MULTICULTURAL

SKILLS

AWARENESS: EXPERIENTIAL ACTIVITIES

AND TOOLS

Stavroula Doulami,

Psychologist Head of the Career Guidance

counsellors and providers Scientific

Support Dpt, EOPPEP

Greek NEC Coordinator

Social SELF-I. C3 - Short Term

Joint Staff Training Event

2nd - 5th July 2019, Rome (IT)

Introduction..

The New Skills Agenda for Europe, adopted by the

Commission on 10 June 2016, invites Member

States, social partners, industry and other

stakeholders to work together on ten actions to

improve the quality and relevance of skills

formation, to make skills more visible and

comparable and to improve skills intelligence and

especially information for better career choices

New skills …new needs

Skills

Can be understood in a broad sense covering what a person knows, understands and can do.

refer to different types of learning outcomes, including knowledge and competences as well as ability to apply knowledge and to use knowhow in order to complete tasks and solve problems.

professional skills

transversal or soft skills, core skills, basic skills,

are increasingly important and can be applied in different fields.

Transversal knowledge, skills and

competences

are

the cornerstone for the personal development of a person.

the building blocks for the development of the "hard" skills and competences required to succeed on the labour market.

relevant to a broad range of occupations and economic sectors.

Creativity

Persuasion

Collaboration

Adaptability

Time management

(The 5 top skills companies need most in 2019 –Linkedin reseach)

transversal knowledge, skills and

competences

are organized in a hierarchical structure with the following 5 headings (ESCO):

Thinking : Ability to apply mental processes to solve complex problems and achieve goals, to acquire knowledge and to perform complex tasks.

Think, use of reason and logic, problem solving

Language :Ability to communicate through reading, writing, speaking and listening in the mother tongue and/or in a foreign language.

Application of knowledge: General aspects of specialist skills which are commonly used in the workplace and in learning, also refers to knowledge of the organisation and the working environment.

Eg. ICT, Mathematics, digital skills

transversal knowledge, skills and

competences Attitudes and values: Individual work styles, preferences and work-

related beliefs that underpin behaviour so that knowledge and skills are applied effectively.

adapt to change

deal with uncertainty

demonstrate willingness to learn

Demonstrate consideration, social awareness

Social interaction: Ability to engage effectively and in a goal-directed manner with other people encountered at work or study, e.g. with colleagues, peers, customers, clients and patients

interact with others

Motivate, give advice to others

Team working

demonstrate intercultural competence

Intercultural competence

What are the ingredients of Intercultural competence ?

Show sensibility towards cultural differences by taking actions which facilitate positive interaction between international organisations, between groups or individuals of different cultures, and to promote integration in a community. (ESCO definition)

demonstrate and evidence multi cultural awareness

Activity

How can we demonstrate and evidence multi cultural awareness in environments such as training and career guidance ? Work in groups for 5’ and then choose a representative to announce the results of your group

Multicultural skills in counselling &

guidance

Practitioners’ multicultural and networking skills are important for successful provision

Competences frequently considered important in multicultural counselling include self-awareness: awareness of own assumptions, values, biases

and feelings;

sensitivity to and knowledge of the worldview of people from different cultures;

ability to implement the appropriate interventions and techniques;

ability to establish an authentic counselling relationship;

ethical sense (Sue et al., 1992; Arredondo et al., 1996; Launikari et al., 2005):

Multicultural skills in counselling &

guidance

The literature suggests several options to develop these competences:

self-reflexive exercises (auto-biographical sketches,

genograms, assessing knowledge about dominant and minority group cultures, evaluating own values, biases and feelings)

practitioner training on characteristics of client groups;

critical evaluation/cultural audit of available theories and methods

experiential learning, through immersion in different communities or roleplay

Multicultural skills in counselling &

guidance

A productive counselling relationship that generates good results requires a set of skills and attitudes which the counsel might or might not possess.

It requires

self-awareness of his/her cultural value judgements

knowledge of the other cultures’ values

skills in language and active listening which allow for a calm steady flow of information and reflexion to be enabled and eventually drive to self-reflexion and personal planning by the migrant.

CEDEFOP 2014

Multicultural awareness

Is one of the most important ingredients of counselling competence (Sue & Sue, 1990; 2003) and is highly valued in the counselling profession (Hansen, 2009

It addresses the ongoing discovery of the counsellor as a racial and cultural being.

Refers to the personal processes of the counsellor including conscious and unconscious bias, values, and stereotypes.

Mirchandani,2013

Multicultural awareness

The procedure of becoming a multiculturally aware counsellor involves

recognizing the impact of culture on the development of personally held values, beliefs, attitudes, and behaviours,

acknowledging the influence of these values, beliefs, attitudes, and behaviours on psychological processes,

identifying subconscious biases, assumptions, and stereotypes,

developing openness and respect towards those from diverse cultural backgrounds, and committing to ongoing cultural understanding (Sue, Arredondo, McDavis, 1992)

Mirchandani,2013

Multiculturally competent counsellors

understand that their racial, ethnic, and cultural heritage influences the development of their values, beliefs, attitudes and behaviours

recognize that those whose cultural heritage differs from theirs will endorse values, beliefs, and attitudes consistent with a personally unique experience of socialization.

acknowledge the fact that socio-political influences enhance and support personal development for some groups while creating a barrier for others (Pinderhughes, 1989).

Awareness of these biases and beliefs help a counsellor determine how these influence perceptions of the client, the client‟s problem(s), and the counselling relationship (Sue et al, 1992).

Mirchandani,2013

Activity

If “multicultural” was a person how would it be?

Imagine that “multicultural in work” is a person and try to answer the following

What is his/her name?

How does he/she looks like?

What kind of clothes does she/he wears?

How does she/he relates to others?

What is his/her favorite moto?

If you meet this person what would he/she say to you?

Adapted activity from: CMS development seminar, KEAS National and Kapodistrian University & EOPPEP, 2013

multicultural practitioner

Practitioners delivering guidance to migrants need

to have the appropriate training not only in

guidance methodologies but also in multicultural

issues, to be sensitive to diversity, to different

world visions, perspectives of life and career

multicultural training should be an integral part of the

initial training of all guidance practitioners and a

required training course for all professionals who

perform career training (including teachers).

multicultural practitioner

Besides their training in multicultural guidance methodologies, guidance practitioners

need to have knowledge of, and be able to supply information about practicalities in integration a minimum knowledge of legal contents, systems, procedures, contact points

andservices in the several dimensions of the individual’s integration: access to healthcare, housing, legal work, education and social security.

should be able to provide reliable information about the labour market

have mastered tools and methodologies to produce useful information for labour market, identification of training opportunities and successful job matching. identify relevant work and learning experiences, skills, knowledge and personal

aspirations, to assist labour market integration.

Multicultural guidance activities

It is not only methods and practitioner training that

need to be adapted to cultural diversity; guidance

activities themselves need to have stronger links with

complementary services and with clients’ personal

networks.

The cultural adaptation of methodologies –

especially those for testing and assessment – and the

development of multicultural competences among

practitioners are potential ways to improve the

quality of the services provided.

Multicultural guidance activities

Guidance activities have different emphasis, depending on the clients and the context they are inserted in.

With migrant groups emphasis could be on:

the development of job search techniques

CV building

interview attitudes

recognising and avoiding discriminative behaviours

The development of a motivated, self-confident and culturally aware attitude can be also a fundamental component of the interventions

stimulating client’ self-awareness.

Career services can also help individuals deal effectively with new, unfavourable conditions by developing (often) new roles and activities, beyond the traditional counselling role (Arthur, 2006), such as social action, advocating immigrant rights before other organisations, working directly with immigrant communities.

CEDEFOP, 2014

Multicultural guidance activities

Guidance activities

can be present as a stage in the value chain of the services provided for social integration

can explore the potential of European tools, such as Europass, Ploteus, and Erasmus supporting assessment and career planning activities. Europass usage can be encouraged and validation procedures harmonised with national and European qualification frameworks

can also be relevant when engaging third-country immigrants in recognition and validation procedures, with the aim of enabling future mobility inside Europe

CEDEFOP, 2014

Traditionally, individuals have presented information on their acquired skills and qualifications in a CV and in supporting documents such as certificates or diplomas.

Now, new tools are available which can facilitate the presentation of skills and qualifications by using varied online and digital formats. The new tools can also support self-assessment by individuals of skills acquired in different settings.

Individuals could benefit from tools and guidance on assessing and describing their skills.

Decision (EU) 2018/646 of the European Parliament and of the Council of the European Union)

Skills & qualifications in a multicultural

enviroment

The Europass portfolio

-is one of a number of tools and instruments that have been put in place at Union level to improve transparency and understanding of skills and qualifications. Comprises five document templates:

The Europass Curriculum Vitae (CV) template allows individuals to complete their CVs in a standardised format. Since the Europass CV was first established in 2004, more than 100 million Europass CVs have been created online.

Two qualification supplement templates, namely the Europass Diploma Supplement and the Europass Certificate Supplement, offer information on the content and learning outcomes associated with a qualification and on the education system of the country issuing the qualification.

The Europass Language Passport is used to describe language skills.

The Europass Mobility template describes the skills acquired abroad on mobility experiences for learning or work.

▪ Europass 2004 established a set

of common tools to support

more effective communication of

information on skills,

qualifications, work and

employment experiences,

credits, and learning outcomes.

▪ 18 April 2018

E.C. has adopted a decision on a

common framework for the provision

of better services for skills and

qualifications (Europass)

(Decision (EU) 2018/646 of the European Parliament and of

the Council of the European Union)

EUROPASS Framework

The challenge

the revised Decision calls for a

new Framework, of web-

based tools and information that

responds to the changing ways in

which we learn and work.

The challenges to communicate –

differences in language,

definitions, documents and formats

– remain, especially so when

people move between countries.

However the progress of technology

offers new routes to modernise

Europass and find smart solutions, as

well as ensure wider outreach to

potential Europass users to maximise

its value as an inclusive, public

service.

a core of an

online platform,

offering tools and

information

new Europass Framework

Will Enable

1.Individuals to communicate their skills and qualifications

2. Recipients to receive and process

information on skills and qualifications

3. Facilitators to support the

transparency and understanding of skills and qualifications in their

activities

Targets:

• individual end-users (learners, job seekers, workers and volunteers)

• Relevant stakeholders

Education and training VET providers, guidance practitioners, employers, PES, social partners youth organizations ,policy makers etc

How the Europass Framework will work

EUROPASS on line platform

learning opportunities

qualifications and qualifications frameworks or

systems opportunities for validation of non-formal and informal learning

recognition practices and relevant legislation in

different countries, including third countries services offering guidance for transnational

learning mobility and career management skills intelligence

as produced by relevant Union-level activities and agencies within their domains of competence skills and qualifications

relevant to the particular needs of third country nationals arriving or residing in the Union to support their integration

Will provide

Information –

links on:

EUROPASS on line

platform

documenting and describing personal information in a variety of formats, including CV templates

skills and qualifications

acquired through working, learning experiences, mobility and volunteering

the assessment & self-assessment of skills shall not lead directly to formal recognition or the issuance of qualifications.

documenting the learning outcomes

of qualifications including the Europass supplement templates.

web-based

tools through

online platform

for:

How? Europass will enable individuals to:

Document and describe personal information in a variety of

formats…

…by creating and building a personal e-Portfolio of

skills, qualifications and experiences

…by reflecting on and recording Goals in their e-Portfolio.

…by creating and editing documents such as CVs through

the Editor

Assess and Self-assess skills… … by viewing and editing a summary of their skills in the

Skills Profiler (ESCO)

… by self-assessing their language skills

Store information on skills, qualifications and experiences… … by storing digital documents and other information in

their Library

Share information on skills, qualifications and experiences… … by sharing information directly with recipients

… by logging applications in an Application Tracker

Secure easier and faster authentication of their

qualifications and learning achievements…

... by receiving verifiable credentials through the

Europass technical framework for digitally signed

credentials

Make use of Europass web-based tools and inform their

learning and career choices…

… by receiving relevant suggestions of opportunities for

further learning or work via the Europass platform.

Source: E.C .The new Europass, Vision into action

Recipients ..

Recipients: education and

training providers, employers,

youth work providers, youth

organisations

How?

Europass will enable recipients to:

Receive data and information from candidates/applicants… … by becoming interoperable with Europass to receive

information directly from Europass individual end-users

Match profiles to requirements for vacancies, admissions or other

opportunities…

… by using Europass common formats (e.g. open standards)

to enable easier comparison and processing of information

and matching to requirements, also across languages

Authenticate information on skills and qualifications … by receiving verifiable credentials through the Europass

technical framework for digitally signed credentials

Develop understanding of skills and qualifications in Europe… … by accessing information or links to information on skills

and qualifications via the Europass platform.

Source: E.C .The new Europass, Vision into action

…facilitators Enable facilitators to support the

transparency and understanding of

skills and qualifications

Facilitators: education and training

providers, guidance practitioners,

employers, public employment

services, social partners, youth work

providers, youth organisations,

policy makers.

New Europass e-Portfolio

Provide a set of free web

based toosl for Europass individual end-users to manage their career and lifelong learning

Record their skills and qualifications in an e-Profile

Create custom CVs for different purposes

Collect relevant documents such as diploma, reference letters, motivation letters, CVs and digital credentials in a Library

Identify their career goals and preferences

Explore and configure how Europass analyses their skill

Source: E.C .Europass user approach

My skills..in new europass

Job matching

• A trusted framework of tools and information to support greater co-operation and communication & offer new opportunities for employment, learning and mobility to people

End users: a route to reflect on, document and share information on their skills, to

find new learning opportunities, to develop their skills and to find employment

Europass facilitators and recipients :a route to co-operate, exchange information

and communicate on skills and qualifications to support all individual end-users

Vision

Digitized career tests (INTERESTS,

VALUES, DECISIONS)

E -PORTFOLIO - on basic skills (EU

competence framework , soft skills and

hard skills)

Activities for Career Management

(CSM)

Career & Mobility information

Resources,

Personal Career Planning activities -

digital material

Thematic information catalogues

e-stadiodromia.eoppep.gr

Launched at the end of 2013- within the Euroguidance activities

of EOPPEP, 19.600 new users & 106.000 views of the portal

The Lifelong Career Development

Portal for adults

career development services and mobility

information targeted to adults of all ages

Reflect

How tools such as EUROPASS can be helpful to people from third countries?

What kind of tools have you used, if any while supporting clients to their social integration? discussion

To sum up…

In a multicultural world we have to acknowledge our skills and competences and raise our multicultural awareness so as to be effective in supporting both ourselves and others especially those coming from third countries to manage their transitions

E.C has provided us with a wide range of tools to support transparency and documentation of skills and qualifications

The challenge is to find a route to co-operate, exchange information and communication on skills and qualifications so as to support individuals- end-users with their social integration

GRAZIE

THANK YOU

MERCI

DANKE SCHÖN

ΕΥΧΑΡΙΣΤΩ

Stavroula Doulami

sdoulami@eoppep.gr

Cedefop (2014) Valuing diversity: guidance for labour market integration of migrants https://www.cedefop.europa.eu/files/6124_en.pdf

Richard Nelson-Jones (2002) Diverse goals for multicultural counselling and therapy Pages 133-143 | Published online: 16 Jul 2010

Reema Mirchandani (2013). AN EXPLORATORY STUDY ASSESSING THE MULTICULTURAL COACHING COMPETENCIES OF PRACTICING EXECUTIVE COACHES (Thesis) https://flora.insead.edu/fichiersti_wp/InseadEMCCCtheseswave12/78464.pdf

Cedefop (2011) Labour market integration of immigrants in Europe – Implications for guidance policy, practice and research Thessaloniki, 29-30 September 2011