills-‐beyond-‐school/recognitionofnon-‐formalandinformallearning-‐home.htm

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2.2 Self-‐assessment and facilitated reflection (2h)

Aims and objectives The aim of the session is to improve the learners’ abilities to identify and detect skills / competences through reflecting on their own life experiences. The session will also provide the learners with a comprehensive listing of their skills and competences. Training outcomes By the end of the session learners will:

have a deeper understanding of strengths, qualities and skills. have a clearer understanding of the experiences of reflection, including roles, actions and decisions.

Contents The life biography provides the basis for reflecting on developments and exploring coping strategies. At the same time, skills and abilities can be discovered in the biography, which were acquired through informal learning. The method of the biographical approach can provide an important aid and make individual strengths and competences visible. The session uses exercises that participants will use, with their own learners, in order to demonstrate the effectiveness of the activity. Advice for the trainer: Statement about confidentiality. When people reflect together in a group, this can make it easier to discuss things and get ideas from one another. But members of the group need to have confidence in each other and need to be committed to respecting each other’s ideas, beliefs and experiences. They must agree to do this and not to discuss anything that group members say, outside of the group. No member of the group needs to discuss anything that he or she does not want to talk about. Each one decides what they want to contribute.

If you intend to work in groups, take some time to agree the rules you will follow to respect each other and to ensure confidentiality. Training schedule

Topic


Introducing the biographical approach

10” Welcome and introduction to the session: A biographical approach allows the recognition of competences particularly acquired in informal and non-‐formal contexts, as well as their transference to work contexts and other areas. It helps with the deduction of skills and competences from activities, attitudes and experience; it supports migrants within the process of identifying, classifying and documenting their skills and competences by facilitating reflection. The value of looking at our roles and experiences, and recognising the influences on our lives, is that we can unravel what really interests and motivates us. Trainer introduces the online reflection toolkit: Bridges Programmes in Glasgow has developed the reflection toolkit in association with the Open University in Scotland. It is a tool to aid reflection for learners from diverse backgrounds and in a range of contexts.

Laptop with Internet access, projector Website Reflection toolkit

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Topic


Trainer shows website. Recognising skills and abilities

10” The participants were asked to look at their experience of life, with the aim of recognising their existing skills and abilities; in addition to the obvious ones they have gained from education and work experience. Trainer explains the example of session 2: Taking stock of my experiences over time.

Reflection toolkit: timeline.pdf

Drawing a personal timeline

20 “ The trainer hands out a printed copy of timeline pdf to each participant.

Participants draw their own timelines: starting from birth to the present day. This lifeline should show high and low points and includes key events of life.

They can do this on the provided paper.

Printed copies of timeline.pdf, pens

Learning from experience

20” The participants look at their timeline again and think about what they have learned from their experience. Especially what they have learned at the key points of their lives. They add their thoughts on their timeline in a different colour.

Identifying my skills, qualities and abilities:

20” The participants are going to look at learning in terms of skills, qualities and abilities. This will include formal skills developed through education and work, and other skills developed through experience of everyday life.

Participants pick an event or a point in their timeline when they had to take action to resolve something. It could be related to family, work, practical issues like housing and money. They should make a list of what they did and what skills they used.

Learners should ask themselves: Did I discover other/new skills, maybe some that I am not aware of? Can I discover qualities that I have, but hadn’t considered before?

They can do this on the provided table.

Reflection toolkit: skillsandqualities.rtf

Reflecting experiences

20” This can be done in small groups of two or three. Participants share their answers with others in their group.

Summary of results

20” Summary of results. Discussion on the use of the biographical approach with respect to the specific target group of the participants. Discussion on how they might adapt the material for their own environment.

Supporting materials used in the lesson:

Reflection toolkit: 2 http://labspace.open.ac.uk/mod/oucontent/view.php?id=474419 Timeline:

2 The Reflection Toolkit has been developed by our KIM Partner Bridges Programmes in collabouration with the Open University, Scotland,

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http://labspace.open.ac.uk/file.php/8005/RTS2_timeline.pdf Skills and qualities: http://labspace.open.ac.uk/file.php/8005/RTS3_skillsandqualities.rtf

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2.3 Skills audits (0,5h)

Aims and objectives This training unit aims to acquaint the participants: • with skills audits as an effective method to assess real skills and work experiences, to match

them with job profiles or vacancies. • with methods and sources to develop skills audit toolkits. Training outcomes The participants will know: • how to use skills audits as a method of competences assessment. • how to create skills audit toolkits. • where to get the information about sector specific skills standards/job profiles. Contents Skills audits as well as (European) tools and sources to develop skills audit toolkits will be introduced. Advice for the trainer Before reaching this module, the trainer should research national institutions that provide information on professional/sector specific skill standards relevant to the local/national labour market. Training schedule Topic


Introducing Skills Audits as a method for competence assessment

10 “ Trainer introduces the skills audit as a method which follows a requirements-‐oriented perspective when matching the skills and competences of a person with the standards of • specific professional profiles • certain vocational sectors

required for a

• specific occupational sector • specific job or job placement

Trainer writes down topics on flipchart or whiteboard. Leave a little space in between the topics so that you can later write under each one where to get information about necessary/standard skills from. Skills auditing – what does it take to complete one: Class activity: The participants name requirements that are necessary for skills audits -‐ a clients or beneficiaries list of competences/competence profile -‐ information on/checklists of required competences for

professional profiles The participants collect ideas where to find information or which national institutions might provide the necessary information for creating checklists. The trainer writes them down under the already pinned topics. The trainer should be prepared to add institutions that provide this information which participants might not be aware of.

Flipchart or whiteboard

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Topic


Methods and instruments supporting skills auditing

10” Introducing the EU project ESCO as a multilingual tool (work in progress) for the classification of ”European Skills, Competences, Qualifications and Occupations” which is being created to provide occupational profiles showing the relationships between occupations, skills, competences and qualifications and which is free to use. ESCO is being developed by the European Commission together with the support of the European Centre for the Development of Vocational Training (Cedefop). The tool is available in 22 different European languages. It is not yet complete, but the section on transferable skills shows the potential this tool carries for skills auditing.

Laptop with internet access, beamer (external monitor/projector) ESCO transferable skills ESCO coppersmith

Skills Audit Toolkit

10“ As seen in the last training unit, identifying, classifying and evaluating one’s own competences can be a difficult task. Introducing the Skills Audit Toolkit that has been jointly developed by Anniesland College and Bridges Programmes within the Lifelong Learning Programme project E_EPSOL “to audit the skills of the beneficiaries and identify job readiness and/or training needs to enter employment”. This is an example of one approach to the task which is sector specific: Showing tool/checklists “Administrator or Secretary” Showing developed online tool “Baker” Naming criteria for developing skills audit toolkits for migrants.

Laptop with internet access, beamer Administrator or Secretary Baker


ESCO -‐ European Skills, Competences, Qualifications and Occupations https://ec.europa.eu/esco/web/guest/skillbrowser/-‐/SkillBrowser/http://ec.europa.eu/esco/skill/18557 https://ec.europa.eu/esco/web/guest/occupation/-‐/Occupation/en/en/en/http://ec.europa.eu/esco/occupation/15232

E_EPSOL – Education & Employment Pathways for Speakers of other Languages: Several checklists to help deciding if clients have suitable skills and experience to apply for jobs: Administrator or Secretary, Office Manager, Personal Assistant, Civil Engineering (contracting) http://www.e-‐epsol.eu/skills-‐audit-‐toolkit/skills-‐audit-‐toolkit-‐material?download=163%3Askills-‐audit-‐toolkit-‐hard-‐copy-‐versions3

Interactive Skills Audit Toolkit http://www.e-‐epsol.eu/skills-‐audit-‐toolkit/skills-‐audit-‐toolkit-‐material Baker

3 The Skills Audit Toolkit has been jointly created by our KIM-Partner Bridges Programmes and Anniesland College, Scotland

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2.4 Reflection and transfer (1,5h)

Aims and objectives In this training unit, participants reflect on the different methods and approaches of competence assessment and transfer the lessons learnt into their own work context. Training outcomes: Participants have developed criteria of what might be important to consider and to facilitate competence assessment in their own institution/with their own target groups. Contents: Group work: In the first step, participants introduce their own working contexts and target groups. In the next step, taking on different perspectives, they reflect on what is important to take into consideration when planning or providing competence assessment in their organisation/with their target groups. The results are presented and discussed by the whole group. Advice for the trainer: When gathering and discussing the results of the workgroups the trainer should ensure that aspects of gender, culture, diversity and migration are included. Training schedule Topic


Setting up the group work

5” Introducing the general tasks of the group work: • forming small work groups • discussing the benefits of the different methods/approaches of

competence assessment • collecting and discussing results in the whole group

flipchart or whiteboard, marker

Forming work groups

5” Provide coloured pieces of paper in a bin and ask participants draw one of them. People drawing the same colours will work together in a group. 12 participants form 3 groups of 4 participants.

small bin or cap, coloured candies or pieces of paper

Tasks of the work groups

40” Within the groups each member introduces (max. 2 min. each) her/his work position within the organisation and the target group(s) they’re working with. 1. With regard to the different approaches/methods of

competence assessment (person oriented/biographical approach -‐ requirement-‐oriented approach/skills audits) the groups discuss what they think would be important aspects to take into consideration when providing competence assessment for migrants. Therefore each group takes a different perspective as follows: • Group A: Perspective facilitator

You as a facilitator/educationalist: what do you think are the most important aspects to reflect on and to take care of when providing competence assessment for your target group(s)?

• Group B: Perspective organisation What do you think are the most important aspects to reflect on and to take care for from the perspective of the organisation you are working for when providing

flipchart paper, marker 3 hand-‐outs, each with one of the three tasks/ perspectives written on it

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Topic


competence assessment for their target group(s)? • Group C: Subjective perspective

Imagine you were forced to live in a foreign country knowing little about the culture and not understanding/speaking the language well. Furthermore, you have lost all your documents. Now your host country offers competence assessment to find out what you could do in the host society. What do you think would be the most important aspects for yourself when participating in a competence assessment?

2. Each group writes down on a flipchart paper 3 aspects that they think would be important to take into consideration when providing/participating in competence assessment.

Summery and discussion of the results

30” Back in the whole group, the individual groups hang up their flipchart sheets and present one by one

a) their task and perspective b) the results and discussion

After each presentation, there should be space for questions and discussion. The facilitator/trainer should ensure that aspects of gender, culture, diversity and migration are discussed and if necessary stimulate the discussion.

Flipchart sheets with results of group work, adhesive tape, pins or magnets to hang them up

Feedback and goodbye

10”

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MODULE 3: VOCATIONAL LANGUAGE TRAINING

AIMS AND OBJECTIVES: The aim of the module is to introduce vocational language training as a tool towards social integration. Because it is important to take a holistic approach when considering the needs of learners; the cultural context is as important as the language. Learners are going to need to understand where their job fits in the wider picture; for example -‐ the health service, local/national government or industrial priorities or goals. In the training course there are examples of models for collaboration because collaboration between actors, representing different areas, leads to better and quicker results when establishing people in the employment market. The course also aims to introduce participants to techniques for benchmarking learners in their vocational language skills. Participants will develop techniques for learners to distinguish between formal and informal expressions as well as to use different forms of expression between emails, letters, phone calls etc. .

TRAINING OUTCOMES: BY THE END OF THE COURSE PARTICIPANTS WILL: • Have a general understanding of the rational underpinning vocational

language training and the importance of it to social and economic integration. • Will be aware of the importance of introducing the cultural context at the

same time as the language in order to fully prepare the client for the workplace.

• Be able to identify appropriate material from the workplace to use in the vocational language lesson.

• Will have an awareness of activities and methods which can be used to present the material.

• Understand benchmarking and language assessment for vocational purposes as opposed to that of general language assessment.

• Be able to create examples of different individual action plans; develop unique course content, on the basis of templates, and create examples of different action plans that can be adopted in their own operations.

CONTENTS: The module is divided into four parts, one for each session. The number of

participants has been estimated at 12. They will work in groups of three. The participants should be active themselves and should contribute to the course content. Their own work will be based on their own work tasks and workplaces.

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3.1 Communication: identification of main sources of information

Aims and objectives The aim of the session is to focus the attendee’s attention on what languages and idioms should be used according to the formal and informal context in the workplace, and these are provided by context, verbal communication and non-‐verbal communication (e.g. body language). Training outcomes Attendants will be more aware of all kinds of communication and will be able to identify what kind of language training (formal/informal) is most needed by clients from time to time. Contents This session aims to reflect, with educators, on the many levels of information that occur within verbal communication. To be aware of what information can be understood through context, either through interpretation of body language or through knowledge of cultural codes and which helps support clients in the area of non-‐verbal communication. Advice for the trainer It is important that participants participate from the point of view of a foreing language speaker, beyond what they normally assume as taken for granted. Training schedule Topic


Identify specific terminology

30” Group work Every group needs to identify the specific vocaboluary in the text and study how it is used: children’s books are written with a narrower vocabulary and are usually supported with pictures, both of which help aid comprehension.

Sample from Children book

Background information

25” Group work Every group works on analysing the amount of information which is passed by the context rather than through a proper conversation: comic books use the pictures to tell half the story, providing a vast amount of background knowledge. The reading is mostly just the dialogue between characters. A comic book or graphic novel can be a great source of comprehensible input.

Sample from Comic Books

Background information/ body language

60 ” Class work The class needs now to focus on the kind of information they gathered from the context of the previous exercise. The class all together have to share the comic books. Every group must role play the scene in the comic book from the previous exercise to the rest of the class. This will add communication value to it. The rest of the class must watch the scene immagining they have just arrived in the country. The trainer must sort the information given by participants into groups: A) what information was inferred from the context (therefore deducible from the images in the comic book)? B) What information come from the body language of the actors? C) Among these what information relied on a national-‐cultural context?

Sample from Comic Books; paper / blackboard

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Topic


D) What information can be considered ‘universal’ ?

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3.2 Understanding what Migrants need to know

Aims and Objectives The aim of the session is for participants to reflect on the language they use in the workplace and how this specific and specialised language can be a barrier for migrants re-‐integrating into the workplace. Participants will analyse the language used in the workplace and identify the language which is essential for a migrant to succeed. The session will also look at strategies migrants might use to cope, when first exposed to the workplace. Training Outcomes By the end of the session learners will:

• Have identified the main reasons vocational language ability is essential (i.e. health and safety, communicating with colleagues, social).

• Identified from a scenario, syntax essential to the role of a care assistant and considered how this could be presented to learners.

• Reflected on their own workplaces and considered everyday language used in a range of scenarios from the office, meetings to the canteen.

Content Participants watch a clip of an everyday workplace scenario (http://www.youtube.com/watch?v=JtfidR1Ovu4). Identify the essential sector specific language and brainstorm methods for presenting this to learners. Advice for the trainer It would be useful to present more than one video shot in different work environments in order to facilitate class discussion and reflection about specific language; comparison could also suggest methodologies to use with clients. Topic


Specific language: how to introduce specific language to learners

30” class work Class watches the video and identifies the essential specific language of this particular sector.

http://www.youtube.com/watch?v=JtfidR1Ovu4 Blackboard

Understanding barriers

60” group work and class discussion Split the class into teams. Give each group some simple activities to do i.e. make a sandwich, build a bridge out of paper. However give them a list of words they are not allowed to use but which are essential to the task (i.e. pass the knife, roll of sellotape), any local vernacular/slang. Ask the learners to reflect on how challenging the tasks were and how they would present this language to their students.

Material for performing tasks

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3.3 Assessing Migrants Vocational Language Level

Aims and Objectives The aim of the session is to encourage participants to understand methods of assessment of vocational language as opposed to general language aptitude and to introduce participants to a range of materials which can be used to assess the vocational language aptitude of learners. Training Outcomes

By the end of the session learners will: • Have trialled examples benchmarking tests for vocational language and created a

sector specific example of their own. • Have practiced incorporating vocational language into skills audits.

Content Learners practice with benchmarking tests developed by Bridges Programmes (attached). Learners will develop their own benchmarking test for their own sector (using language identified in 3.2). Identify the language which refers to the cultural background in workplace and how it can act as a barrier. Advice for the trainer Adjust the material in order to include as many working contexts as you can. Topic


Benchmarking 30” Individual work and class correction

See annex (ESOL for Construction Benchmarking Test)

Benchmarking 45” work in couple On the basis of the previous exercise attendants need to create their own exercise in a different sector. Sectors can be either allocated by the trainer or chosen by participant. After 30 minutes every group needs to illustrate their work to the rest of the class for comments and discussion.

Cultural context and language

60” Group work The trainer needs to find a video to watch with the class about an informal conversation that might be heard in the office at breaktime (e.g. the sketch of Parliamo Glasgow attached). Identify with the class what phrases might be difficult to grab for a newcomer. In a small group make a version for their own workplace based on a conversation that might be heard in the staff canteen.

http://www.youtube.com/watch?v=TfCk_yNuTGk

Vocational language and Skill Audit

40” Read through the Reading/Comprehnsion part of the exercise with the class. Note comments of participants which can then lead to a discussion (e.g. do they consider the exercise easy/difficult to be given to their clients?). Individually complete the writing part of the exercise from the perspective of a client.

See annex “ESOL SOCIAL CARE BENCHMARKING”

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Topic


Reflect in pairs on how developing specific language for a working sector develops communication skills and personal confidence.

3.4 Using Workplace Specific Resources in the classroom

Aims and Objectives The aim of the session is for participants to learn where to access the resources to develop vocational language courses and to gain some experience of adapting traditional language material into a vocational course. They will also look at how to integrate resources from the workplace into the language lesson. Training Outcomes By the end of the session learners will:

• Have a developed a short lesson plan teaching some of the language that might be heard in their own workplace.

• Practised activities using workplace realia. Content Attendants to develop their own material for vocational language training. Adjustment of contents of vocational language training to specific target groups. Advice for the trainer To be the most effective as possible, investigate which are the main sectors in which the clients of the course attendants might be employed. If the range of working sectors of clients is limited, the health care system context offers a good selection of terminology to which clients need to become familiar. Topic


Specific resources from workplace

45” class Trainer brings material from a workplace (i.e. care home/medical equipment, tools). The class alltogether develops teaching material as an example. In group of 3, participants develop teaching material using equipment they are not familiar with and present to class. Comments from participant: do they think this is relevant for their target group? Can they adjust the material they produced further?

Sets of material from a workplace Blackboard for writing relevant language identified by participants

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MODULE 4: EMPLOYABILITY TRAINING

AIMS AND OBJECTIVES: The objective pursued in this module is to provide participants with the necessary tools to help migrants and the target groups improve job searching through the awareness and development of their personal skills and abilities; the knowledge of the mechanisms and techniques for job search and the knowledge of the local labour market.

TRAINING OUTCOMES: To achieve the desired training outcomes it is recommended trainers take into

account the cultures and lifestyles of the participants. The methodology should be based on the principles of intercultural education, which focuses on diversity, equality and integration of cultures.

The richness of this course is based on these two aspects: the cultural contribution of each participant and the background of the country or locality where the training takes place. This module is expected to achieve the following results:

Participants will have methodologies to help migrants develop their personal and social skills. The labour market will no longer be outside the migrants’ knowledge Participants will learn tools to assist migrants to write better CVs Participants will improve their use of the internet and understand the importance of e-‐mail for job search Participants will know how to teach migrants how to achieve good performances at job interviews Participants will understand rights and obligations in the workplace as well as basic health and safety and occupational health rules.

CONTENTS: Job hunting depends on factors which are within the control of individuals,

other other factors which are not and some factors which are influenced by the situation in the labour market. That is why the aim of this module is to help participants develop the “skills and abilities” of the migrants and target groups to find a job, and to improve their knowledge of the labour market.

One of the factors which can influence success during the search for, and sustainability of, a job is having strong social skills; for this reason, a first part of the course is dedicated to this subject. The second section is dedicated to developing local labour market knowledge and the different techniques and methods typically used in the job search such as CV development, use of internet and email, preparation for a job interview. The final third looks at issues of labour market rights, obligations, health and safety all of which will differ from country to country.

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4.1 Developing Social skills to for employability (2 hours)

Aims and objectives To train participants to assist migrants and target groups to acquire and develop the personal skills and cultural resources to achieve sustainable employment (e.g. self-‐esteem, understanding the workplace, conflict resolution, relationships in the workplace and profile of a good worker etc.)

Training outcomes Learners will recognise the importance of social skills for good labour integration and will have developed strategies for supporting trainers to help learners to improve professional social skills.

Contents: teaching communication skills, emotional intelligence and employment.

Advice for the trainer • Brainstorming • Role-‐play • Analysis group • Participatory and creativity techniques • Discussion groups dynamics • Use of audiovisual media.

Training schedule Topic


Introduction to Social Skills

15“ Teachers introduce the topic of social skills as a fundamental aspect in human relations. They should consider the social context, the customs and the different ways of relating to people in the place where the job is going to take place. They should also consider the current unpredictability of the labour market where the job search is going to take place

Dynamics of presentation and participation Power point.

Introductory discussion about communication skills and their link to social skills.

45“ Communication is a key factor in the process of job search and although local habits and cultural differences should be taken into account, it is important participants can ensure that every migrant or member of the target group is aware of the importance of communication, which includes the ability to put oneself in someone else´s place, to be able to arrange ideas and to communicate them effectively.

Role Play. Dynamics of communication. Power point.

Emotional intelligence In social skills for the pursuit and maintenance of employment.

30“ Emotional intelligence is an innovative topic, since it is important that every participant understands the impact of an individual’s personality on job search. An employer or person conducting a job interview must find out in an applicant this added dimension. For this reason, participants must be able to support migrants and the target groups to acquire the ability to recognise his/her feelings, as well as others feelings, and also how to manage them.

Power point Audio-‐visual media. Brainstorming. Discussion group dynamics.

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4.2 Active job search (2 hours)

Aims and objectives To know the tools (CV, cover letter, application forms for unsolicited applications) and resources for employment search and training (labour press, employability companies, state employment services, job portals on the Internet). Knowledge of the processes of personnel selection e.g. testing, selection interview etc. Training outcomes Training teachers to help migrants obtain the basic skills for a successful job search. Contents: Active job search, CV development, active internet job search, correct use of e-‐mail. Advice for the trainer

• Brainstorming • Case studies • Practical exercises • Use of computing tools • Role-‐play • Participatory and creativity techniques • Discussion groups dynamics



Aactive job search

45” Specific objectives: To understand the tools (CV, cover letter, self-‐candidacy) and resources for employment search and training (labour press, employability companies, state employment services, job portals on the Internet). Knowledge of the processes of personnel selection e.g. testing, selection interview etc. And to ensure migrants understand these

-‐Power point. -‐Study case -‐Practical exercise.

Motivation for the job search

Methodologies to help participants to provide a positive and encouraging feeling for the migrants or target groups in order to undertake job search. They should promote the fact that a highly motivated person has more chance of finding work than others who are not. It is important to promote a pro-‐active approach when looking for a job. Students should be instructed how to help migrants conduct a SWOT analyses (Strengths, Weaknesses, Opportunities and Threats), to obtain better self-‐knowledge and to have a proper employment plan.

Where to look for work

Teachers should check participants’ knowledge of the local labour market. This should include lists of web tools for job searching (a list of resources is enclosed with this training) in addition to a list of job searching companies, and thirdly, a list of possible employment options.

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Topic


How to find work It is important that the teachers show participants the best way to illustrate and elaborate a job search plan, how to manage a job searching agenda, including different tools like the covering letter, the curriculum vitae, and the work agenda.

CV elaboration

15“ Trainers must help participants learn how to elaborate a curriculum vitae with all the necessary components that enable and facilitate the insertion to the labour market. Key lessons to include are

• CCVs represent an introduction of a worker or professional; they are not fixed documents, as they change with the addition of every new job or training completed and skills development.

• Pparticipants must be able to help migrants communicate all the things they have performed as workers and the training acquired

Power point Practice exercise.

Types of Curriculum Vitae

Teacher covers the three basic types of curriculum vitae: chronological functional compound Chronological CVs are organised according to the time or to the extent that the working or professional life has been developed. It is the most common and most easily understood. It can either start with the oldest job position until the newest one or in rec verse order according to local habits. Functional CVs organise the information by topics in which duties and achievements are described. It shows the capabilities, skills and competences required by the job being applied for. Compound CVs combine both the chronological and the functional ones. Other types of CV can be covered to such as competence CVs, the graphic CVs, etc. Whatever CVs are chosen the following key points should be taught: • It must be brief, concise and direct. The curriculum should not be

longer than one or two pages at the maximum. • It should be on white paper or a clear coloured paper, in an A4

format. • It should be written in a legible font and with a spacious

presentation. CVs should not be hand written but computer typed.

• Use bold and underlined fonts in order to achieve clearer understanding.

• Take care of the written style and avoid spelling mistakes. • Do not use abbreviations. • Show your best skills and achievements and be positive. • Documents and certificates do not need to be included, unless

requested. • If attaching a photograph, it must be recent in time and passport-‐

sized. Though some CV cultures do not encourage enclosing a photograph.

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Topic


Contents of the Curriculum Vitae

Participants should understand essential contents: Personal information; professional or working experience; education or acquired training, as well as other activates in which skills experience and training have been used; Languages; memberships of professional organisations. All of this is best demonstrated by the examples of the various types of CVs, with different content inlcuding examples of good ones and ones which are not of a suitable standard

Active job search on the Internet

15“ Specific objective: To help participants know how to encourage job search skills through the Internet as well as understanding specialised websites in the labour market. Contents: Participants should know how to conduct a benchmark or skills audit of computer skills to understand what e-‐mail and internet skills migrants have. How to send emails regarding job searches to companies How to find jobs amongst the large amounts of information on the internet, by demonstrating the best websites and portals for job search for the local labour market How to help the internet save migrants‘ time Advantages and disadvantages of job search on the internet Using social networks for job search

Correct use of the e-‐mail on the job search

15“ Specific objective: How to use the internet to present themselves to the labour market Contents: The e-‐mail address must be simple, brief and concise, and must not contain erotic, funny or large names Signing up to different websites Creating an e-‐mail account Drafting and replying to e-‐mails keeping the short, concise and avoiding spelling mistakes Avoiding e-‐mail failure

Job interview

What is a job interview

30” The teacher should train participants in the most important aspects of the job interview and should prepare a list of useful recommendations for the best job interview preparation including: definition, according to the social context an interview is an exchange which aims to evaluate the experience, potential performance, capabilities, skills and confidence of the job seeker Being prepared to expand on what is included in the CV or application Being confident and calm Research the company before interview, its mission, values and vision

38

Topic


Practising these elements through mock interviews

How to answer to the questions of the interviewer

In addition teachers should prepare participants in how to help migrants do when facing complicated and difficult questions. The most important thing is that the candidate must be able to manage his/her emotional intelligence. He/she has to be honest and genuine, but always highlighting the positive things and his/her capability to face new challenges or adversity. The student must know that it is not mandatory to answer questions dealing with his/her private life. The teacher should also explain how to do a Skype job interview, or though other internet methods.

What to do after the job interview

Teachers should give participants methodologies for helping migrants evaluate their performance and improve on performance: what went wrong, what went right, at the job interview.


Multimedia support for job search (Videos). List of informative videos to support training and job search http://www.sepe.es/contenido/empleo_formacion/formacion/formacion_para_el_empleo/ mapaVideos.html

Search work agenda Explanation and example of what is and how is useful an Agenda job search http://www.larioja.org/npRioja/default/defaultpage.jsp?idtab=456495&IdDoc=456886 Curriculum vitae Internet links for other CV models in all European languages http://www.sepe.es/contenido/empleo_formacion/eures/info_trabajadores/eu0102.html http://www.modelocurriculum.net/ http://www.euribor.com.es/empleo/modelos-‐curriculum-‐vitae/ Internet links for different models of Cover Letter and self-‐candidacy http://www.modelocurriculum.net/la-‐carta-‐de-‐presentacion http://www.euribor.com.es/empleo/carta-‐de-‐presentacion/ Job web list http://www.euribor.com.es/empleo/las-‐mejores-‐webs-‐de-‐empleo/ http://www.estoyparado.com/mejores-‐webs-‐de-‐empleo Job Interview Internet links to information to successfully pass a job interview in different languages (Spanish, English, and German) http://www.entrevistadetrabajo.org/ http://www.entrevistadetrabajo.org/entrevista-‐de-‐trabajo-‐en-‐ingles (English) http://www.entrevistadetrabajo.org/entrevista-‐de-‐trabajo-‐en-‐aleman (German)

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4.3 Labour rights, obligations and Health and safety at work (2 hours)

Aims and objectives 1. To understand the rights and duties of the employee and employer e.g. hours, breaks, holidays,

sick days, prevention of occupational risks, trade union membership etc. The meaning and contents of the employment contract: types, payroll, deductions and the Social Security system.

2. To understand the mechanisms of the management of health and safety at work as well as the rights and obligations of workers and employers.

Training outcomes Training teachers to communicate to the migrants the labour rights and obligations in the country where they live and how to manage these rights and these obligations. Contents: employment contract, employment benefits, rights of the worker (in each country). Prevention management, minimum health and safety conditions in the workplace, minimum health and safety provisions for the use of work equipment by workers at work, several issues of interest in the prevention of occupational risks, miscellaneous questions on risk prevention at work. Advice for the trainer

• Role-‐play • Participatory and creativity techniques • Discussion groups dynamics • Use of audiovisual media.



Labour rights and obligations

1 hour Each trainer should look for materials according the social context in which the course is taught

Employment contract

The teachers will have to explain the different ways of starting to work in a company and so the different types of employment contracts that exist in the country where the course will be carried out. They will also have to explain the employment contract contents: duration, rights and duties, holidays and leave permissions, salary, etc.

Rights of the worker

European Union countries have different rights, as European union citizens as well national citizens. The teacher should make use of the European Chart of Rights, and of the different legislation dealing with labour mobility, the European Union directives and the national legislation of the country where the course will be carried out. It should also cover: termination of the employment contract, the working day, salary, employment benefit, working duties, interruption and work stoppage of the employment contract.

Health and Safety at Work

Prevention Management

I hour The teachers will have to explain what the labour risks are and the prevention measures depending on the type of job performed. Using local legislation, the teacher will have to explain the rights and duties in case of work-‐related accident or occupational disease

Videos on health and safety at work: Prevention Plan.

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Topic


Minimum health and safety

conditions in the workplace

The participants will have to know which are the employers´ rights and duties regarding health and work safety management.

Minimum health and safety

provisions for the use of work

The teacher should cover the basic rules on health and safety at work. The cleaning and order to be maintained, and the environmental and hygiene conditions, rest places and help and assistance equipment available

Several issues of interest in the prevention of occupational risks.

The explanation will have to deal with the employer´s duties regarding the safe use of work equipment, including not only the general provisions concerned, but the specific ones.

Miscellaneous questions on

risk prevention at

work.

The teacher will explain the company´s responsibilities on work-‐related accidents and professional diseases, and the protection measures for workers, especially those related to specific hazards. Another important aspect, considering the legislation in each country, will be the duties of any prevention delegates and work health and safety committees.

Recommendations for the participants: (other information, supporting materials, bibliography, home exercises to prepare the next module, addresses, contacts, etc.) Each student should have the agenda and background material before the course starts. This will allow them to do necessary research.

Supporting materials used in the lesson: http://www.youtube.com/watch?v=YypDKMX12uU&feature=related Taking care (Workplace risks prevention) http://www.youtube.com/watch?v=fj7e-‐uE_5NY Introduction to the Risks Prevention Act http://www.youtube.com/watch?v=BVx76eQ1L9g Industrial security and professional risks http://www.youtube.com/watch?v=gkQMyFvEr4A Security in the building http://www.youtube.com/watch?v=95v6u3-‐rjZE&feature=related

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MODULE 5: WORK PLACEMENT/ INTERNSHIP

AIMS AND OBJECTIVES: The main aim of this module is to strengthen educationalists’ skills on facilitating work placement for migrants. Participants will be given an overview of planning and monitoring work placements, bearing in mind that reaching a successful performance in a work placement will help migrants’ job insertion and social inclusion.

TRAINING OUTCOMES: In this module:

• Educationalists will get hints on how to organize the mapping of companies willing to receive migrants for internships;

• They will feel more confident and improve the procedures for guiding clients into interviews and tutoring them during internships. Illustration of the methodology on which monitoring is built will be offered to attendances;

• Participants will be given suggestions on how to prepare the company itself for receiving a trainee with a migrant background.

CONTENTS: The module will address the preparation of migrants: adjusting clients’

expectations to the real context of work. It will also raise awareness on the topic of migrants’ social and job inclusion on the side of employers. It will provide new tools and exercises, giving the chance to educationalists to self-‐assess and discuss their work. The course addresses the main issues which educationalists’ need to bear in mind when planning a work placement. The contents of this unit lean on chapter 5 of “KIM Handbook for assessing and validating informal competences of migrants”. The first part provides participants with knowledge of the main tools to find appropriate partners and resources to work well on migrants’ employment allocation. Educationalists are expected to learn the criteria to identify a good partner through practice. The second lesson will focus on the training of the partner company to receive trainees with a migrant background. This step is crucial for the good outcomes of work placements. The third part of the module will deal with the preparation of clients for the work placement, working on those information and competences already met in the previous module, but focusing particularly on the aspects related to the internship. The last session of the module will take attendants into the actual process of tutoring clients, providing methodology but, overall, guiding them into practical issues which might arise.

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5.1 Mapping ( H 1.20”)

Aims and objectives The main objective of this module is to organise and create an up to date catalogue of companies in the local area willing to receive trainees with migrant backgrounds. Keeping regular contact with the employers will help keep educationalists more grounded with real offer of employment and, therefore, to arrange better match of offer and demand. Training outcomes: Educationalists will know how to use tools for mapping their area in order to identify and locate companies which might become partners; they will be given tools, suitable for national contexts, to be tested and worked on; attendants will also learn how to qualify different kind of resources (e.g. companies ready for teaching and adjusting clients’ skills to the new country’s employment expectations; companies willing to hire after internships, etc.). Contents: How to map the local area; how to introduce educationalists’ organisations as promoters of internships to possible partner companies; how to agree a good deal with a receiving company; how to keep up to date with feedback for your database. Advice for the trainer: Observations and hints: mapping takes many weeks to be implemented before seeing the first results; therefore it must be started with proper advance. It consists previously of a survey for identifying possible partner companies; later these companies need to be contacted by phone and introduced to the mission of attendants’ organisations. Therefore, in order to perform this task, the attendants will have to create a database and an introductory leaf which can be sent by email to companies. The aim of the task is to obtain a proper meeting with the persons responsible for the human resources of the contacted companies. Steps:

a) survey of possible partner companies b) creation of database to register them c) creation of a presentation leaflet of your company listing the benefits that can be achieved

by taking a migrant for a work placement d) phone calls and sending of presentation leaflets to possible partners e) meeting with those responsible for human resources development

The trainer will be provided with a sample form to be filled in by educationalists as an exercise; the material will probably need to be adapted to the national context of attendants: the catalogue of companies might be taken as a generic tool, the analysis of the case study might raise different issues depending on the national situation; the agreement and internship contracts will be discussed in the third part of this session, the trainer will have to decide if the examples provided in this training module are suitable for their national context and, in the case that they are not, prepare more relevant material. Trainers will need a blackboard/whiteboard for underlying important concepts and ideas of participants.

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Training schedule

Topic


How to map the area

20” Exercise 1-‐ Group work exercise: organising a catalogue of partner companies. The use of the catalogue allows educationalists to practice and take into account what barriers they might encounter and the real strengths and weakness of job resources in their area. Example of database to be filled in by participants (leave out the column tutor/trainee evaluation on which we will focus on exercise 5)

Tool: Example of database Pens and paper

Promoting internships to companies

10” Exercise 2: attendants need to write down briefly benefits that companies would encounter if they took clients for internships (e.g.: matching company/person; selection and training on the basis of the required profile; support and mentoring in the workplace; facilitation at the recruitment stage, staff development etc.)

Paper and pens

Promoting internship to companies

15” Exercise 3-‐ Role play exercise: peer to peer simulation of telephone call, explaining benefits of internships to companies and benefits for the clients. Reflect also on how to introduce your organisation to the possible partner. Every attendant has to use their previous notes as draft

Tool: previous note as draft

The agreement with the partner company

25” Exercise 4 – class discussion: taking the set of rules for internship as an example, discuss what is missing and what would be really important to focus on considering issues that educationalists face with clients of migrant background regularly.

Samples of Set of Rules for the internship

Keeping the catalogue updated

10” Exercise 5-‐ Class work exercise: Reflection on what information will be useful to have in the future about partner companies at the end of the internship. Example of database to be filled in by educationalists (column tutor/trainee evaluation); focus on the topic of the tutor evaluation: will it be worthwhile to work with this company in the future?

Tool: example of database

Recommendations for the participants: homework: pick a sector and create a catalogue of companies in your area to be contacted for proposing internships; prepare a presentation of your organisation to be sent as promotional material to companies Supporting materials used in the lesson: Sample of database to be filled by educationalists, paper “Set of rules for the internship”

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5.2 Training the partner company to receive foreign trainees (40”)

Aims and objectives The aim of this module is to provide the partner company with information in order to facilitate the interaction with clients. The receiving company needs to know in depth the terms of agreement between the three parties (the receiving company, the promoter company and the trainee); to be aware of the legal situation of the trainee and of their employment background which might differ from that of the immigration country. Training outcomes: Educationalists will know what fundamental information is required in order to prepare the receiving company providing an internship to trainees from migrant backgrounds. Indepth planning with the company allows the prevention of common misunderstandings and, therefore, to smooth the integration into the workplace of newcomers. Contents: Explain in depth the internship agreement; define the role of the trainee for the hosting company: rights and duties of trainees; illustrate the legal situation of employment of your client; point out what issues the company might encounter dealing with trainees with professional background gained abroad. Advice for the trainer: Observation and hints: it needs to be stressed the importance of considering the personal needs of the interns in order to set, together with the partner company, realistic goals for the internship. Emphasis should be put on how to introduce the case of the client to the partner company. The contract for work placement and internship clearly changes according to the country. For this reason we focus mostly on the cross-‐cutting elements of it; nevertheless the trainer should feel free to add case studies more relevant for the class’ own experience, bearing in mind that discussing the case studies from abroad might enrich the debate. Trainers will need a blackboard/whiteboard for underlying important concepts and ideas of participants. Training schedule Topic


Explaining the internship agreement to the partner company defining the role of the trainee: their rights and duties

20” Exercise 6-‐ considering the Set of Rules for the internship as an outline; reflect on what is different in your national context and what is missing. Case studies: comparison of case studies taking into account strength and weaknesses of the experience and considering if the role of trainee has been followed and respected

Set of rules for the internship Case studies to be evaluated and assessed by participants

Prepare the company to receive the trainee: Common issues dealing with workers with experience gained abroad

20” Exercise 7-‐ group work: discussion of similar cases in the participants’ experience among small groups and comparison with the class. What could be useful to stress better? What are the main misunderstandings with the hosting company in the attendants’ experience?

Case studies from the attendants’ experience that can be compared to the previous ones

Literature, supporting materials used in the lesson: “Set of rules for the internship”, case studies

45

5.3 Train the client for interviews and internship (45”)

Aims and objectives This module deals with the preparation of the clients for internship interviews. It also addresses the issue of what it is expected from employees by companies; clients need to know their rights and also to adjust their expectations in order to be competitive in the job market. Training outcomes: Educationalists will be trained in practices which enhance the performance of clients in job interviews. Moreover it will be taken into account how to clarify activities, duties and rights on the clients’ side, offering them guidance with regards of job legislation (e.g. tax regulation). Contents: How to strengthen clients’ chances of being successful in internship interviews; how to clarify clients’ role in the company, defining their rights and duties; inappropriate behaviours that can be averted; how to guide the clients’ expectations regarding the internship and, as a consequence, their expectations of the job market in the new country. Advice for the trainer: Observation and hints: the educators and the client need to set the goals of the whole experience of the internship at its beginning and during the process. It might be useful to write these goals down in order use them as key points during the work placement. Educators need to be very clear with clients about the chances of being hired after the internship, explaining the limit of their own role in this. The client must be acquainted with the company and the supporting organisation must follow them through the first meeting and interview with the partner company as well as at the stage of actual stipulation of the internship contract. This session is strictly connected to the unit 4 of this handbook. In particular, the work consists takes into consideration chapters 4.2.2 (elaboration of CV), 4.3 (job interview) and 4.4 (labour rights and obligations) of module 4 in the light of the actual workplace that the client will approach. This work that has been carried out with the client before, needs to be re-‐adapted to the circumstances of the internship, giving to it the proper relevance as a first chance for experiencing the job market. Trainers will need a blackboard/whiteboard for underlying important concepts and ideas of participants. Training schedule Topic


Strengthening clients’ performance in internship interviews

15” Exercise 8: starting from the work and table made during session 4.3 (Job Interview), discuss in small groups what are the topics that need to be sharpened at this stage of the internship interview.

Table for outlining a job interview from session 4.3

Strengthening clients’ performance in internship interviews

15” Exercise 9: group simulation of internship interviews, taking into account: language, presentation and topics stressing the peculiarity of internship. Discuss

46

Topic


Clarification of clients´ role at internships, their duty and rights

15” Exercise 10: peer to peer discussion on tasks which clients can and cannot perform by contract in your national contest Case studies to be discussed starting from the case studies provided in exercise 6 and those from the class

Case studies

Recommendations for the participants: This task matches with job interviews because it clarifies what is expected from clients. It can be useful to discuss these again with the clients Supporting materials used in the lesson: Table for outlining a job interview, taking into consideration the work on unit 4.3 and case studies provided in the chapter 5.2

5.4 Tutoring (h 2.35”)

Aims and objectives The main aim of this session is to help educationalists draw up and implement an effective supervision of the internship. By comparing the feedbacks from the receiving company tutor and the monitoring of the educationalist it is possible to draw a profile of skills and gaps to work on with the client. Training outcomes: Educationalists will be given tools for the monitoring of internships. Apprenticeship itself will be seen as a tool for enhancing job insertion of migrants through feedback given by the receiving company and the trainee themselves. Contents: How to schedule an agenda for meeting the partner tutor and the trainee; how to fill in the Tutoring Report File; how to help the clients filling the Internship Journal; what competences are expected by employers and how to fill in the Task Evaluation Report; how to support the client in their specific needs and filling their gaps during the apprenticeship period. How to profile the client after the work placement experience. Advice for the trainer: Observation and hints: educationalists need to keep a balanced view in their approach to client and the partner company during the internship in order to be perceived as reliable and an honest broker and not taking sides in the event of problems. The tools in this session are samples that need to provide hints to educationalists; they need to be discussed and reconceived adapting to various national contexts. In particular, the indicators of the Task Evaluation Report must be taken only as suggestions for the observations of educationalists, in order to help them build and re-‐shape paths during job insertion; they cannot be taken as complete scientific indicators of clients’ skills and success. Many exercises in this session are simulations; it is not important that the cases to which the attendants refer are real, but rather that they can identify with the situation in order to produce a credible situation. Given some brief methodology, the aim of this session is to adapt the theory to a practical use. Planning and observing deadlines are, at this stage of working inclusion, as much important as knowing theoretical tools. Trainers will need a blackboard/whiteboard for underlying important concepts and ideas of participants.

47



Organisation of tutoring activity

15” Exercise 11: in small groups plan meetings with the company and the trainee, considering, step by step, what has to be investigated, what could be problematic and what tools might be useful to enhance the performance of clients

Example of Agenda of meetings with the partner company and trainee Paper and pens

Organisation of tutoring activity

15” Exercise 12: class discussion on the agenda: do attendants work with such a tool? Create all together an ideal agenda matching needs of the three parts

Working with the client

20” Exercise 13: peer to peer, every attendant has to fill in the Internship Journal both simulating being the client and the educationalist Sample of Internship Journal to be filled by trainees and educationalist together

Sample of Internship Journal

Working with the client

15” Exercise 14-‐ Class discussion on Internship Journal: is it complete? Has it suggested any hint or approach the class has not considered before?

Tutoring 20” Exercise 15: role playing, keeping the same groups of exercise 14, every attendant has to fill in the Tutoring Report referring to the “client” they have helped before.

Sample of Tutoring Report to be filled Paper and pens

Tutoring 15” Exercise 16-‐ Class discussion on the Tutoring Report: is it credible? Is it complete/ what can be added? Have you ever experienced such a tool?

Tutoring 15” Exercise 17: either referring to previous case studies or to real experience with clients, attendants need to complete the Task Evaluation Report

Sample of Task Evaluation Report

Tutoring 15” Exercise 18: Class discussion on the Task Evaluation Report: have attendants ever encountered such a tool? Do they evaluate these skills and competences with different tools? Do they think it is useful? How can this tool be enhanced?

Supporting the client during the period of internship

25” Exercise 19: taking into consideration some issues that have been indicated in the Tutoring Reports and in the Task Evaluation Reports by attendants discuss with the class what activities could be done to further strengthen clients’ skills (e.g. specific language lessons could be implemented for supporting clients during the internship); also takibng into consideration what activities have proved to be effective or ineffective with clients in previous experience

Table completed by attendants in previous exercises (15 -‐ 17) Paper and pens

48

Recommendations for the participants: discuss these tools with your colleagues in order to produce a suitable tool for enhancing your work. Supporting materials used in the lesson: Sample of: meeting agenda, Internship Journal, Tutoring Report File, Task Evaluation Report

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ANNEX: LITERATURE, LINKS AND SUPPORTING MATERIALS

Module 1

1.1 Understanding Integration: A Conceptual Framework, Alastair Ager & Alison Strang http://www.compas.ox.ac.uk/fileadmin/files/Publications/Reports/Refugees_new%20migrants%20Dec06.pdf

Measurements and Indicators of Integration – Council of Europe http://ec.europa.eu/dgs/home-‐affairs/e-‐library/documents/policies/immigration/general/ docs/final_report_on_using_eu_indicators_of_immigrant_integration_june_2013_en.pdf

Flip chart paper headed “employment”/”education”/”social inclusion”/”active citizenship”

Find Someone Who activity: http://bridgesprogrammes.org.uk/pages/about.php#about44

Three portraits: http://bridgesprogrammes.org.uk/pages/about.php#about4

Role play activity: http://www.bridgesprogrammes.org.uk/pages/about.php#about4

1.2 Mountain handout: http://bridgesprogrammes.org.uk/pages/about.php#about4 Timelines handout: Pre prepared by tutor SMART Evaluations handout: http://bridgesprogrammes.org.uk/pages/about.php#about4

1.3 Bingo cards and calling cards: Barriers Bingo: http://www.bridgesprogrammes.org.uk/pages/about.php#about4

Personal Action Plans: PAP template http://www.bridgesprogrammes.org.uk/pages/about.php#about4

Example completed PAPs: PAP example Beatrice: http://www.bridgesprogrammes.org.uk/pages/about.php#about4 PAP example Mohamed: http://www.bridgesprogrammes.org.uk/pages/about.php#about4 PAP example Shaker: http://www.bridgesprogrammes.org.uk/pages/about.php#about4

Client profiles: http://www.bridgesprogrammes.org.uk/pages/about.php#about4

4 You will find the materials if you click the botton „Publications“

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Module 2

2.1 Tür an Tür – Integrationsprojekte gGmbH; Competence Centre MigraNet (Ed.), 2008: Quality Standards for competence assessment with people with a migration background. URL: http://www.migranet.org/images/stories/pdf/Materialien/Quality_standards.pdf DISCO (the European Dictionary of Skills and Competences) For composing and translating CVs. http://www.skills-‐translator.net/ Surt Women’s Foundation (Ed.), 2013: FORWARD. A competence-‐based approach to improve the social inclusion of migrant women. Tool box for professionals. Tool box for competence assessment: -‐ Talent exchange market -‐ Questionnaire for external assessment URL: http://forwardproject.eu/wp-‐content/uploads/2013/09/TOOLBOX_FORWARD_ENp.pdf (15.11.2013) European Commission -‐ Definition of competence, knowledge and skills http://euskillspanorama.ec.europa.eu/Glossary/ OECD -‐ Recognition of Non-‐formal and Informal Learning http://www.oecd.org/edu/skills-‐beyond-‐school/recognitionofnon-‐formalandinformallearning-‐home.htm KIM Handbook for assessing and validating informal competences of Migrants, 1. Skills audits as a methodology 2. Facilitated Reflection as a methodology

2.2 Open University (Ed.)in collaboration with Bridges Programmes, 2012: Reflection Toolkit: URL: http://labspace.open.ac.uk/mod/oucontent/view.php?id=474419 (15.11.2013) Timeline: http://labspace.open.ac.uk/file.php/8005/RTS2_timeline.pdf Skills and qualities: http://labspace.open.ac.uk/file.php/8005/RTS3_skillsandqualities.rtf http://labspace.open.ac.uk/mod/oucontent/view.php?id=474419&printable=1

2.3 ESCO -‐ European Skills, Competences, Qualifications and Occupations https://ec.europa.eu/esco/web/guest/skillbrowser/SkillBrowser/http://ec.europa.eu/esco/skill/18557 https://ec.europa.eu/esco/web/guest/occupation//Occupation/en/en/en/http://ec.europa.eu/esco/occupation/15232 E_EPSOL – Education & Employment Pathways for Speakers of other Languages, Bridges Programmes in cooperation with Anniesland College: Several checklists to help deciding if clients have suitable skills and experience to apply for jobs: Administrator or Secretary, Office Manager, Personal Assistant, Civil Engineering (contracting) http://www.e-‐epsol.eu/skills-‐audit-‐toolkit/skills-‐audit-‐toolkit-‐material?download=163%3Askills-‐audit-‐toolkit-‐hard-‐copy-‐versions Interactive Skills Audit Toolkit http://www.e-‐epsol.eu/skills-‐audit-‐toolkit/skills-‐audit-‐toolkit-‐material Baker CEDEFOP -‐ European Centre for the Development of Vocational Training Glossary + Reports on validation of non-‐formal and informal learning in 32 European countries in 2010 http://www.cedefop.europa.eu/EN/about-‐cedefop/projects/validation-‐of-‐non-‐formal-‐and-‐informal-‐learning/

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Module 3

Bencmark example ESOL for Construction Benchmarking Test

1) Match the words to the pictures.

___________________

___________________

___________________

___________________

___________________

___________________

___________________

___________________

___________________

___________________

Ladder, wrench, power drill, paint brush, hammer, saw, screw driver, power saw, level, nail

2) Choose the correct word for each space to complete the paragraph.

A construction worker is a general term for someone who works on a construction (sight/site). Many

of these jobs require a lot of (physical/physique) labour. A construction worker, depending on the skills

he/she (promises/possesses) ( = has), can be involved in any step of the construction

(plan/process). Construction workers can help build both residential and (commercial/advertisement)

buildings. Most of the time, the workers are (overlooked/overseen) by a foreman, who makes sure that

things are done (properly/proper). Construction work can be (exhausting/existing) ( =

extremely tiring), so one has to be in good physical (mood/shape) to be able to handle this type of

work. Although some construction jobs require formal training, a lot of the more (manual/tough) ( = physical) jobs do not.

3) Complete the questions below. Give as much information as possible.

a. What kind of job do you hope to do in the future? Why?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

b. What work did you do in your own country? Talk about your experience.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

c. What matters most to you in a job and why? Salary, job satisfaction, short working hours or friendly colleagues?

_______________________________________________________________________________________________________________________________________________________________________________________________________________ Total -‐ /30

ESOL Social Care Benchmarking

a) Name _________________________________________ Reading/Comprehension Make sure you have a copy of the advert for the social care course (if you don’t please ask for one). Read the advert and answer the questions below. 1) Circle two answers. What will you learn in the ESOL for Social Care course?

b) How to look after elderly people c) The English language you need for working in social care

d) How to be a social worker e) How to apply for jobs in social care

2) Where will the classes take place? What time does the class begin each day? 3) What date does:

a) the course begin? b) the course end?

4) What day of the week is the course not on, apart from Saturday and Sunday? 5) Match these words to the correct meaning as in the example. Write the letter of the definition next to the

number of the word for example number 1 (hospital) is definition G (an institution in which sick or injured persons are given medical or surgical treatment) 1) G.

54

1) G 2) _

__ 3) _

__ 4) _

__ 5) _

__ 6) _

__ 7) _

__ 8) _

__ 9) _

__ 10_

__ 11) ___

Words

Defin

ition

s

1) hospital

2) nurse

3) doctor

4) flu

5) walking

fram

e 6) su

pport

worker

7) dem

entia

8) care ho

me

9) whe

elchair

10) a

ddictio

n 11

) med

ication

a) A piece of e

quipmen

t used by peo

ple who

have prob

lems w

alking

to give them

extra su

pport

b) Serious loss of m

emory or ability to use th

e brain du

e to dam

age to th

e brain, so

mething

weh

ich affects m

ostly

older peo

ple

c) A cha

ir mou

nted

on whe

els for use by pe

rson

s who

can

not w

alk

d) A place whe

re peo

ple who

find

it difficult to look after th

emselves can

go an

d live either perman

ently

or for sh

ort respite. O

ften

for

elde

rly peo

ple bu

t also for a

nyon

e with

serio

us physical or m

ental health

problem

s e) Som

eone

who

works eith

er in a care ho

me or in th

e commun

ity helping

peo

ple with

everyda

y living for e

xample he

lping pe

ople to

eat,

get d

ressed

/washe

d, going

on ou

tings.

f) An

illness w

here so

meo

ne can

’t break a da

maging/ha

rmful hab

it i.e. smoking. Drugs, alcoh

ol

g) an institu

tion in which sick or injured

persons are given

med

ical or surgical treatmen

t h) Som

eone

traine

d in th

e care of sick pe

ople who

helps to

care for the

m but doe

sn’t prescribe med

ications or d

ecide on

treatm

ent

i) An

illness w

here you

have a tempe

rature, a heada

che, fe

el so

re and

is similar to ha

ving

a cold

j) a pe

rson

licensed

to practice med

icine

k) legal drugs used to cure an

illness o

r to make someo

ne fe

el better p

hysic

ally or m

entally

55

Writing Write as much as possible – this is an opportunity for you to tell us why you deserve to do the course and to tell us a bit about yourself. The more effort you make with this the more we can be sure you will work hard on the course. This is also an opportunity for you to show us how good your English is but it is more important to write something interesting than to have perfect spelling or grammar!

1) Why do you want to work in social care?

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ /3

2) What experience do you have in social care? (For example, have you ever looked after a relative or a friend? Do you have a family that you look after? What did/do you find easy/difficult about looking after people?)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ /2

3) Why should we give you a place on the course? For example, what will you do to ensure you are successful on the course? How will this course help you and your life? How will you make sure that you attend every class without any absences or being late?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ /3

4) What work experience do you have? What has been your favourite job, paid or voluntary? Why are you a good employee, why should a company employ you?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ /2

56

Module 4

4.2 Multimedia support for job search (Videos). List of informative videos to support training and job search http://www.sepe.es/contenido/empleo_formacion/formacion/formacion_para_el_empleo/ mapaVideos.html

Search work agenda Explanation and example of what is and how is useful an Agenda job search http://www.larioja.org/npRioja/default/defaultpage.jsp?idtab=456495&IdDoc=456886

Curriculum vitae Internet links for other CV models in all European languages http://www.sepe.es/contenido/empleo_formacion/eures/info_trabajadores/eu0102.html http://www.modelocurriculum.net/ http://www.euribor.com.es/empleo/modelos-‐curriculum-‐vitae/ Internet links for different models of Cover Letter and self-‐candidacy http://www.modelocurriculum.net/la-‐carta-‐de-‐presentacion http://www.euribor.com.es/empleo/carta-‐de-‐presentacion/ Job web list http://www.euribor.com.es/empleo/las-‐mejores-‐webs-‐de-‐empleo/ http://www.estoyparado.com/mejores-‐webs-‐de-‐empleo Job Interview Internet links to information to successfully pass a job interview in different languages (Spanish, English, and German) http://www.entrevistadetrabajo.org/ http://www.entrevistadetrabajo.org/entrevista-‐de-‐trabajo-‐en-‐ingles (English) http://www.entrevistadetrabajo.org/entrevista-‐de-‐trabajo-‐en-‐aleman (German)

4.3 http://www.youtube.com/watch?v=YypDKMX12uU&feature=related

Taking care (Workplace risks prevention) http://www.youtube.com/watch?v=fj7e-‐uE_5NY

Introduction to the Risks Prevention Act http://www.youtube.com/watch?v=BVx76eQ1L9g

Industrial security and professional risks http://www.youtube.com/watch?v=gkQMyFvEr4A

Security in the building http://www.youtube.com/watch?v=95v6u3-‐rjZE&feature=related

57

Module 5

Overview of the Materials used for the Exercises

Unit Exercise Materials to use Page

5.1 Exercise 1-‐5 Example of “Database” for mapping companies to be filled in by participants (file)

58

Exercise 4 “Set of rules for the internship” that participants have to take into consideration for discussing their own experience and case studies

59

5.2 Exercise 6 -‐ 10 “Case studies” of 3 different experiences of internship

60, 61, 62

5.3 Exercise 8 Table for outlining a job interview from session 4 36, 37

5.4 Exercise 11-‐12 Sample of “Agenda for meeting the trainee and the company tutor”

71

Exercise 13-‐ 14 Sample of “Internship Journal” to be filled by participants

74

Exercise 15-‐ 16 Sample of “Tutoring Report” 82

Exercise 17-‐18 Sample of “Task Evaluation Report” 88

58

LI

ST O

F C

OM

PAN

IES

FOR

WO

RK

PLA

CEM

ENT

(Exa

mpl

e)

CO

MPA

NY

AD

DR

ESS

POST

CO

DE

CIT

Y C

ON

TAC

TS

CO

MPA

NY

TUTO

R

SEC

TOR

VA

CA

NC

Y TU

TOR

/ TR

AIN

EE

EVA

LUA

TIO

N

NO

TES

DA

TE

telephone and em

ail

adress of personnel

manager

name of the

company person

in charge of

supporting the

trainee

What are the

tasks and the

jobs the

comapny is

capable of

traininig

This field needs to be

filled after the

internship experience;

you are asked to

evaluate if it worths to

work with this com

pany

in the future

Add here the

days you have

contacted the

company

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

11

18

19

20

21

22

19

20

59

SET OF RULES FOR THE INTERNSHIP

Here we provide some elements that may be common in the experience of internships contracts;

a) The objectives, skills to be acquired, the duration and styles of the training must be listed in the contract of the Training Project;

b) The period of training must be declared from the beginning as well as the minimum attendance required to the trainee; The promoter organisation must: a) ensure the quality and effectiveness of the learning experience of the trainee; b) ensure that the training is conducted in accordance with the law and the rules and

obligations set out in the agreement c) name a tutor in charge of the supervision of the internship d) take out insurance for the trainee for the whole period on internship The hosting company must:

a) observe and enforce the agreed training program in all aspects b) ensure to the trainee safety and hygiene in compliance with current legislation on

occupational safety c) in the event of an accident during the course of the internship, inform the promoting

company and the insurance within the time provided by law d) allow the tutor of the promoter company to contact the trainee and the tutor of the

hosting company to check the progress of the internship e) ensure the trainee equal treatment with employees in the workplace, as regards the

services offered by the company to its employees The hosting company is also aware of:

f) the placement cannot be used for activities for which it is not necessary a training period

g) the trainee is not used to replace short-‐term contracts, to replace the staff of the host during periods of sickness, maternity leave or to fill roles needed by the organisation

h) the trainee is not used for functions that do not meet the educational objectives of the training itself

i) impossibility of having more than an internship with the same trainee The trainee:

a) must carry out activities under the training project, observing timing and rules of conduct agreed in the project itself and respecting the work environment

b) must follow the directions of tutors and refer to them for any need of an organisational or other contingencies

c) must comply with the rules of hygiene, health and safety in the workplace; d) must respect the secrecy as prescribed by the law e) must participate in the meeting agreed with the tutor for monitoring the

implementation of the training project f) must be ensured equal treatment with employees in the workplace, as regards

the services offered by the company to its employees g) may terminate the internship at any time by giving written notice to his

60

Case study n.1 Biniam is a 23 years old man from Eritrea. He arrived in our country 2 years ago. He went to high school and worked in a small shop at the food market for 15 months before fleeing his country. There he learned how to keep clean and organised the storage room and how to arrange the shop for opening and closing. He was often in charge of bills but he never worked at the till.

Through our organisation, Biniam has started an internship of 6 months in a coffee shop in the city. Participants hang out in this place since the university is located very close. The shop sells coffees, but has also quite a big range of sandwiches to take away; it also offers service at 5 tables at lunch time when it is possible to order salads, soups and few main courses.

The manager of the shop seemed very happy to welcome a young person as Biniam in her staff because she thought that, being as young as most of the shops attendants, Biniam might contribute to the non-‐formal atmosphere of the place.

From the beginning Biniam has been very respectful of his colleagues and shifts; he learned how to take care of the cleaning and of the storage room. After few weeks he started to make coffees to take away. However, after two months, his company tutor referred that Biniam seemed to be very concerned about taking orders at tables or for sandwiches. Apparently he became shy sometimes not answering clients, even if he could deliver the order quickly.

At the meeting with the tutor of the promoter company he told him that his concern was caused by his worry of being asked about ingredients of the food. Through a second meeting with both Biniam and his company tutor it was possible to talk in depth about what Biniam found difficult and about what his tutor was expecting from him, including, for example, facing these kinds of work issues directly at the shop. They agreed to make time every day in their work schedule for studying the menu together; on his side Biniam agreed would have to study it by himself as well.

Since Biniam started to study the menu he seemed to be more confident in every task, and, approaching the end of the internship, he would like to look for a job in this sector.

61

Case study n.2 Khadi is a 35 years old woman from Senegal. She went to high school in her country; after her marriage she used to give private lessons in French to local students. She moved from her country, to reach her husband, in 2007. She speaks fluently the language of the host country as well as French and Wolof. She has always wanted to work with children and she is looking for a job in schools. Through your service she found a nursery school which offers the teaching of French language among its other activities.

Khadi has been very enthusiastic about this opportunity. She has been paired with a colleague with whom she is supposed to learn how to guide the class in exercises and games, offering support. The internship is supposed to last for two months because of the school’s vacancies and the principal’s hiring needs. He had been very clear about the chance of hiring Khadi if she proved a good intern.

At the first meeting with the tutor of the support organisation, Khadi seemed very disappointed and angry: most of the time she had been asked, by her colleague, to take two small children away from the rest of the class because they were particularly lively. Khadi felt compelled to do as she was asked but, with her tutor, she expressed worries about not doing what she was supposed to by the internship agreement and not learning how to cope with the whole class. She also reported not feeling she could explain her thoughts to her company tutor, because of the long experience of the other colleague. The support tutor went again through the internship agreement with Khadi, encouraging her to speak to the company tutor.

After two more weeks, at the next meeting with both tutors, the company tutor explained that since they had found a new approach to her internship, and she was now assisting her colleague in the class, she was proving to be a real resource for the school since she found her own role and way to make all children participate to the activity. He also added that for the last month she would be asked to work with all the colleagues involved in the French activity in order to get more into the group.

62

Case study n.3: Final relation of tutors on Samia Osman’s work placement Samia is a 35 year old woman from Somalia. Her training started in November 2013 and ended in January 2014 for a total amount of 225 hours. She was working as chambermaid in a famous hotel of the city. The trainee main tasks were:

• Accompanying clients to the rooms • Control of equipment in the rooms • Cleaning and tidying of the common areas and the rooms, properly using the techniques

of hygiene and sanitation. • Communication skills with customers

During the three months work placement experience, the trainee has not always demonstrated punctuality and continuity, resulting, therefore, in not being properly motivated and involved in activities. Through the various stages of insertion (agreed on in the training project), the trainee has needed constant support from the company tutor, in the rare cases in which the trainee was asked to accomplish assignments autonomously, they were performed superficially.

After the first phase of observation, the insertion path was designed for guiding the trainee in the exercise of the tasks originally proposed; in three months these targets were not achieved. In particular, Mrs. Osman was not able to cope with guidelines and therefore not full included in the spirit of the company. During the whole internship, it was necessary to organise frequent meetings in order to constantly consolidate the agreed tasks and goals.

Acquired skills:

The trainee has acquired a basic level compared to all areas of expertise required by the training project. It would be hoped that we could work much more specifically on the person, from various points of view: her motivation, character and professional growth, including through a possible investment in a further work placement that would take into account the aspects mentioned above.

63

For the trainer

Exercise 6

Ask the class their considerations about case study n.1.

Do educationalists think that this experience represents a fruitful chance for Biniam?

Would they have acted differently about Biniam’s difficulty?

Ask the class their consideration about case study n.2

As it ever happened to you that trainee finds it difficult to express their thoughts directly to their tutor or to you?

Ask the class their consideration about case study n.3

Has such an experience ever occurred to you as a tutor?

Exercise 10

Does the class think that Biniam was asked something unfitting for his role?

Does the class think that asking Khadi to take care of two children, apart from the rest of the class, was legitimate? Apart from the internship agreement would be it possible in your country? Do you think it is right or not?

What does the class think of the report? Was it appropriate for evaluating an internship experience?

Does the class have any similar experience to share?

64

AGENDA FOR MEETING THE TRAINEE AND THE COMPANY TUTOR

Sample

CLIENT EDUCATIONALIST COMPANY TUTOR

PERIOD OF INTERNSHIP

JOB

FIRST MEETING

MEETING PLACE ATTENDANTS TOPICS NOTES NEXT MEETING

SECOND MEETING


THIRD MEETING


FOURTH MEETING


FIFTH MEETING


65

Sample for the trainer. Consider that these meetings need to be registered regularly in the Tutoring report.

CLIENT COMPANY

TUTOR PERIOD OF INTERNSHIP

JOB NOTES

Saida Abdulahi

John Smith 01/01/2014 – 01/05/2014

Room service at Paramount

Hotel

Saida has a small child who attends kindergarten

FIRST MEETING


e.g. 15/01/2014

Tutor office at the hotel

Educationalist + company tutor

Brief meeting on first days of work taking

into consideration:

working activities,

shifts, timing and group

relations with colleagues

First month First week of February

SECOND MEETING


03/02/2014 Tutor office Educationlist + company tutor

General trend of Saida’s internship

Focus on tasks performed

Second months

In the next says with Saida; at the end of the month with both client and tutor

THIRD MEETING


04/02/2014 Educationalist’s office

Educationalist + client

Trend of the internships; Saida’s

reflection on first period of internship; work on Internship Journal

At the end of the

month with both client and tutor

FOURTH MEETING


28/02/2014 Tutor’s office at the hotel

Educationalist + company tutor +

client

General trend + new goals to be reached by the end of the internship

In a couple of weeks with Saida

66

FIFTH MEETING


14/03/2014 Educationalist’s office

Educationalist + Saida

General trend; work on Internship Journal and Saida’s impressions

Third month In a week with the company tutor

SIXTH MEETING


20/03/2014 At the phone Educationalist + company tutor

Trend of the internship;

what activities can be

implemented for supporting Saida further?

Third month In the first half of April

SEVENTH MEETING


10/04/2014

Educationalist office

Educationalist + Saida

Trend and work on Internship Journal

Fourth month

Last meeting at the end of internship period

EIGHTH MEETING

MEETING PLACE ATTENDANTS TOPICS NOTES

30/04/2014 Educationalist office

Educationalist + Saida + company

tutor

Consideration of the

internship as a whole: clients’ skills and issues on which work

further

Fourth month

67

INTERNSHIP JOURNAL

WHAT IS THE INTERNSHIP The internship is a tool which allows to measure and strengthen oneself on the reality of the job market. Furthermore it increases one’s working experience. The internship experience does not imply being hired by the hosting company. Companies which host internees are free to hire them or resort to other channels for employment, when it is the time of hiring. THE HOSTING COMPANY COMMITMENT:

-‐ To teach the intern the professional and technical skills necessary for accomplishing the tasks agreed upon in the educational pact

-‐ To nominate a tutor inside the company (company tutor) who is in charge of guiding the trainee during the period of internship

THE EDUCATIONALIST COMMITMENT:

-‐ To communicate with the company through the company tutor -‐ To supervise the trainee during the internship and its general trend -‐ Facilitate the recognition of the work placement experience (e.g. issue of certificate)

THE TRAINEE COMMITMENT: -‐ To follow the instructions and the training of the employer and of the tutor -‐ To observe and respect the contract

THE OBJECTIVE OF THE JOURNAL: The journal it is an important tool of the internship: it will accompany the trainee though every phase of the work in order to:

-‐ take note of progress in the process of learning tasks -‐ facilitate communication through the supporting tutor and the company -‐ retrace the learning path

HOW TO USE THE JOURNAL: The journal is made of three parts:

1. The first part contains the data of the trainee and the company in which he/she is employed 2. The second part is for recording the progress of the trainee learning: it is composed of a tab

where are defined the learning objectives for a medium long period; of a tab where the activities are recorded on a monthly basis along with learnings and difficulties encountered; of a tab which that summarises and evaluates in a graphical form the internship experience.

3. The third part summarises the skills acquired during the period of the work placement

68

Internship Journal Tab 1 Personal Data

Name:

Surname:

Date of birth:

City and country:

Address:

Post/zip code:

Telephone:

Email:

Qualifications:

Previous working experience:

69

Internship Journal Tab 2 Company data

Company:

Address:

Telephone:

Name telephone and email of the tutor:

My internship period starts and will finish

My main job is:

70

Internship Journal Tab 3

Sheet number: from: to:

What will I learn in the next weeks (objective) :

N1:

N2:

N.3:

Tutor signature Trainee signature

71


Monthly report n.

From to

What have I tried?

What have I learned?

What have I found difficult?


72


Achievements

Sheet n: from to

Objective n.1

My evaluation

1 2 3 4 5

Tutor evaluation

1 2 3 4 5

Objective n.2

My evaluation

1 2 3 4 5

Tutor evaluation

1 2 3 4 5

Objective n.3

My evaluation

1 2 3 4 5

Tutor evaluation

1 2 3 4 5

Objective n.4

My evaluation

1 2 3 4 5

Tutor evaluation

1 2 3 4 5

Objective n.5

My evaluation

1 2 3 4 5

Tutor evaluation

1 2 3 4 5


73


Summary of skills acquired during the internship

At the end of the period of work placement I have gained the following competences:

1

2

3

4

5

6


74

TUTORING REPORT

A. DATA OF CLIENT

NAME: FAMILY NAME: TELEPHONE: E MAIL: TOTAL AMOUNT OF WORKING HOURS: PROJECT: CODE: REGISTER NUMBER: PERIOD OF IMPLEMENTATION:

B. DATA OF PARTNER COMPANY

ADDRESS OF THE COMPANY: TELEPHONE: FAX: E-‐MAIL:

C. ACTIVITIES

CLASS HOURS: INTERNSHIP HOURS: OTHER: TOTAL : DATE

SIGNATURE

75

1. MEETINGS

Fill in this report for every meeting planned Date Time Agenda Participants

Summary Memorandum enclosed.

76

2. MONITORING THE CLIENT

The Educationalist has to present the clients taking into account: -‐ Their personal story and characteristics from previous interviewees -‐ Their characteristics according to the observation during the internship period

77

3. OBSERVATION OF CLIENT DURING THE INTERNSHIP PERIOD The educationalist is asked to go through this report on the basis of the visits paid to the company during the internship period and referring to the competences and abilities sheet previously filled.

78

4. MEETING WITH THE COMPANY TUTOR The educationalist has to fill this report describing the observation of the company tutor and the path agreed on after the meeting

79

5. FINAL EVALUATION The educationalist has to provide a precise evaluation of the progress made by the client, taking into consideration both the professional skills and the non-‐formal competences which are pivotal for work placement .

80

TASK EVALUATION REPORT

NAME OF THE TRAINEE

PARTNER COMPANY

PERIOD OF INTERNSHIP

JOB

DEPARTMENT

TASKS

DELIVERY 1. The trainee understands what has to be delivered

o Full understanding o Partial understanding :

-‐ the trainee asks for clarification -‐ the trainee does not ask and tries to sort out the task

2. Does the trainee have often difficulties in the understanding of tasks? -‐ The trainee performs the tasks without making mistakes -‐ The trainee performs the tasks trying to avoid mistakes -‐ The trainee has some uncertainty in the execution of the task but manages to fulfil it -‐ The trainee is able to execute the task only partially and often needs help -‐ The trainee has great difficulty performing the task

REPORT ON COMPETENCES AND SKILLS -‐THE PARTNER COMPANY-‐

KEY: LEVEL 1: the trainee has shown scarce skills and competences LEVEL 2: the trainee has shown limited skills and competences LEVEL 3: the trainee has shown adequate skills and competences LEVEL 4: the trainee has shown good skills and competences LEVEL 5: the trainee has shown excellent skills and competences

81

COMPETENCES AND SKILLS

INDICATORS 1 2 3 4 5 1. THE TRAINEE CAN PERFORM

THE TASK WITH CONCENTRATION

2. THE TRAINEE PUTS MUCH EFFORT ACCOMPLISHING THE TASK

3. THE TRAINEE IS RESPONSIBLE AND OBSERVS THE RULES AND THE SCHEDULE

4. THE TRAINEE IS ON TIME AND RESPECTS SHIFTS

5. THE TRAINEE IS ABLE TO BEAR LONG TASKS

6. THE TRAINEE IS CONSTANT IN THEIR WORK

7. THE TRAINEE IS QUICK AT PERFORMING TASKS

8. THE TRAINEE KNOWS HOW TO ADAPT TO DIFFERENT SITUATIONS

9. THE TRAINEE IDENTIFIES PROBLEMS AND SUGGESTS SOLUTIONS

10. THE TRAINEE KNOWS HOW TO PUT INTO PRACTICE ADVICE

11. THE TRAINEE IS ABLE TO TAKE DECISIONS

12. THE TRAINEE CAN FACE NEW TASKS

13. THE TRAINEE HAS ORGANISATION SKILLS

14. THE TRAINEE IS AWARE OF THEIR LIMITS AND COMPETENCES

15. THE TRAINEE CAN EASILY MEMORISE WORKING PROCESSES

16. THE TRAINEE CAN EVALUATE THE QUALITY OF THEIR WORK

FURTHER NOTES:

82

COMPETENCE ON EFFECTIVE COMUNICATION

INDICATORS 1 2 3 4 5

17. THE TRAINEE USES A CORRECT AND COMPREHENSIBLE LANGUAGE

18. THE TRAINEE USES APPROPRIATE LANGUAGE AT WORK

19. THE TRAINEE UNDERSTANDS ORAL COMMUNICATION

20. THE TRAINEE UNDERSTANDS THE TASK

21. THE TRAINEE IS CONSTANT IN THEIR WORK

22. THE TRAINEE KNOWS HOW TO ASK IF THE TASK IS NOT CLEAR

23. THE TRAINEE KNOWS HOW TO TURN TO COLLEGUES FROM DIFFERENT DEPARTMENTS WHEN REQUESTED

FURTHER NOTES:

83

RELATION COMPETENCES

INDICATORS 1 2 3 4 5 24. THE TRAINEE KNOWS

HOW TO COLLABORATE

25. THE TRAINEE SHARES OPINION WITH COLLEAGUES

26. THE TRAINEE HAS POSITIVE RELATIONSHIPS WITH COLLEAGUES

27. THE TRAINEE REACTS POSITEVLY TO CORRECTIONS

28. THE TRAINEE KNOWS HOW TO LISTEN TO COLLEAGUES’ OPINIONS AND ACCEPT SUGGESTIONS

29. THE TRAINEE KNOWS HOW TO DEAL WITH THE TUTOR

30. THE TRAINEE KNOWS WHAT TO DO WHEN THE TUTOR IS NOT AVAILABLE

FURTHER NOTES:

84

TECHNICAL AND PROFESSIONAL COMPETNECES AND SKILLS

INDICATORS 1 2 3 4 5 31. THE TRAINEE KNOWS

HOW TO USE THE TOOLS FOR THE JOB CORRECTLY

32. THE TRAINEE PERFORMS CORRECTLY EVERY STEP OF WORK, AND RESPECTS THE SCHEDULE

33. THE TRAINEE PERFORMS THE JOB IN A COMPLETE AND FUNCTIONAL MANNER

34. THE TRAINEE USES TOOLS AND PRODUCTS OF THE JOB CORRECTLY

35. THE TRAINEE IS CAPABALE OF RECOGNISING JOB RISKS

36. THE TRAINEE KNOWS LEGISLATION AND RULES FOR SAFETY AND WORKPALCE HYGIENE

FURTHER NOTES:

www.kimllp.eu