Report on Training Activities

7/28/2019 Report on Training Activities

1/24

Report on Training ActivitiesGuidance in the Workplace Project

www.guidanceintheworkplace.eu


2/242

Project Partners

Sweden:

CFL (Centre for Flexible Learning)

municipality of Sderhamn

www.cfl.soderhamn.se

Italy:

Aster Scienza Tecnologia Impresa

www.aster.it

Romania:

Fundatia Centrul Educational Soros

www.sec.ro

Slovenia:

Slovenian Institute for Adult Education

www.acs.si

PIA. Velenje

www.pia.si

France:

Centre Interinstitutionnel de Bilan

de Competences Artois Ternois

www.cibcarras.org



3/243

Report on Training ActivitiesGuidance in the Workplace Project

Authors:

Mojca Polak Williams

Phil Williams

Other contributors:

Annamaria Bonardi

Romain Mjean

Zsofia Pal

Marina Silverii

Klas Tallvid

Tanja Vili Klenovek


October 2009


4/244

Content

Introduction 5Training activities 5

1.Identificationofthetrainingthatalreadyexistsinparticipatingcountries. . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Romania . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Slovenia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

France. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Italy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Sweden . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Mainconclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

2.Identificationofthetargetgroupsforthetraining. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

3.Implementationofthetrainingandevaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

ThestudyvisitSderhamn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

StudyvisitArras. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Evaluationvisits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

The national/regional training events 12

Romania. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Slovenia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 France. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Italy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Sweden . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Conclusions 14

Appendix 1: Guidance in the Workplace: Training of guidance counsellors 15

Appendix 2: Guidance in the Workplace: Training of guidance agents 16

Appendix 3: Guidance in the Workplace Training SOROS Romania 17

Appendix 4: Guidance in the Workplace Training SIAE - Slovenia 18

Appendix 5: Guidance in the Workplace Training CIBC France 20

Appendix 6: Guidance in the Workplace Training ASTER - Italy 22


5/245

Introduction

TheaimofthispaperistoprovideanoverviewofthetrainingactivitiesandfindingswithintheLeonardodaVinciGuidanceintheWorkplaceproject.Thepaperalsoaimstoidentifysomefuturechallengesforthedevelopmentof

trainingforguidancecounsellorsandotherguidanceagentsinthefieldofguidanceinemploymentandtofacilitate

theongoingcooperationbetweenguidanceagentsandemployers.

TheissueofthelevelofskillsandcompetencesofemployeesinthechanginglabourmarketeconomiesinEUisa

majorissueforemployersandtheemployeesthemselvesandhasbecomeamainsocialandpolicyissuethrough-

outEurope.ThereisthereforecurrentlymuchpolicydebatewithintheEuropeanUnionabouthowtoacquireand

developtheskillsandcompetencesofthoseinemployment.

MostEuropeancountrieshavedevelopedavarietyoftrainingprogrammesaimedatemployees,whicharepaid

throughthestatebudget.Atthesametime,theprocessofAPELisusedinmanycountriesandisatdifferentstage

ofdevelopment.

However,TheCedefopsreportontheCareerDevelopmentatWorkargues,thatmemberstatesguidancepolicies

havenotfullyaddressedtheinformation,trainingandguidanceneedsofadultsinemployment.Thisisevenmore

truefortheemployeesofsmallandmediumenterpriseswheretherolesofamanagerandhumanresourceman-

agerareoftencombinedinoneperson.Atthesametimeitisassessedthatemployedadults,arelesslikelytouse

theguidanceservicesprovided.Theparticularlyvulnerablegrouparethelowskilledworkers.

Muchattentionisthereforenowbeinggiventodevelopingmoreaccessiblewaysinwhichtheguidancecounsel-

lorscanworkwiththoseinemploymentandinwhichtheycanworkwithexistingorpotentialnonformalguidance

agentswithinemployment.Theseincludethepersonsresponsibleforhumanresourceswithinthecompanies,trade

unionrepresentatives,educationalinstitutionsprofessionals,representativesofemployersorganisations,manag-

ersandothers,buthavenospecificexperienceinguidance.

TheEuropeanCommissionsLeonardoda Vinci2programmehasprovidedthe frameworkforGuidance Merger

1projectwiththeambitiontocreateinnovativemethodsforguidanceforadultsinemployment.Ithasaddressed

theemainissues:

Thatguidancecanmakeamajorcontributiontothedevelopmentoflifelonglearningforthosewithinemploy-

mentbyencouragingthemtotakeuplearningopportunities.

Thatguidanceisnotalwayseasilyaccessibletothoseinemployment.

ThatAdviceandguidanceshouldnotbeprovidedinisolation,butasanintegratedpartofthetrainingan

learningattheworkplace.

Inadditiontotheabovementionedissues,allofthepartnershaveagreedtolookmoredeeplyintherelationbe-tweenguidanceworkandtheassessmentofpriorlearning.

TwooftheparticipantsofGuidanceMergerprojectCFLfromSwedenandASTERItaly-havefollowedthroughthis

worknowunderEuropeanCommissionslifelonglearningprogramme.LeonardodaVinci3,transferofinnovation

projectwheretheexperiencesofthefirstproject,aretobetestedandimplementedbyadditionalthreepartners,

SIAESlovenia,SorosRomaniaandCIBCFrance.Alloftheparticipatingorganisationsareexplainedintomoredetail

intheEvaluationReport.

Training activities

TrainingwasthesecondcomponentintheGuidanceintheWorkplaceprojectandwasoneofthecentralfocuses

fromthestartoftheproject.

ThemainlineintheorganisationofthetraininginGuidanceintheworkplaceprojectwastoprovidethecommon

groundswheretheprofessionalsfromdifferentcountriesanddifferentfieldsofworkwillfeelfreetoexchangetheir


6/246

experienceandgainfromeachothersapproaches,knowledgeandskillswithinthegroup.Astheprojectwasa

transferofinnovationproject,theprojectpromoter,whohasparticipatedinthefirstprojecttooktheleadinthis

approach,andthereforeorganisedthefirsttrainingeventforparticipantsfromothercountriestojoin.Inadditionevaluationvisitsbetweenpartnercountrieswerealsoorganisedtoenablealargernumberofprofessionalstoevalu-

ateandlearnfromdevelopmentswithintheprojectandtogainadditionalknowledgeandskillsneededinworking

inguidanceinemployment.

Theorganisationofthetrainingwasdividedintothreestages:

1. identificationoftrainingthatalreadyexistsintheparticipatingcountries,

2. identificationofthetargetgroupsandtheirneedsforthetraining,

3. implementationofthetrainingandevaluation

a) transnationaltrainingevents

b) national/regionaltrainingevents.

Eachofthestageswerethenreflectedatthemeetingsofthepartnersandalsoattheevaluationvisitswhichwere

organisedaroundtheproject.

Thefirsttwostagesweretheintroductionoftheworkthatwasgoingtobeundertakenintheparticipatingcoun-

tries.Theexpectedresultswerethatineachofthecountrytherewouldbeexpertspreparedtobeabletocarry

guidanceactivitiesintheworkplacewithintheguidanceintheworkplaceprojectandbeyond.

1 Identification of the training that already exists in participating countries

Thefirst phaseoftheprojectfocused oncollectingdataabouthowthetrainingofguidancecounsellorsworking

withintheworkplaceisorganisedindifferentcountries.Theaimofthisactivitywastoidentifytowhatexistingtrain-ingwasalreadyavailable.Themainfocuswasgatheringtheinformationontrainingmoduleswhichareorganised

byaccreditedorganisationsandarethereforerecognisedintheguidanceenvironment.Theresearchincludedthe

informationoninitialaswellasinservicetraining.A gridwaspreparedcoveringthefollowingareas:thetarget

groupsforthetraining,thenumberofhoursofthetraining,thecontentofthetraining,theskillsandcompetences

thataregainedoncompletionofthetraining.Eachoftheorganisationsinvolvedhascompletedresearchwithin

theirowncountryandtheresultsweresupplementedalsowithotherresearchmaterialsalreadyavailable(Career

GuidanceAHandbookforPolicyMakers).TheresearchtookplacefromFebruarytoJune2008.

Romania

ThemajorityofguidancecounsellorsinRomaniahavea completedhigheruniversity levelcoursesin psychology,

pedagogyandsociologyandsocialwork.Theprofessionalswhooccupythepositionofguidancecounsellorshaveadegreeinpsychology,pedagogy,sociologyorsocialwork.Therearenofaculties/departmentsspecialisinginguid-

anceandcounselling.

Howeverthereisamasterdegreeinguidanceandcounsellingofferedtotheprofessionalsfromtheabovemen-

tionedfields.Itisnotapreconditiontogetajobasaguidanceworker.

These trainings are further supplemented by continuing training schemes offered by National Resourcecentre

forvocationalguidanceandEUfundedprojectsandothertrainingsofferedthroughthenetworkofMinistryof

Education.

Slovenia

ThesituationwiththeinitialtrainingintheguidancefieldissimilarinSlovenia.Themajorityofguidancecounsellors

havecompletedhigheruniversitylevelcoursesinpsychology,pedagogy,sociologyand/orsocialwork.Thereareno

faculties/departmentsspecialisinginguidanceandcounselling.


7/247

Therearehoweverafewspecialisedtrainingcourses.Forexamplealloftheguidanceworkersinthefieldofguid-

anceinadulteducationhavetofinish112hourtrainingofferedbySlovenianadulteducationcentretogetthejob.

Inadditiontherearecontinuingdevelopmentmodulesoffered.

TherewerealsothetrainingcoursesforguidancecounsellorsinemploymentserviceofSloveniadesignedandhow-

everitisnotaregulartrainingsystemandthatcoursesarenotcertifiedbyanyprofessionalbody.

France

Themajorityofprofessionalsworkingasguidancecounsellorshaveauniversitydegreeinpsychology:theguidance

counsellor/psychologistsor industrialpsychologists inthe public employmentservices.Otherpractitionershave

othervariouslevelsofpsychologicaltraining.

TherearethreemaintypesoftraininginguidancecounsellingoccupationsinFrance:

ahigheruniversity-levelcourse,guidancecounsellor/psychologistsorindustrialpsychologist;

highereducationspecifictoaprofessionalbody:ANPEcounsellors;

otheruniversitycoursesamongeachoneofthecareerpathisalsoguidance,suchasBachelorsDegreein

socialaction,trainingandintegrationcounsellor,humanresourcesmanagement.

Thesethreetypesoftrainingaresupplementedbycontinuing trainingschemes,practicaltraining makinguse of

tutoringandtrainingschemesofferedbypublicorganisationsorprivateagencies.

ApartfromtheuniversitycoursestherearealsoothercoursesleadingtoEQF5organisedandcloselylinkedtoguid-

ancework,suchasthetrainingsforIntegrationandLocalDevelopmentManager,InsertionandLocalDevelopment

manager,InsertionandLocalDevelopment.

Italy

Recentdevelopmentsinthefieldofprofessionalisingcareerguidanceworkhaveresultedinnewprogrammes

forcareerguidance.Themajorityofguidanceprocessionalshaveacompletedhigheruniversitylevelcourses

inpsychologyorotherdisciplinesandthisisfurthersupplementedwitheitherprofessionalcoursesspecified

atguidancepractitionersincludingskillsauditprofessionalsormastercoursesforguidanceandcounselling.

Theentr yconditionsfor thecoursescan vary,someofthemareonly opentopsychologists someofthemare

aimedatguidanceprofessionalsfromdifferenteducationalbackground.InordertojoinanItalianassociation

ofguidance(privateorganisation)aspecificpostdegreepathinguidanceoraverylongprofessionalexperi-

enceisrequired.

Sweden

Swedenistheonlycountryparticipatingintheprojectwhichhasawellestablishedsystemoftrainingforguidance

practitionerswithathreeyearuniversitycourseofferingBA.Theacademiceducationcontainsthreemainblocks,

sociological,psychologicalandpractices.

Thefacultyforcounsellingalsoofferscoursesofdifferentlengthsas continuingtrainingforactivecounsellors.In

additionthereareotherpossibilitiestoreceiveinservicetrainingandfurthereducationforguidancecounsellors

withintheiremploymentalsoofferedbyothertrainingproviders.

Counsellorsgenerallyhavecertainpossibilitiestoreceivein-servicetrainingandfurthereducationwithintheframe-

workoftheiremployment.Withinlocalauthoritiesasubscribersystemiscommonincertainregions.Thismeansthatcounsellorsreceivebetween5-10in-servicetrainingdaysperyearforafixedsum.Thesedayscanfocuson

developmentofdifferentskillsoradeeperinsightintotheemploymentmarket,education,forecasts,etc.Smaller

groupsofcounsellorshavethepossibilitytotakepartinshortercoursesof1-2weeksduration.


8/248

Main conclusions

Thereisageneralunderstandinginalloftheinvolvedcountriesthatthe mostimportant re-

sourceinanyguidancerelatedactivityisstaff.Itisalsorecognisedthatthestaffshouldhave

therightcompetencestomeettherequirementsofthetaskstheyareapproaching.

Allofthe countriesinvolvedhavethe professionalsworkingas guidance counsellorsandall

ofthecounsellorshaveatleastdegreelevelqualifications.Howeverthetrainingprogrammes

andconsequentlythecompetencesofguidancecounsellorsvaryalotfromcountrytocountry.

Forexample:thereisastructuredthreeyearuniversitycourseorganisedinSweden,wherethe

universitiesarethemaindevelopersandalsoprovidersofthetraining.Theguidanceprofession

isthereforewellestablished,structuredandrecognisedinthesociety.Whileinsomeothercoun-

tries,atraininginotherdisciplines(psychology,pedagogy,sociologyand/orsocialwork,etc)is

seenasadequatetoperformthejobofaguidancecounsellor.

Noneofthemodulesresearchedisaimedatguidancecounsellorsinemployment.Thereisalsonoevidenceoftheexistingtrainingswhichwouldprovideguidancecounsellorswiththeskills

tointegrateandimplementtheserviceprovisioninthecompaniesalthoughthereareseveral

modules(inparticularinFrenchtrainingscheme)whichareverycloselylinkedtoguidancein

employment.

Veryoftenthecompaniesarealsolearningenvironments.Itisthereforeessentialfortheguid-

ancecounsellorswhoworkinemploymenttobeabletoprovideatleasttheinformationon

structuresandproceduresofAPEL.

ThetrainingprogrammesfortheguidanceprofessionalsinAPELvariesalot.Theyareorganised

asapartofatrainingforguidancecounsellors,ortheyareaseparatetrainingsalsoaimedat

guidanceworkers,orasitisinthecaseofFrance,theycanbeaseparateprogrammesleading

toanewprofession.

2 Identification of the target groups for the training

Oneofthekeyprinciples,whichwefollowedthroughouttheprojectwastoworkwithandfortheparticipantsand

notonthem.Thiswastruealsoforthedevelopmentthecontentsforthetrainingaswellasfortheselectionof

thetargetgroup.Thereforethedecisiononthetargetgroupswaslefttothepartnersthemselves,whichhaveby

thispointalreadydevelopedthemodels(plans)forlocal/regional/nationalimplementationoftheprojectactivities.

Thedecision onthe targetgroups forthe trainingwas thereforedependentonthe particular models,which are

describedtheFinalEvaluationReportGuidanceintheWorkplaceproject.Wehavehoweverstartedwithtwoassumptionsattheprojectlevel:

that thecentral person to deliverguidanceinemployment is aguidancecounsellorwho alreadyhas the

knowledgeand experiencesofguidanceworkandshouldupgradethemwithfurtherskillsandknowledge

derivingfromthedeliveryofguidanceinemployment.

thatguidanceinemploymentcannotbeprovidedinisolation:Oneofthemainaimsoftheprojectwasthere-

foretoestablishstrongerlinkagesbetweenformalandnonformalguidanceproviders:toassesstheneeds

theyhaveinrelationtoguidanceinemploymentandtofurtherimplementtheactivitiesofguidanceinthe

workplacetogether.

Tosupportthepartnersintheprocessofidentifyingthetargetgroupsforthetrainingandalsofurtherdeliveryof

theserviceaquestionnairewasprepared.

Astheprojectpartnersarefromdifferentenvironments(inSloveniaandFrance,guidanceisthecoreoftheactivities

ofpartnerorganisations,whilstthepartnersinRomaniaandItalyaremainlyaprojectmanagementorganisations),


9/249

theactivitiesofchoosingthetargetgroupswereperformeddifferently.TheCIBChaschosenprofessionalsfrom

theirownnetworks,whilethetargetgroupsinItalyandRomaniaarecomingfromtheoutsideenvironment,while

SIAEhascreatedthe teamsofprofessionalsfromitsownnetworkand others.Thefollowingtargetgroupswerechosenforthetraining.

Slovenia:guidancecounsellorsfromguidancecentresforadulteducationfromtheregionswheretheprojectwas

tobeimplemented;andtradeunionrepresentativesfromthecompanieswhereguidanceintheworkplacewasto

takeplaceaswellasrepresentativesoftheAssociationofFreetradeUnionsandtheirregionalrepresentatives.

Italy: Professionalsworkinginmanagementofhumanresourcesintheworkplace.

France:Skilledauditcounsellorsfrom8CIBCintheregion.

Romania:Guidancecounsellors(currentlyinvolvedinguidancetounemployedpeopleand/orprofessionalswork-

inginhumanresourcemanagement).

Sweden:Guidancecounsellorsinadulteducation.

3 Implementation of the training and evaluation

Thestarting pointforthe contentofthe trainingwaspreparedfromtheGuidanceMergerproject(seeGuidance

MergerFinalreport),researchundertakenwithintheGuidanceintheWorkplaceprojectandthewiderEUenviron-

ment.Theproposedlistoftopicswasusedasaguidelineforthereflectionofparticipantsownknowledgeandskills

andasabasisoftheneedsassessment.

The starting points

Theshiftofthetraditionalguidancecounsellorsroletothenewrolesemergingfromworkwith

employers:Oneoftheresultsintheguidancemergerprojectwasthattherolesoftheguidance

workers,whileworkingwithemployers,requiresadditionalskillsfromguidanceworkersthan

theirtraditionaltasks(information,guidance).Thenewrolehasinadditionalsoimplicationson

theethicalcodesrecognisedinallofthecountriesinvolved(impartiality,confidentiality,client

focus,equalityofopportunity,transparency,accessibility).Workingwithemployersputtheguid-

ancecounsellorsintomuchwidercontext,whichmeansalsobroadercompetences.Thecrucial

partiscooperationwiththeemployersasanecessaryelementinguidancecounsellingforem-

ployees.Itisessentialthattheworkisdoneinagreementwithemployersandthattheemployersseethebenefitofguidanceworkforthecompany.Anyguidanceworkerwhoaimstoworkwith

employeesshouldincreasetheirknowledgeoftheenterpriseitself,itsbusinessandhistory,the

futurechallengesoftheenterprise,thegeneralconditionsandtheprocessesofchange,which

takeplaceinsideandoutsideoftheenterprise.

Anotherimportantaspectofthenewroleiscooperationwithdifferentagenciesandorganisa-

tionsinthelocalcommunity.Ifguidanceisseenasanintegratedpartoflearning,contactswith

educationalandtrainingproviderswillbefrequent.Inthisrespecttheguidanceworkersshould

alsobeabletoorganiseprojectsandtofindexternalfunding.

Veryoftenthecompaniesarealsolearningenvironments.Itisthereforeessentialfortheguid-

ancecounsellorswhoworkinemploymenttobeabletoprovideatleastinformationonstruc-turesandproceduresofAPEL.


10/2410

Theproposedlistoftopicswasusedasabasisforthereflectionoftheparticipantsownknowledgeandskillsandasa

basisoftheneedsassessment(seeapp.1and2).Thetopics,whichwerefoundthemostuseful,werefurtherelaborated

andaregatheredintheIntroductiontoguidanceintheworkplacemodule,whichisoneoftheoutcomesoftheproject.

Oneofthemainchallengesinmethodologyofthedeliveryofthetrainingwastoenablethetransferoftheinnova-

tionoftheexperiencesandknowledgegainedinGuidanceMergerprojectandtostillleaveenoughroomforthe

supportoftheprofessionalswhowerestartingtheworkintheirownrealities.Wethereforedecidedtomoveaway

fromtheideaof preparingonecommontrainingprogrammewhichwouldhavebeendeliveredasonemodelof

howtointroduceguidanceintheworkplace.Insteadweorganiseddifferenttrainingeventsintheformoftransfer

ofexperiencesandknowledgealreadyinthegroupbasedontheneedsassessmentofthetargetgroupsidentified

forthetrainingsupplementedbythetrainingsorganisedregionally/nationally.

Thereweretwointernationaltrainingeventsorganisedforallofthepartners.Thechoiceforthefirstonewasobvi-

ous.ItwasabouttransferofinnovationoftheexperiencefromGuidanceMerger,fromCFL,thepromoterofthe

transnationalGIWPprojectfromSderhamn,Sweden.Thedecisionforthesecondwashoweverdoneasareflectionoftheneedsthepartnersexpressedinrelationtoguidanceandassessmentofpriorlearning.Aftertheintroductory

presentationsatthefirstmeetinginLjubljana,itwasassessedthatoutofallofthepartners,Francehasthena-

tionalsystemanddifferentelementsatplacetherefore,CIBCwithitsnetworkwasaskedtosharetheirexperiences

alsowiththeothers.

The study visit Sderhamn

ThefirsttransnationaleventwasorganisedaroundthesecondpartnershipmeetinginSderhamn, inSeptember

2009.Allofthepartnercountrieswerepresentedandtwoofthepartnersalsocamewiththerepresentativesof

theirregionalnetworks(RomaniaandSlovenia).Alloftheprojectmanagersdefinedtheirspecificareasofinterest

inadvance.ThemainaimwastotransfertheknowledgeofthemodeldevelopedinSwedenduringtheGuidanceMergerprojecttootherpartnercountriesthroughthepresentationoffourmainstagesdevelopedinGMproject:

Thesewerehowtoestablishgood,sustainablenetworks;thedefinitionofroles,whodidwhatandwhatkindofskills

andknowledgewererequiredfromtheprofessionalstodothework;howtodevelopalongtermrelationshipwith

employers,thedaytodayworkwiththeclients(fromformingtheinitialcontacts,motivatingthemforthetraining

tothefollowupthroughtrainingandevaluation),howtoestablishguidanceasapartofongoingtrainingand

professionaldevelopmentinthecompanies.TheessentialpartofthestudyvisitwasthevisittotheValvikPulpMill

companywhereCFLguidancecounsellorshaveprovidedguidanceand counselling.Thecompanypresident,HR

departmentrepresentative,regionalrepresentativeoftradeunionandCFLstaffhaveallexplainedtheirmotivation

fortheinvolvementinguidanceintheworkplaceaswellashowitwasimplemented,waysofnetworking,andben-

efitsofnetworking,involvementintotraining,andfinallyalsothebenefitsfortheemployeeswiththepresentation

ofafewcasestudies.

Theevaluationintheendofthemeetingshowedthatalloftheparticipantsweresatisfiedwiththeinformationand

knowledgewhichwassharedwiththem,themostinterestingwasthevisittotheValvikPulpMillcompanyandthe

viewsfromdifferentpartiesinvolvedintheprocess.Ithasbeenalsoagreedthattheycanalsocomebackwithad-

ditionalquestionswhichwouldarisewhentheystarttoworkinthefield.

Study visit Arras

ThesecondtransnationaltrainingeventwasorganisedasapartofthepartnershipmeetinginFrance,ittookplace

inArras,inJanuary2010andwasorganisedbyCIBC.Allofthemanagersoftheprojectfromthepartnercountries

havedecidedtoinvitealsoguidancecounsellors,aswellrepresentativesfromregionalnetworkstothemeeting.ThegeneralobjectivesofthetrainingwastofamiliarisetheparticipantswithFrenchsystemoflearningandguidance

intheworkplacewiththefocusonAPEL.Morespecificobjectiveswere:togetfamiliarwiththestructureswhichare

usedtosupportlearningandguidanceintheworkplace,themotivationalaspects:togetfamiliarwithhowtherel-


11/2411

evanceoflearningisperceivedbytheemployersandwhyareemployersinterestedfortheirworkerstoparticipate

inguidanceandlearning,togetfamiliarwithwhatarethemainmotivesoftheemployeestoparticipate,toget

familiarwiththeneedsassessmentmethodsforthechosentargetgroups,togetfamiliarinmoredetailhowtheassessmentofpriorlearninginorganised,andhowisitcarriedout.

Thetrainingwasdeliveredthroughthesetofpresentationsofrelevantprofessionals,theparticipantsalsovisiteda

companyofasewingthreadfactoryMerylFibert.

Theevaluationagainshowedtherelevanceoftheknowledgethatwasdeliveredtotheparticipantsandperhapsthe

mostrelevantwastheneedexpressedbytheSlovenianandRomanianpartnertocontinuetheexchangeofexperi-

encesintheformoftheevaluationstudyvisits.

Evaluation visits

Oneoftraininganglesintheprojectweretheevaluationstudyvisits.Theprimeaimofthevisitswasforthepartnerstogetadditionalonsiteknowledgeofhowtheotherpartnersimplementprojectactivitiesandwhichstrategiesthey

findusefulintacklingtheobstaclesintheirinnovativeworkandtoreflectthenewknowledgewiththeeyesoftheir

ownsituations.Thepartnerswerefreetodefinetheirowninterestsandagreeontheareasofworktheywouldlike

toobserveandwouldbenefitthemostfrom.

Therewere threestudy visitsorganizedduring theprojectduration. Forallofthem thetopicwasagreedat the

GIWPpartnershipmeetinginFrance,Arras,inJanuary2009,andthenfurtherdiscussedandfinalizedviaemail.

ThevisitstookplaceintheperiodfromFebruarytoJune2009.

Agroupof3 Slovenianguidancecounsellors,2 tradeunionrepresentativesand amemberofamanage-

mentteamfromSIAEwentonastudyvisittoCIBCwiththeaimtogetfurtherknowledgeoftheeducation

andtrainingsystemandthedevelopmentswithintheprojectinFrance.Themainfocuswasorganisationofeducationandtrainingforadults,thestructureandprocedurefortheassessmentofpriorlearningandthe

presentationoftheactivitiesofFrenchtradeunionsinthelightoflifelonglearning.

TheskillsauditandguidancecounsellorfromFrancewentforastudyvisittoSloveniaandRomania,withthe

mainaimtobeabletodiscussandexchangethebestpracticesoneachthematicofguidanceinemployment

andlocal/regionalnetworks.

Lessons learnt

Alloftheprofessionalsinvolvedinthestudyvisitshavebeeninterestedinfindingwaysofworkingin

differentcountries(forexample,methodsandlevelsofinvolvementoftradeunions,methodsofwork-ingwiththeclient,howtocreateaninformationofficewithintheworkplace,etc).TheSlovenianprofes-

sionalswereveryimpressedwiththeFrenchsystemassuch(forexampletheindependentguidance

institutionsforlifelonglearning)andinparticularthelevelofthedevelopmentofAPELsystembased

possibilitiesofthevalidationofknowledgeandskills.Althoughtheintroductionofcertainelementson

thesystemleveltotheSloveniansystemisoutsideoftheirinfluence,itwasdecidedthatparticulartools

usedinFrancemaybetranslatedandtestedalsoinSlovenia.

Finallythestudyvisitsgavealsothe opportunitiesfora widerperspectiveofonesownprofessional

workorastheskillsauditandguidancecounsellorfromFrancetheexpressedhimselfItpermitsto

openmymindinfindingoutsomenewwayofapproachingthepeople,usingsometoolsItgivesme

somenewideas,andimprovesandcomplementsmywayofworking.Thisisalsotheopportunitytosharewithotherprofessionalsfromothercountriesaboutourwayofworkingand,inexplainingitto

theother;itpermitstorealizeallthethingswedoinourdailyvocationallife.


12/2412

The national/regional training events

Romania

TheSorosEducationCentrehascarriedouta 2daytrainingeventinMay,2009,with themainfocus toprepare

theguidancecounsellorsfromtheHarghitaCountryEmploymentAgencytoworkwiththecompaniesand their

employees.Theyhavepreparedatrainingprogrammefollowingtheanswersfromaquestionnaireaboutpotential

areasofinterestandtrainingneeds.Thetopicswere:legalandorganisationalframework,methodologicalissues;

techniquesforindividualorgroupcounselling,evaluationmodels,softskillsdevelopment,thebalanceoftheinter-

estsoftheemployersandtheemployees.

Theparticipantshaveassessedthetrainingasgoodandverygood.Oneoftheguidancecounsellorswhowaspar-

ticipatinginthecasestudiesinterviewsthinksthatshewillbeabletousethetraininginherworkespeciallywhen

companiescannotfindenoughemployees,orthebesttrainedemployees.Thetrainingwithintheguidanceintheworkplacehasgivenhertoolstogiveinformation/adviceonexistingopportunitiesandmethods.

Itwassuggestedthatfurthertrainingshouldfocusontheissuesofcrisismanagementandmorepracticalmethods

ofguidance.

(For more information see Appendix 3.)

Slovenia

SIAE,thepartnerfromSlovenia,hastakenthedecisiontointegratethenetworkingapproachesandtobringthe

professionalswhoweregoingtoworktogetherinthecompanies(tradeunionrepresentativesandguidancecoun-

sellors)alreadythroughthetrainingactivities.Theyhaveorganizeda3dayworkshopeventsimplementedinApril

andMayand48hoursofself-directedlearningwithmentoringofSIAEandZSSSS.Thecontentwasdecidedonthe

basisofaquestionnaireonpotentialareasofinterestsandneeds.Thetraininghadthefollowingobjectives:

tofamiliarizethecounsellorandunionrepswiththeimportanceofLLLfortheemployees,

tofamiliarizethecounsellorsandunionrepresentativeswiththeimportanceofimplementationofguidance

forLLLandcareerdevelopmentinthebroadersense(careerasalife)atworkplace,

totraincounsellorsandunionrepresentativesfortaskstheywillhaveinconnectiontoguidanceforLLLat

workplace.

Thetraining wascarriedthroughthreemodules:Guidancein theworkplace inthe contextof lifelong-learningof

theemployees(andhowtoanalysetheeducational/trainingneedsofthecompany).Proceduresforrecognisingthe

alreadyacquiredknowledgeandexperience(APEL),Preparationoftheconcreteplanforguidanceintheworkplaceinselectedcompany.

Duringtheseprocessithasbeenimportanttolearnaboutthecharacteristicsandneedsoftheselectedtarget

group theemployees(inSlovenia,intheselectedregions,intheselectedbranchesofindustryfromwhichthe

companieshavebeenchosen).

Theevaluationofthetrainingshowedthehighrateofsatisfactionwiththetraining.Howeveritwasnotseenasposi-

tivetohavethesamecontentsdeliveredtobothoftheprofessionalgroupsatthesametime.Forthefuture,further

topicswillbeadded,andtherewillbeadditionaltrainingorganisedfortradeunionrepresentatives.


France

TheFrench partnerCIBC,hasorganised a5daytraining coursefor guidancecounsellors fromCIBC Arras,and

someotherguidancecounsellorsfromotherCIBC.Thetrainingwasorganizedwiththemaingoaltodevelopand


13/2413

improvethewaysofapproachingtheemployers,andlearntobecomegoodsalesrepresentativesoftheguidance

services,inordertoconvincethecompaniesoftheimportanceandthebenefitsoftheguidanceintheworkplace.

Inthemeantime,trytotakeadvantageoftheirattention,toshowthemthatCIBCcouldbethebestinterlocutorforthiskindofquestions(guidance,counselling,advices).CIBChaspreparedtheirowngridforindepthneeds

assessment.Thetrainingwasaboutthefollowingtopics:how tobetterknowthecompanies,theirworking,their

needs,betterknowtheCIBCsproducts,services,values,strengths,howtocommunicateandlistentotheemploy-

ersneeds,howtobecomeagoodsalesman,whoamIasacounsellor

Main outcomes of the training were:CIBCandthecounsellorsgotanewtradestrategy(newclientsand

partnerssearch,newCIBCsexternalimage),prospectivenewpartnersandguidanceactivities(CIBCregional

development),strengtheningoftherelationshipswithintheCIBCnetwork(newcommonadvertisingmediums,leaf-

lets,sameactionplansandstrategies,furthercommonprovisionsofservices).

Theevaluationshowedthat alloftheparticipantsfoundthetraininguseful, claimingthattheycoulduse 80%of

thecontentinthefutureworkinguidanceinemployment.Thefollowingelementswereassessedasthemostuseful:Developmentofa realstrategytowardsthecompanies,Opportunityto diversifytheactivities,theeffectiveuse

ofournetwork(andpartners),Beingmoreconfidentinourselvestotrytogetsomecontactswithcompaniesand

employers,Beingabletowellidentifytheemployersandemployeesneedsaboutguidanceandtrainings,Improving

ourcommunicationskills,ImprovingCIBCexternalimage(amongthecompanies),Provingthatguidancecanbe

givenintheworkplaceandthatCIBCisanexpertonthatfield.

ThetrainingwillbeorganisedalsointhefutureforotherpartnersfromCIBCnetwork.


Italy

TheItalianpartnerASTERhaschosena slightlydifferentapproach.Theyhavemainlyconcentratedonawareness

raisingactivitiesto promotetheinitiativesaddressedtotheguidance andtrainingoftheemployees.They have

organizedaworkshopwithHRmanagersandprofessionalsinenterprises.Theyhaveconcentratedonthetopicsof

developmentofkeyskills:innovation,creativityandselfplanning,careercoaching,methodologicalissuesandop-

erationaltools,howtomanagechangeintheenterprises.Theevaluationhasledtothefollowingconclusion:train-

ingcanprovideanotablecontributiontothedevelopmentoflearningforemployeesencouragingthemtoaccess

trainingopportunities,itisessentialthattheguidanceandtrainingareprovidedasanongoingprocesstosupply

aneffectivecontributionstothedevelopmentoflearningforworkers.Mostoftheparticipantsansweredthatthey

havedevelopedadeepawarenessaboutthepositiveimpactssuchinstrumentscouldhaveintheirowncompanies

andtheroleinHRdepartments.


Sweden

AlthoughCFL hasbeentheorganizationwhereguidancein employmentwas aregularactivityalreadybeforethe

beginningoftheprojectandhas thereforebeentheorganizationwiththeroletotransferetheknowledgethrough

internationallearning,theimplementationoftheirownactivitiesinguidanceintheworkplacewasfurtherdiscussed,

reflectedandevaluatedinthefromofstudycircles(onedayeachmonth)organisedbyHalsingeutbildningnetwork,a

collaborationbetween6municipalitiesinthecountyofHalsingland.Thefollowingtopicshavebeenfurtherelaborat-

ed:casediscussions,recentexperiencesrelatedtoworkplaceguidance,APL,workplacebasedtraining,SMEcontacts.

Theeventswereassessedpositively.Oneofthecounsellorssaid:Thisisaveryeffectivewaytoorganisetraining

forprofessionals.Noexpensesforlecturers,theparticipantssharetheirknowledgeandexperienceinthegroupand

getinstantfeedbackfromtheircolleagues.

Furthereventsaregoingtobeorganisedalsointhefuture.


14/2414

Conclusions

Movingtowardsacommontrainingprogrammes:Oneofthemainaimswhenintroducinginnovativetrainingac-tivitiesistocometoacommon,transparenttrainingprogramme,whichwouldenableustohaveamorecompre-

hensiveoverviewofprofessionalskillsandindirectlyalsoenabletoassessthequalityofguidanceprovisioninthe

particulararea.Howeverthetrainingactivitiesinguidanceintheworkplacearestillatanearlystage.Thepositive

evaluationsofallofthetrainingeventsisshowingthatthereisgreatinterestandtheneedfortraininginthefieldof

guidanceinemployment.Afterfinishingthesecondcycleofprojectswecanalsoclaimthatcertaincommontopics

forthetraininghavealreadybeenidentified(theindividualvscompanyapproachinguidanceinemployment,the

networkingandreferralsinguidanceinemployment,ethicalconsideration,introductionofguidanceintheAPEL),

whileontheotherhand,Guidanceintheworkplacetraininghastobereconciledalsowithotheragendas.Forexam-

pleinFrance,thecurrentsituationisthatthechangesofthepartnerorganisationandthenewwaysofworkingwith

employersseemtobethemainfocusalsoforthetrainingratherthanguidancetraininginisolation.IntheItalian

projectthefocusoninstitutionalpartnershipsbetweentheparticipatingagencieshasdeterminedthedesignofthe

programme,tosomeextendattheexpenseoftheinvolvementoftheemployeesthemselves.Itishoweverdifficult

toasseswhethertheroleofguidancecounsellorsinemploymentwillbroadentoalloftheaboveareasinthefuture

orwhethertherewillbearoomforanewprofessionalrole/s.Itisfornowofcrucialimportancetocontinuecreat-

ingtheconditionsandtheenvironmentforguidanceinemploymenttocontinuetoputinplacethemechanismsto

supporttheprofessionaldevelopmentofcounsellorsaswellasotherintermediaries(orotherguidanceagentsas

wecalltheminthereport),includingcontinuingprofessionaldevelopmentofstaff.

Flexibleemployment,Flexibleguidance,flexibletraining:Theguidancecounsellorstraditionallyworkinthepublicsec-

tororarefundedthroughthepublicfunds.Thepublicsectorhoweverstillhasadifferentpaceofworkaswellasadapt-

abilityandflexibilityofwork.Theguidancecounsellorswhoarestartingtoworkwithemployersarethereforereaching

outoftheircomfortzone.Theymostdirectlyexperiencethechangesofthelabourmarketwhicharereflectedinever

changingneedsoftheclientsaswellasconditionsofwork.Iftheyaretobesuccessfultheworkhastobeflexible,intermsoforganisationalaspects(theguidanceworkistakenoutsidethesaveenvironmentoftheoffices,deliveredin

thehoursthatsuittheclients)aswellasthecontentofguidancework(forexamplecombiningthenationalfunding

resourcesfortrainingwiththeneedsofthecompaniesandemployers).Ifguidanceworkersaretobereadytodothe

work,theyhavetobepreparedtoconstantlyupdatetheirknowledge.Thetraditionaltrainingprogrammeshowever

aremostlyorganisedwhentheneedisrecognisedbythelargersegmentoftheprofessionals.Itisthereforeimportant

forthedesignofthetrainingthatitisflexibleandprovidesenoughtimeandspacefortheprofessionalstofurther

discuss,reflectandlearnfromtheirownexperiences(forinstancetheexampleofstudycirclesinSweden).

Themodule:Introductiontoguidance intheworkplace:Thecommontopics oftrainingwhich weredeveloped

duringtheprojectwherefurtherelaboratedintheformofamoduleIntroductiontoguidanceintheworkplace.The

materialsareavailableforoptionaluseatothertrainingevents.Sincethelevelsofqualificationsofparticipantsat

thetrainingaredifferentitispreparedasaresourcepackratherthenaselfstandingtrainingmodule.Themoduleis

aimedatguidancecounselorsworkinginemploymentandorotherprofessionalswithwhomguidanceinthework-

placeisdelivered:tradeunionrepresentatives,humanresourcedevelopmentmanagers;professionalsineducation

andothers,theyarereferredtoasotherguidanceagents.Themoduleiscomposedofthefollowingfivetopics:

Introductionintoguidanceinemployment,Analysisofeducationalneedsandopportunitiesofthoseinemployment

-companyvs.individualapproach,Introductionintoguidanceintheassessmentofpriorlearning,Networkingand

referralinguidanceintheworkplace.Wehopethatitwillbefurtherdevelopedandsupplementedasthefieldof

professionalworkofguidanceintheworkinglifegrows.

References:

1. OECD.2004.CareerGuidance:AHandbookforPolicyMakers.See:www.oecd.org/dataoecd/53/53/34060761.pdf.(30/09/09).

2. Cedefop.2008.CareerDevelopmentatWork:AReviewofCareerGuidancetoSupportPeopleinEmployment.

See:www.cedefop.europa.eu/etv/upload/etvnews/news/2352-att1-1-report_on_career_development.pdf.(30/10/09).

3. TheGuidanceMergerProject.(2005)Summaryreport.See:www.guidancemerger.org/PDFs/summary.pd(30/10/09).


15/2415

Appen

dix1:GuidanceintheWorkplace:Trainingofguidancecounsellors

Thenam

eofthe

moduleandnum-

berofhours

Participants

Entrycriteria

Content/What

Methodoftraining

Competencesgained(Achieve-

mentsattheendofthetra

in-

ing)

Therelevanceof

lifelonglearningfor

employedadults

Guidanceinlifelong

learning

Guidancework-

ersinguidance

intheworkplace

project

The

participation

inthenational/

regionalnetwork

ofG

uidancein

the

workplace

project

Thepolicyframeworkoflifelonglearning

Theroleofguidancein

supporting

lifelonglearningofemp

loyedadults

Taughtsession

Groupwork

Discussionbyquestion

ing

Understandingtheneedforguidancein

theworkplace.

Makingco

ntactwith

employers

andusinglo-

calnetwor

kstodevelop

contacts

Keyissuesandquestion

sindeveloping

thenetworkforguidanceinemploy-

ment

Verbalintroduction

Worksheets

Tobeabletoidentifyandextendthe

referralnetworkaccordingtothe

needs

arisingfromtheworkwithemployees.

Theexistin

gopportuni-

tiestoaccesstraining

foremploy

edadults

Thelocal/regionalofferofthetrain-

ingopportunitiesforad

ultemployees

Verbalintroduction

Worksheets

Discussion

Homework

Tobeabletoidentifytheopportunities

relevantfortheemployedadults,

tobe

abletopreparetheindexoftraining

opportunitiesforemployees.

Employed

adults:the

maincharacteristics

Themaincharacteristic

softheem-

ployedadultsrelevantt

otheguidance

process

Verbalintroduction

Worksheets

Tobeabletounderstandthecharacter-

isticsoftheemployedadults.

Workinga

saguidance

workerinanenterprise

Companythenewwo

rkingenviron-

ment

Individualvsorganisationalapproach

Verbalintroduction

Casestudy

Worksheets

Groupwork

Discussion

Tobeabletounderstandtherationalof

thecompany.

Tobeabletoreflectuponhis/her

work

fromtheorganisationalpointofv

iew.

Playingan

activepart

inAPLsystem

WhatisAPL

TheproceduresofAPLsystem

Theroleofguidancewo

rkersinAPL

Taughtsession

Groupwork

Discussionbyquestion

ing

Todemonstratetheknowledgean

d

proceduresofAPLandtounderst

and

his/herownroleinit.

Sustainabilityofthe

servicedelivery

Guidanceworkerasan

agentbetween

privateandpublicsecto

r

Managerialskillstoorg

aniseprojects

andfindfunding

Verbalintroduction

Groupwork

Discussion

Tobeabletounderstandthewiderrole

inthecommunityandbeabletoplay

anactivepartinplanningthefuture.


16/2416

Appen

dix2:GuidanceintheWorkplace:Trainingofguidanceagents

Thenam

eof

themod

uleand

number

ofhours

Participants

Entrycriteria

Content/What

Method

oftraining

Competencesgain

ed

(Achievementsattheendof

thetraining)

Introductioninto

guidance

Guidanceagents(trade

unionrepresentatives,

humanresourceworkers,

teachersorotherprofes-

sionalsfromtrainingpro-

vider'sorganisations..)

Theparticipation

inthenational/

regionalnetwork

ofGuidanceinthe

workplaceproject

Introductinof

careerguidance

Thebenefitsofcareerguidance

Clarifyandillu

stratethecareercircle

Verbalintroduction

Groupwo

rk

Teamwor

k

Discussionbyqueston-

ing

Understandingtheneedforcareer

guidanceintheworkplace

Understandingtheprocessofcareer

gudanceanditsbenefitstothe

employed.

Torecognisetheirownpossitionin

thecareercircle

Referralnetworks

andagenc

ies

Presentationo

fnetworkofguidanceand

trainingproviders

Whatisarefe

rral

Typesofreferr

al,theprocessofreferral

Groupwo

rk

Discussion

Producationofanindex

ofagencies

Casestud

ies

Homewor

k

Tobeabletoidentifyth

eprimaryre-

ferralnetworkagencies

inthelocality

Informatio

nre-

sources

Usefulinformationsourcesforemployed

adults

Deliveringeffe

ctiveinformationresources

Informationgiven

Goodpracticemodel

Inventory

Tobeabletoestablishabasicguid-

ancecornerorinformationpointin

theirowncompanies

BenefitsandEduca-

tionandTraining

Provision

Theoverviewofthebenefitsavailableto

adultemploye

dlearners

Theoverviewofthetrainingavailable

totheadultsintheregionandhowto

accessit

Groupwo

rk

Discussions

Workshee

ts

Todemonstrateknowledgeofbenefits

allowancesandeducatinantraining

provisionavailabelincludingaccess

requirement

Theethicalcodeand

nondiscriminatory

practice

Theethicalcodeinguidance

Theprincipleo

fnondiscriminatory

practiceinclud

ingsensitivitytosocial,

ecnnomicand

culturaldiversity

Taughtsession

Policies

Casestud

ies

Tounderstandtheethic

alcodein

guidanceandtounderstandtheprin-

cipoleofnondiscrimina

torypractice

Personald

evelop-

ment

Identificationofownpersonalneedsde-

velopmentandplanobjectivestobemet.

Individualdiscussion

Workshee

ts

Tobeabletoidentifyownpersonal

needs,developmentandtobeableto

planobjectivestobemet


17/24


18/24


19/2419

Thenam

eofthe

moduleandnumberof

hours

Participant

(whoandhow

many)

Entry

criteria

Content/What

Methodoftraining

Ac

hievements

at

theendof

thetraining

ALLTOGETHER72

hours:

24hoursoforganised

workin3workshops

and48

hoursofself-

directed

learningwith

mentoringofSIAE


20/24


21/2421

Thenam

eof

themod

uleand

number

ofhours

Participants

En

try

criteria

Content/What

Method

oftraining

Competen

cesgained

(Achievem

entsatthe

endofthe

training)

Beagood

sales-

man(8hours)

Howtoorganizeoneselftosearchandfindsomeclients.

Thetechniquesofprospection.

Howtogetanappointmentwithacompanymanager

Howtobeefficientonphone

Howtoconvinceaclient

Howtoanswertotheemployersobjections

Negotiateapriceformyserv

ices

Createagoodrelationshipw

iththecompanymanager

Howtogaintheloyaltyofmynewclients

Understandandlistentomy

clientsneeds

Leadarelevantargumentation

Presentmyproductsandservices

Keepateamspiritwithmycolleagues

OralPresentationby

thetrainer

Powerpoint

Questionnaires

Workgroups

Discussionsand

exercices

Practicalexercices

Organizean

ewclients

search

Prospection

Commercial

skills

Convincean

interlocutor

Getanappo

intment

Answertoth

eobjections

Negociatea

pricefora

service

Gaintheloyaltyofthe

clients

PresenttheCIBCservices,

Tobeableto

workina

team

Betterknowoneself

asacounsellor

(8hours)

Personalitytest

Selfconfidence

DoIneedsomethingelse

(material,training,

informa-

tion

)

OralPresentationby

thetrainer

Powerpoint

Questionnaires

Workgroups

Discussionsand

exercices

Practicalexercices

Betterknow

oneselfas

aguidancec

onsellors

(strenght,feakpoints,

qualities,personnality...)

Tobeableto

identifyour

ownpersona

lneeds,tobe

abletoplan

objectives.

Tobeableto

reflectupon

one'sworda

ndbeable

tosuggestim

provements

(materials,trainings,...

)


22/2422

Appen

dix6:GuidanceintheWorkplaceTraining

Thenam

eofthe

moduleandnum-

berofhours

Participants

Entrycriteria

Content/W

hat

Methodof

training

Competencesgained(Achieve-

mentsattheendofthetrain-

ing)

Practical

toolsfor

HRmana

gersand

professio

nals

(8h)

Humanresoruce

professionals,

15

people

-skillsaboutthe

managementof

humanresources;

-elementsofguid-

ance

-Projectpresentation;

-Howtom

anageachangeinthe

enterpris

esduringthetransition

forthedevelopmentandcareer

evolution

;

-Developm

entofkeyskills:innova-

tion,crea

tivity,self-planning;

-Presentationofmethodological

issuesan

doperationaltools.

Pres-

entation

ofanexplanatorymodel

Lesson,

interac-

tivele

arning,

workingparty

Mostofparticipants

answered

thattheyhavedevelopedadeep

awarenessaboutthe

positiveim-

pactthatsuchinstru

mentscould

haveintheirowncompaniesand

thekeyrolethatshouldcoverin

theHRdepartment.*

Practical

toolsfor

HRmana

gersand

professio

nals(8h)

Humanresource

professionals(15)

-skillsaboutthe

managementof

humanresources;

-elementsofguid-

ance

-Projectpresentation

-Howtom

anageachangeinthe

enterpris

esduringthetransition

forthedevelopmentandcareer

evolution

;

-Developm

entofkeyskills:innova-

tion,crea

tivity,self-planning;

-Presentationofmethodological

issuesan

doperationaltools.

Pres-

entation

ofanexplanatorymodel

Lesson,

interac-

tivele

arning,

workingparty

Mostofparticipants

answered

thattheyhavedevelopedadeep

awarenessaboutthe

positiveim-

pactthatsuchinstru

mentscould

haveintheirowncompaniesand

thekeyrolethatshouldcoverin

theHRdepartment.

ASTE

R-Italy


23/24

Publisher: SlovenianInstituteforAdultEducation,Slovenia

Represented by: AndrejSotoek

Authors: MojcaPolakWilliamsandPhilWilliams

Other contributors: AnnamariaBonardi,RomainMjean,ZsofiaPal,MarinaSilverii,KlasTallvid,

TanjaViliKlenovek

Design: Proanima,d.o.o.

Circulation: 250issues

October2009

CIP-Katalonizapisopublikaciji

Narodnainuniverzitetnaknjinica,Ljubljana

331.361.3

POLAKWilliams,Mojca

Guidanceintheworkplaceproject:reportontraining

activities/MojcaPolakWilliams,PhilWilliams.-Ljubljana:

SlovenianInstituteforAdultEducation,2009

ISBN978-961-6130-88-2

1.Williams,Phil,1961-

248579584


24/24

www guidanceintheworkplace eu

Documents

Report on Training Activities