report on training activities
TRANSCRIPT
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Report on Training ActivitiesGuidance in the Workplace Project
www.guidanceintheworkplace.eu
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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
www.guidanceintheworkplace.eu
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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
www.guidanceintheworkplace.eu
October 2009
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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
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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
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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.
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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.
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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),
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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.
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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-
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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.
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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.
(For more information see Appendix 4.)
France
TheFrench partnerCIBC,hasorganised a5daytraining coursefor guidancecounsellors fromCIBC Arras,and
someotherguidancecounsellorsfromotherCIBC.Thetrainingwasorganizedwiththemaingoaltodevelopand
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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.
(For more information see Appendix 5.)
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.
(For more information see Appendix 6.)
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.
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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).
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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.
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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
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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
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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,...
)
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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
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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
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www guidanceintheworkplace eu