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S K I L S S 4 J O B S

P R O J E C T

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Description of the 3 Actions that Support Restructuring (ASR). What skills and competencies are necessary to incorporate in order for career guidance services to be ready to implement ASR actions?

Section 3. Proposal of actions to be developed by career guidance services.

2 SECTION 3.

PROPOSAL OF ACTIONS TO BE DEVELOPED BY CAREER GUIDANCE

SERVICES

This website is supported by the European Union Programme for Employment and Social Solidarity -

PROGRESS (2007-2013).

This programme is implemented by the European Commission. It was established to financially support

the implementation of the objectives of the European Union in the employment, social affairs and

equal opportunities area, and thereby contribute to the achievement of the Europe 2020 Strategy goals

in these fields.

The seven-year Programme targets all stakeholders who can help shape the development of

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and EU candidate and pre-candidate countries.

For more information see: http://ec.europa.eu/progress

The information contained in this publication does not necessarily reflect the position or opinion of the

European Commission.

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Index

Introduction 4

1. Action No.1. Identify new professional profiles. 5 1.1. General Union of Workers from the Balearic Islands (UGT-IB), Spain. 6

1.2. Southampton City Council (SCC), United Kingdom. 7

1.3. Centre for Social and Business Initiatives (IEBA), Portugal. 8

1.4. Public Centre for Social Innovation (SIC), Lithuania. 9

1.5. Autonomous Region of Sardinia (RAS) – Regional Agency for Employment, Italy. 11

1.6. Other European practices. 13

Summary table. 14

2. Action No.2. Identify the training needs in companies. 17 2.1. General Union of Workers from the Balearic Islands (UGT-IB), Spain. 18

2.2. Southampton City Council (SCC), United Kingdom. 20





Summary table. 28

3. Action No.3. Reduce passive attitudes and resistance to change. 31 3.1. General Union of Workers from the Balearic Islands (UGT-IB), Spain. 32

3.2. Southampton City Council (SCC), United Kingdom . 33





Summary table. 40

4. Summary of the skills recommended when taking on the Actions proposed in SKILLS4JOBS.

43

Recommended documents 44

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Introduction.

In the previous Section 2: European exchange of best practices (BBPP) in Career Guidance, we have

presented the information about the BBPPs being implemented by the guidance services that have collaborated with SKILLS4JOBS, and this has made it possible for us to identify the main actions being developed and more specifically:

- Actions offered to companies; - The description of the professional profile of those implementing them; academic level and

social (soft) and technical abilities and skills. This analysis makes it possible to comparatively identify which is the current situation of the guidance services and to what extent proposals are being considered for innovative actions that guide and make the learning of the services not yet being developed easier; and this thanks to the clear examples they represent, mainly with their intervention methodologies and the tools they use. Unfortunately, as can be verified in the GRAPHIC SUMMARY 1

1 very few experiences have been

detected that are already implementing the actions proposed in SKILLS4JOBS: ‘Actions that Support Restructuring’ (hereinafter: ASR actions), and this has made it necessary to look for other experiences in fields of action different to those of the guidance services. The purpose of this section, Section 3: Proposal of Actions to be developed by guidance services, is to combine the different examples of each of the 3 proposed ASR actions and therefore obtain detailed information that can be useful to guidance services. This information will clarify what requirements need to be addressed and the needs that should be covered to develop these actions with new initiatives. To make it easier to read and compare all of these experiences that have been gathered, each one is presented according to the following sections:

A) WHERE each action is being carried out / developed B) Description of HOW each action is being developed: Methodological techniques,

tools used … C) Description of the SKILLS / PROFESSIONAL PROFILE implementing them.

On the other hand it is possible to identify the ORIGIN of each practice, based on:

IT IS DEVELOPED BY CAREER GUIDANCE SERVICES

IT IS NOT DEVELOPED BY CAREER GUIDANCE SERVICES

1 Section 2, page 40: “From the BBPPs implemented by Guidance services; Are these actions being

developed?”.

B

A

5 SECTION 3.


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1. Action 1. Identify new

professional profiles.

Stimulating the transformation of work.

6 SECTION 3.


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1. Action No. 1 Identify new professional profiles.

1.1. General Union of Workers from the Balearic Islands (UGT-IB), Spain. B.

A) WHERE each action is being carried out / developed

In Spain punctual and regular investigations are carried out by different organisations, these being both private local, autonomic and/or national organisations and public organisations such as the National Public Employment Service (SEPE).

B) Description of HOW this action is being developed: Methodological techniques, tools used…

The tools used by the National Public Employment Service (SEPE)2 are based on different reports

about the labour market which include information and analysis on different subjects:

- Job offer profiles. - Labour market reports. - Reports and investigations on worker’s mobility. - Prospective sectorial investigations. - Biannual magazine ‘’Labor Market Notebooks’’ - Reports and investigations on Labour Market tendencies.

With these investigations and reports, career guidance professionals can obtain information about which jobs perform better from a recruitment point of view which is being carried out in different sectors, territories and populations and provide companies with general information on emerging activities and sectors or those that are expanding and also provide information on professional profiles and abilities that are being required and offered by companies.

This methodological technique is purely informative and illustrative.

C) Description of the SKILLS / PROFESSIONAL PROFILE

The only thing needed to carry out this action is a periodic review and consultation of the analysis and

reports published by the national and local observatories, promoting the dissemination of these results in

companies.

2 http://www.sepe.es/contenidos/que_es_el_sepe/observatorio/observatorio.html

B.

http://www.sepe.es/contenidos/que_es_el_sepe/observatorio/observatorio.html

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1.2. Southampton City Council (SCC), UK.

A) WHERE each action is being carried out / developed

In June 2011 the UK Government started to develop ‘The Work Programme3’ throughout the entire

country. It included new ways in which to offer support to long-term unemployed people and to the English employment market. This programme substitutes the “NEW DEAL, Employment zone and flexible new deal”. The work programme is managed by the Department of Work and Pensions (DWP) and is implemented by different private and voluntary organizations.

B) Description of HOW this action is being developed: Methodological techniques, tools used …

The work carried out by the Department of Work and Pensions (DWP) together with other organisations it cooperates with leads to the publication of reports that focus especially on the number of new job posts obtained with recommendations as well as the indicators that describe the employment market in the UK. These reports give additional information about:

- New job posts created. - Reports and studies including information on the Labour market. - Reports and studies on the tendencies of the Labour market. - Clear incentives for companies and provision of a programme (using the PBR model) - Free recruitment methods to match candidates with the appropriate job positions. - Information gathered on different job positions.

These studies and reports give guidance professionals clear and up to date guidance guidelines so that they can then transfer to other companies’ their knowledge on market tendencies and emerging professional profiles. C) Description of the SKILLS / PROFESSIONAL PROFILE.

The only thing needed to carry out this action is a periodic review and consultation of these studies and

reports.

3 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/49884/the-work-programme.pdf

B.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/49884/the-work-programme.pdf

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1.3. Centre for Social and Business Initiatives (IEBA), Portugal. A) WHERE each action is being developed.

In Portugal, the Instituto do Emprego e Formação profissional IEFP4 (Professional

Training and Employment Institution), is the national public employment service where one can find statistical publications on the Labour Market, the Professional Assessment System for Training and Employment Measures and the Activity’s Indicators.

B) Description of HOW this action is being developed: Methodological techniques, tools used …

The reports that can be consulted are monthly or yearly reports or other publications and they include information and different analysis on the following aspects:

- Detailed information about the labour market broken-down into regions.

- Studies on the continental level of the supply and demand of job positions and the consequent adjustment.

- Reports about the IEPP’s operational activity, including the implementation of active measures.

- Summary of the implementation of the programmes and employment and vocational training measures.

- Employment sector key indicators.

As in the previous cases, by consulting these reports one can clearly understand what guidance guidelines can be transferred to companies when it comes to market trends and certain professional profiles.

C) Description of the SKILLS / PROFESSIONAL PROFILE.

The only thing needed to carry out this action is a periodic review and consultation of these studies and

reports and transfer the results to companies.

4 https://www.iefp.pt/estatisticas

B.

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1.4. Public Centre for Social Innovation (SIC), Lithuania. A) WHERE each action is offered or developed.

Recently SIC has participated in a European Union project and in this project they have designed a free tool (automatic online system), ‘’Self-awareness

5’’. Thanks to this tool,

career guidance services, specialised counsellors in professional development, training centres or even companies themselves or especially workers, can make a diagnosis and find out the competency profile of the workers and / or the job positions. Although this tool is mainly designed to achieve the results foreseen in Action 2. Identification of the training needs in companies, it can also be used to indirectly identify

the necessary profiles in them, so it could be recommended as a tool to be used to achieve the goals foreseen in the 3 actions proposed in this project. Apart from the BBPP mentioned, currently in Lithuania action 1 is being carried out in vocational counselling centres. These services are not free of charge and people pay for them.

B) Description of HOW this action is being developed: methodological techniques, tools used

…

At these vocational counselling centres, the methodological techniques usually used are: “"Personalo

valdymo sistemos" or staff management systems, organising regular meetings with the directors /

managers of companies. With these one on one meetings information is obtained on the real needs of

the employers and this means that the professionals’ knowledge of the sector must be very profound and

specialised.

With the “Self Awareness” tool mentioned above, it is possible to offer an automatic summary

highlighting the main skills required to cover certain job vacancies, improve the quality of specific job

positions by offering better work conditions for the worker and a guide on what abilities should be

improved.

We have already stated that this tool was designed mainly for the development of Action 2 “Identify the

training needs in companies” but we insist that it can also be used to make it easier to understand and

know what employers require and need, so it could be used to show the company that a certain position

might call for a professional profile different to that one already holding the position.

The methodological recommendation to implement it is the following:

Tools:

Diagnosis system based on the internet “Self Awareness”

www.selfawareness.org.uk Methodological techniques

5 www.selfawareness.org.uk

B.

http://www.selfawareness.org.uk/


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- Training on how the tool itself works and how it should be used. - Contact with the person representing the company. - Worker footprint tests: the test last for about 10 minutes and has 30 questions. - Identification of the technical and personal abilities for each job profile. - Meeting with the person representing the company to assess the results of the test.

Reports that can be obtained:

o Profile of the candidates with respect to the soft skills (for different targets - long-term

unemployed, leaders / managers, students, etc) o Profile of the soft skills necessary for the new job offer o Tool for job hunting – to see who is the best for the job on offer, according to the

results obtained from the Footprint.

- Ultimately, by using this tool (online automatic system), after the test, the person will receive a report with a detailed description of their soft skills, their work characteristics and their favourite job, as well as their leadership style based on the DISC methodology.

C) Description of the SKILLS / PROFESSIONAL PROFILE Technical skills/abilities: knowledge of the tools that must be used in this action.

Social skills/abilities: the professional working with businesses and employers must be: tolerant, patient, empathic, objective, flexible, impartial, observant, communicative…

So it could be said that the skills required for this profile are recognized within the profession of career guidance nowadays.

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1.5. Autonomous Region of Sardinia (RAS) – Regional Agency for Employment, Italy. A) From WHERE this action is offered or developed.

The Regional Agency for Employment (ARL) lists this bes practice TOURISM JOB POSTING (Borsino del lavoro del turismo), implemented with public funding. This practice was and is implemented by the guidance services and these intend to give support to companies in the hotel and tourism industry, by identifying the needs of the new professional profiles and job matching through guidance and aplications available thanks to ITCs B) Description of HOW this action is being developed: methodological techniques, tools used

… Methodological techniques

Analysis and methods in business involvement: the Regional Employment Agency analysed companies in Sardinia and chose a number of hotels and companies to take part in the Tourism Job Posting activities. To identify the companies they used a database including the Association of trade, tourism and hotels. And also, to start off with a technical meeting was held with representative from the hotel/tourism industry to identify the type of hotels taking part in the project and the most demanded professional profile. The following was defined:

- Targeted entities: the Regional Employment Agency has identified a list of 4 and 5 star hotels, because these are the hotels that can add this new professional profile in Sardinia to their workforce.

- 3 new categories of professional profiles requested by companies: the Regional Employment

Agency intends to help companies identify 3 different categories: Innovative professional profiles; Professional profiles not yet in the company; Additional staff, with the same profile and already working in the company.

- Invitation for companies: those working in the tourism industry were contacted by telephone or email with the aim of promoting their participation in the Tourism Job Posting project.

- Definition of the targeted audience and work contract: all potential workers interested in seasonal jobs in the tourism/hotel industry were contacted.

Subsequently the companies were documented and registered: in the web: (www.borsinoturismo.agenzialavorosardegna.it). This practice offered:

1. Personal and direct consultancy service for the companies: the companies were contacted directly and were offered support from the counsellors throughout all the phases, promoting their participation with simple, fast and free activities. The counsellors helped the companies in the following actions:

o Identification of the potential needs, not those that are obvious, and identify the appropriate professional profiles for them;

A.

http://www.borsinoturismo.agenzialavorosardegna.it/

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o Obtain information on the work contracts and job placement tools and also on the training practices, foster them to promote the training of new staff at a lower cost and in a more flexible way in comparison to the work contracts;

o Use of the web page to pre-select the workers with the consequent time and cost saving;

o Inclusion in the TOURISM JOB BANK while the workers are in the pre-selection phase.

o Promotion of the creation of a network including operators from the tourism industry. During the event, they had the opportunity to interact and establish a basis for future collaborations for the development of this industry.

2. Consultancy services for potential workers: potential workers were offered support from

counsellors throughout all of the phases, promoting their inclusion in the Tourism Job Bank, providing information, helping them to register and fill in the candidacy on the web page and also assisting them with the job interviews.

3. Participation of companies and candidates in the Tourism Job Bank event: during the event

companies interviewed candidates that had been pre-selected by the online selection system.

Tools used: A web site: it was created with the aim of giving potential workers and companies’ information on the

opportunities published in the Tourism Job Bank; to facilitate the selection of candidates in the tourist/hotel industry in relation to seasonal jobs; to conduct an online pre-selection through the window of supply and demand: www.borsinoturismo.agenzialavorosardegna.it This webpage included an IT platform with CVs and company databases: a database including

records with information from the participating companies and their vacancies to be filled and the potential workers’ CVs (Europass), and this made it possible to carry out the online pre-selection of the candidates.

The Tourism Job Bank: a selection event was organised for the interviews between the pre-selected potential workers and the companies. During the event the workers had the opportunity of attending thematic workshops on the labour market (ie: workshops on active job hunting or on typical professional profiles found in the tourism industry)

C) Description of the SKILLS/ PROFESSIONAL PROFILE Technical skills/abilities: planning and organisation for recruitments and selection of staff, skills related

with ITCs, abilities in guidance, experience in counselling, knowledge of the law and benefits related with employment contract and job placement tools. To offer proper guidance it is necessary to know the general knowledge, specific to this sector, The Tourism Job Bank needs to have general on the tourism/hotel industry. Social skills/abilities: professionals working with companies and employers must have the following

skills: Relational, negotiation skills, communication and commercial skills, ability to listen, interpret needs, ability to synthesise, analyse and be empathetic. This means that the skills required for this action or practice are already included in the profile current guidance professionals.


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1.6. Other European practices. What platforms and European networks can we use to help us develop/carry out this action? Skills Forecasts.

6

Online CEDEFOP platform that gives detailed information and shows the latest

prevision of results at medium term for the offer and supply of skills in Europe.

The latest information presented was published in March 2014 and it is foreseen

to be updated in the spring of 2015.

The information and results are aimed at providing a general indication on patterns and trends of

the offer and supply of qualifications (average per job and qualification) in all of Europe.

They are based on the high level quantitative methodology, using a combination of National Accounts,

European Active Population Survey and other relevant information.

Inscriptions on the Cedefop website are free and they offer the opportunity to access a wide range of

resources including information on EFP matters.

European Vacancy and Recruitment Report (EVRR)7

The project: “Development of the labour market in Europe” includes an analysis of the development

of the labour market since 2007 and it focuses on contractual agreements, the sector and the demand of

occupation, jobs on the rise, vacancies that are difficult to fill (bottleneck occupations) and the need

of abilities. It also includes an analysis of the market shares of the recruitment agencies.

European Vacancy Monitor (EVM)8.

The project: “Development of the labour market in Europe” includes a general view of the recent

events concerning the European labour markets. Information on job vacancies and recruitment show

how job requirements and skills have evolved.

The information is taken from a wide range of European and national sources.

6 http://www.cedefop.europa.eu/EN/about-cedefop/projects/forecasting-skill-demand-and-supply/skills-forecasts.aspx

7 http://ec.europa.eu/social/main.jsp?catId=955 8 http://ec.europa.eu/social/main.jsp?catId=955

B.

http://www.cedefop.europa.eu/EN/about-cedefop/projects/forecasting-skill-demand-and-supply/skills-forecasts.aspx

http://ec.europa.eu/social/main.jsp?catId=955


14 SECTION 3.

PROPOSAL OF ACTIONS TO BE DEVELOPED BY CAREER GUIDANCE SERVICES

9 http://www.sepe.es/contenidos/que_es_el_sepe/observatorio/observatorio.html

10 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/49884/the-work-programme.pdf

11 https://www.iefp.pt/estatisticas

12 www.selfawareness.org.uk

Action 1. Identifying new professional profiles.

WHERE

METHODOLOGY

New SKILLS

for career guidance professionals PROFESSIONAL PROFILE

BEST PRACTICE (BP) Tools Tasks - Stages TECHNICAL Skills/Abilities SOFT/SOCIAL Skills/Abilities

National Public Employment Service SEPE

9.

Studies and reports about the labour market; trends, profiles and required skills, etc. .

Consultation and analysis of reports. Contacts with companies. Providing information to the company.

Integration of the regular revision of these reports. Commercial skills to establish

contact with companies.

The Work Programme

10.

Department for Work and Pensions. Gov UK.

Institute for Employment and Vocational Training IEFP

11

SELF AWARENESS-SHYNESS

12

Public funding from the European Union.

Online tool: Automatic report to acknowledge and

Contact with the company. Footprint tests for workers ( gathering of information)

Knowledge of the means and tools.

B.

B.

B.

B.

A. IT IS DEVELOPED IN CAREER GUIDANCE SERVICES. B. IT ISN’T DEVELOPED IN CAREER GUIDANCE SERVICES.

http://www.sepe.es/contenidos/que_es_el_sepe/observatorio/observatorio.html

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/49884/the-work-programme.pdf


15 SECTION 3.


13

www.borsinoturismo.agenzialavorosardegna.it 14


understand the needs and requirements of the employer.

Identification of required competencies and profiles. Results’ assessment. Transfer of Information to the company.

TOURISM JOB POSTING. Public funding from The Regional Employment Agency (ARL) in Italy.

Website13

. IT platform with CVs and business databases. Screening events.

Define target companies, economic sector. Establish contact with companies and workers. Define professional profiles in each company according to 3 categories, highlighting innovative approaches. IT platform design and management. Event organization.

Organization for recruitment and selection of staff. Counselling skills. Knowledge of the regulations and benefits of labour contracts.

Skills’ Forecasts14

CEDEFOP’s online platform.

Studies and reports on the medium term previsions of the supply and demand of skills in Europe, and this determines the most required profiles.

Consultation and analysis of reports. Contact with businesses. Providing information to the company.

Integration of the regular review of these reports.

A.

B.



16 SECTION 3.


15

http://ec.europa.eu/social/main.jsp?catId=955 16


European Vacancy and Recruitment Report (EVRR)15


Reports that focus on contractual agreements, industry and labour demand, jobs on the rise, difficult filling of vacancies and skills needed.

Vacancy Monitor (EVM)16


Reports that focus on job offers, evolution of the requirements of the demand and labour competition.



17 SECTION 3.


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2. Action 2. Identifying the training

needs in companies.

Promoting qualified manpower and avoiding competence mismatches.

18 SECTION 3.


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2. Action No. 2 Identifying the training needs within companies.

2.1. General Union of Workers from the Balearic Islands

(UGT-IB). Spain. B. A) WHERE this action is offered or being carried out.

The identification of the training needs in companies is totally linked to the management of training and training plans. Every year there are more and more companies dedicated to the management of training, developing training plans adapted to the needs previously identified. These services are not free of charge and must be paid for, although these companies are increasingly offering these services to companies for free through the system of credits for subsidised vocational training from the Tripartite Foundation

17 for

Vocational Training in Employment. In Spain, all companies are entitled to financial support for educational and vocational training programmes; this financial support is received through Social Security payments. Although this is available for all companies, the Tripartite Foundation’s 2012

18 annual

report states that only 31.1% of companies made use of this kind of subsidised vocational training. We think it is important to point out this fact, because it shows that only 3 out of 10 companies

have benefited from carrying out vocational training activities, and this demonstrates the need to encourage companies to increase this number and attract them in using and benefiting from this resource.

B) Description of HOW this action is being developed: Methodological techniques, tools used…

As stated above, Spanish companies are entitled to vocational training but a great number of them does not make use of this because they do not find the need to do so. Methodological techniques In general, the tools that are used to identify the needs of vocational training or those used on a normal basis are:

- Interviews with those responsible for training/education (know about the training plans used in the last years, assessments and vocational training policy and human resources)

- The definition of sources of information (description of job positions, abilities, instruments for the gathering of information, chronogram of activities)

- The collection of information through surveys answered by employees. We can find different online tools designed to identify the educational training needs in companies, we propose one as an example.

- The analysis of the results and a proposal to improve or a training programme designed following the needs identified.

Tools used:

As already mentioned, there are many different models of questionnaires or tests that can be used and found, but we would like to highlight a guide that includes different methodologies that can be used to carry out action 2. This guide is part of the project: Study

19 on the identification of the transversal

17

http://www.fundaciontripartita.org/index.asp?MP=12&MS=29&MN=1 18

http://www.fundaciontripartita.org/almacenV/publicaciones/documentos/12041_6116112013132028.pdf 19

http://www.formacionyempleo.ugt-andalucia.com/uploads//Necesidades%20de%20formaci%C3%B3n%20transversales.pdf

B.

http://www.fundaciontripartita.org/index.asp?MP=12&MS=29&MN=1

http://www.fundaciontripartita.org/almacenV/publicaciones/documentos/12041_6116112013132028.pdf

http://www.formacionyempleo.ugt-andalucia.com/uploads/Necesidades%20de%20formaci%C3%B3n%20transversales.pdf


19 SECTION 3.


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vocational training needs of workers in the Autonomous Community of Andalusia, carried out bt the General Union of Workers of Andalusia – UGT in collaboration with the Andalusia Social Studies and Training Institute IFES. This project was funded by the European Commission and the Andalusia Employment Service.

C) Description of the SKILLS/ PROFESSIONAL PROFILE.

According to CON-94 (National Classification of Occupations)

20, TRAINING COUNSELLORS (code

23211016), are responsible of managing the training in companies and therefore the identification of the

needs, we insist, is an action that is completely related to the managment of training itself.

According to the classifications of occupations listed by ESCO (European Skills, Abilities, Qualifications

and Occupations) 21

, we point out the Training and staff development professionals (Code 2424). 5

skills/abilities are related:

• Education administration

• Education planning

• Leadership development

• Organizational development

• Staff development

Sol Muñoz Moreno22

, professional dedicated to assessment, consulting and training, in the field of

enterprises, as well as in education, states that TRAINING CONSULTANTS, should have academic

training as a Specialist in didactic and pedagogical methods, but more importantly they should have

technical mastering and the ability to lead people and teams and to guide them towards the established

objectives.

In order to achieve this, the following is essential: the development of skills of personality and stress

management, motivation creativity, communication, interpersonal relations and problems and conflicts

resolution, as well as teaching skills that include scientific and technical rigor, didactic transparency,

operative emotional closeness and the management of functional and disfunctional dynamics inside the

training classroom.

The tasks of the Training Consultants are much more than just the identification of the companies’ training needs; we can briefly say that they are also responsible for:

- Offering advice to Educational Centres, companies, entrepreneurs, entities, NGOs.

- Giving advice on how to fulfil the requirements to access subsidised training.

- The management of calls and training programmes.

- The programming of training actions.

- Contacting suppliers of educational programmes all over Spain.

- Offering Advice to Associations and other private and public entities.

- Online and distance training/educational platforms But if we wish to focus on only knowing about the skills and abilities necessary to develop Action 2. Below are the new identified training needs: Technical skills/abilities: academic education as Specialists in teaching and pedagogic methods;

knowledge of the means and tools that must be used to gather information: questionnaires, interviews … Desired social skills / abilities for the identification of needs, state the same ones as the guidance

professionals: empathy, communication skills, initiative, analysis and synthesis ability, team work, resolution, creativity, proactivity …

20

http://www.ine.es/inebmenu/mnu_clasifica.htm 21

https://ec.europa.eu/esco/home 22

http://www.msmasesoria.com/msm_asesoria_032.htm

http://www.ine.es/inebmenu/mnu_clasifica.htm

https://ec.europa.eu/esco/home

http://www.msmasesoria.com/msm_asesoria_032.htm

20 SECTION 3.


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2. Action No. 2 Identification of the training needs in companies.

2.2. Southampton City Council (SCC), UK.

A) WHERE the action is being offered or developed. SCC has developed a programme that supports local development, addressed at construction companies under SECTION 106’

23; this section increases the recruitment and identification

measures of a talented workforce thanks to the development of a programme that includes training and skill programmes, offering the opportunity to try out and train skills through pre-employment training. The programme aims to:

1. Improve the qualification and skills of long-term unemployed people and youngsters out of work or that are not in education of training (NEETS).

2. Strengthen companies by offering qualified professional profiles. The project supports companies and makes sure they recognise essential competency profiles as an important source of information to develop a workforce including different skills. For example:

Create learning programmes, tools and activities in companies

Encourage employees to read, write and gain mathematical skills related with the skills required in a certain job.

Develop or choose the correct type of training for employees. .

B )Description of HOW this action is being developed: Methodological techniques, tools used…

Methodological techniques:

The project supports employers in Southampton by identifying their needs using the “Employer participation tool”:

- Support employers in their training programmes and guarantee flexible training needs for employers and for employees.

- Give advice and guidance to employers of ex-convicts, including those on probation.

- Make employers aware of the importance of training the disabled and the importance of diversity.

- Raise the awareness of employers on the benefits of training practices.

- Enhance the profile of local universities with regard to employers to promote ‘learning at work’

- Review the provision of training amongst the different groups with training courses that adapt to the supply and demand of the labour market.

- Offer employers ‘Job retention’ and support for their managers so that they keep their staff trained and qualified so that the investment is quickly returned in work and offer creative solutions in early stages of the intervention.

23

http://www.kslaw.co.uk/site/services/srvbusinesses/knsplanningenvironment/section106obligations/?gclid=CI_P_puiur4CFXLJtAodbmIAPA

A.



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Tools used:

This experience is based on the use of a guide published by Employment and Social Development Canada (ESDC)

24. This guide provides the necessary help to understand and use the tools of essential

skills and resources for those supporting the development of skills at work or out of work,

C) Description of the SKILLS/ PROFESSIONAL PROFILE.

The main feature required by the professionals for the implementation of this action, is a multidiscipline

qualification, and this is significantly different to the services available in other Employment Services,

providers of education/training and Job Centres all over the United Kingdom.

At our organisation we intend to employ people, not only with high educational levels or qualification but

also with skills and abilities adapted to the needs of the Employment Services we support. These

workers must be capable of offering guidance and advice to individuals looking for a job or negotiate with

companies that have needs and vacancies.

Employees also need continuous training with employment programmes that identify the skills and

abilities that are necessary in a world of constant change for the long-term unemployed and changes in

the legislation and labour practice for the needs of companies.

Another important training need for employees is to make sure job hunters are receiving the national

minimum wage (UK-NMW) and that they will not suffer wage disadvantages due to adverse conditions.

24

http://www.esdc.gc.ca/eng/jobs/les/tools/guide/guide_tools.shtml

http://www.esdc.gc.ca/eng/jobs/les/tools/guide/guide_tools.shtml

22 SECTION 3.


SERVICES

2. Action No. 2 Identification of the training needs in companies.

2.3. Centre for Social and Business Initiatives (IEBA), Portugal. a) WHERE the actions being developed.

In Portugal there are public policies that support the development of actions with companies (since 1996) and social economic organisations (since 2008) carried out by local/regional organisations or business consultants.

IEBA is one of these organisations. It has managed projects in the frame of those policies since 1997 with companies and since 2008 with social economic organisations. As a business consultant, IEBA has developed projects and in these worked on actions 2 and 3, integrated in a comprehensive consultancy service for companies. The projects presented below include procedures, methodologies and

current and high quality skills necessary to carry out actions 2 and 3: FPME

25 –Training for SMEs and Q3

26 - qualification belonging to the

tertiary sector; the first refers to work carried out with companies and the second refers to the social economic organisations. Both projects offer an intervention model for the qualification process of companies and social economic organisations. Another project that is relevant for companies is the “GUIDE FOR COMPANIES” developed in the frame of VALIDAID

27. IEBA was a partner

in this project. ‘Guide for companies’ provides companies with instruction that can help with the organisation of information and the recognition of abilities, and an appropriate training plan for the company. From these 3 projects we can see how intervention is proposed for the identification of training needs, even though this action is included in comprehensive projects for the identification, recognition, validation and certification of abilities in companies, B) Description of HOW this action would be developed: methodological techniques, tools

used…

FPME –Training/Coaching for SMEs, and Q3 –qualification of the tertiary sector. The methodology combines several training and consultancy activities in each organisation during 9 or 12 months. It is based on a participatory approach (involving the staff in all of the stages) and producing results in its implementation sequential stages. The stage analysed as an example with regard to action 2 of this project is Stage 1, (it is possible to find out more about the practice and the action of this stage in the web page), although we present all of the project’s stages with their respective activities: STAGE1. Diagnosis of the organisations:

- Identification: general information, history, main fields of action, clients (target groups);

25

http://pme.aeportugal.pt/ 26

http://issuu.com/ieba/docs/q3_parceria_projecto_modelo_interve 27

http://www.validaid.eu/

B.

http://pme.aeportugal.pt/

http://issuu.com/ieba/docs/q3_parceria_projecto_modelo_interve


23 SECTION 3.


SERVICES

- Characterisation of the company/organisation with respect to its key fields: strategy, leadership, human resources, financial situation, services and products offered, internal and external communication, administration, equipment/infrastructures, ITCs;

- Identification and description of the current and future situation: tree of problems and improvement solutions that need to be fulfilled: tables with the current situation, tree of objective that haven’t been fulfilled.

STAGE 2. Development plan:

- Tables with measures for training: training activities about to be implemented for the promotion of inputs according to the defined objectives;

- Table of activities for training measures: for each training measure a course of action, objectives, groups of objectives, duration, level and expected results are identified.

- Matrix of the project’s plan by objectives

- Table of training activities STAGE 3. Implementation of training measures

- Implementation of the training plan defined in each organisation/company

- The monitoring of the implementation is carried out by the consultant. STAGE 4. Review plan and recommendations:

- Review of all the measures implemented in relation to the initial plan, justifying possible deviations and/or unexpected results.

- Identification of new problems, objectives and measure to be implemented in the future

- Conclusive observations for future activities to improve each company/organisation. ‘’GUIDE FOR COMPANIES’, VALIDAID.

These guidelines can be implemented on their own or in coordination with the qualification processes as describe above, in relation to the methodology used in FPME and Q3. This ‘Guide for companies’ includes the following content:

- Main points on the importance of companies recognising, validating and certifying abilities

- Guidelines for companies, proposed by the ValidAid project.

- Benefits for the employers and employees that are part of the validation process in companies. Below are some general steps on the company’s validation process and it is guided by the assessment of the needs of skills in the company, targeting immediate tangible benefits for the individual workers. These steps are the guidelines that outline a series of elements in the global process, but that must later be adapted to the needs and characteristics of each company. When working on actions 2 and 3 it is important to point out the first 5 steps as an example of intervention.

1. Commitment to grow: companies become aware of the opportunities and understand what and how expenses and possible profits will happen.

2. Competency profile of the company: the company defines a document including all the expected tasks, including for each on an expected training level and the abilities required.

3. Candidates involved: the participation of the candidates calls for information on the process, the objectives and opportunities and confrontation of the candidate in critical situations.

4. Completion of the portfolio: the candidates will complete the portfolio and give information on all the training, education and labour experiences and will also add evidence (documentary or non-documentary) of the abilities acquired. This can be achieved, for example, by using self-evaluation questionnaires on behavioural skills.

5. Assessment: of the portfolio, a group can start to assess the profile of the workers.

6. Professional development programme: the results from the assessment will be discussed with the candidates and the company and they will set the basis for the development of the personal programme taking into consideration the skills of the candidate and the company’s programmes.

24 SECTION 3.


SERVICES

7. Vocational training: customised training will be defined by using all kinds of persona development programmes as a basis, human resources and the company’s strategic plans

8. Recognition of skills: skills will be recognised and validated by the company, documented and provided with credit to start a new job or a new path in vocational training.

Tools used:

Q3 – the main tool is the online publication of a guide28

that explains in detail, the association,

the projects and the methodology applied in the tertiary qualification sector – only in PT

FPME - there is also an online publication29

that is used as the general guidelines for the trainers, consultants and others to follow the FPME methodology for rating companies. Only in PT.

ValiAid Tools: The ValidAid kit

30

- Rules for the validation and recognition of informal and formal skills

- Methods and tools for the evaluation of employees with low qualifications that will participate in the validation procedures TESTS – interactive and uploaded to the project’s web for the preparation, training and validation of employees with little qualifications of skills.

- Methodology for the application of knowledge tests as a validation tool of “skills” TRAINING PROGRAMME FOR EVALUATORS (Counsellors)

- Programme for the Training Course

- Planning of the Training Course - Power point presentations for training. -

The guidelines can also be consulted as an intervention guide31

C) Description of the SKILLS / PROFESSIONAL PROFILE

The agents implementing the methodologies of both projects and that manage the processes during all of the stages are Liaison Consultants, also, in both projects it is necessary to consider the profile of the trainers, but they only take part to implement the measures established in the training plan, so we will not consider this. Technical skills / abilities: point out that we are talking about professionals with degrees, generally in

social sciences (sociology), economy and management and they also usually have training and experience in the implementation of participation qualification processes in companies and/or in social economic organisations. Social skills / abilities: the professional that works with companies and employers must have the following skills: Relational, negotiation, communication and commercial skills, ability to listen, interpret needs, synthesise, analyse and be empathetic.

28

http://issuu.com/ieba/docs/q3_parceria_projecto_modelo_interve_46c84ee8a54c7e/0 29

http://pme.aeportugal.pt/Aplicacoes/Documentos/Uploads/2008-12-19_11-32-01_Guia%20para%20a%20ac%C3%A7%C3%A3o%20nas%20pme.pdf 30

http://www.validaid.eu/index.php?option=com_content&view=article&id=65&Itemid=72 31

http://www.validaid.eu/images/validaidkit/guidelinesforenterprises.pdf

http://issuu.com/ieba/docs/q3_parceria_projecto_modelo_interve_46c84ee8a54c7e/0

http://pme.aeportugal.pt/Aplicacoes/Documentos/Uploads/2008-12-19_11-32-01_Guia%20para%20a%20ac%C3%A7%C3%A3o%20nas%20pme.pdf


http://www.validaid.eu/index.php?option=com_content&view=article&id=65&Itemid=72

http://www.validaid.eu/images/validaidkit/guidelinesforenterprises.pdf

25 SECTION 3.


SERVICES

2. Action No. 2 Identify the training needs in companies.

2.4. Public Centre for Social Innovation (SIC), Lithuania. B

A) From WHERE this action is offered or developed. See section 1.4

B) Description of HOW this actions would be developed: methodological techniques, used tools…

See section 1.4

C) Description of the SKILLS/ PROFESSIONAL PROFILE See Section 1.4.

B.

26 SECTION 3.


SERVICES


2.5. Autonomous Region of Sardinia (RAS) – Regional Agency for Employment, Italy.A.

A) WHERE this action is offered or being developed.

See section 1.5.

As described in the previous paragraph, the Tourism Job Posting is aimed mainly to support enterprises operating in the tourism/hotel sector in the identification of the needs of their new professional profile and in the job matching process. It is also important to understand the indirect effect of the Tourism Job Posting as a means to identify training needs within firms.

B) Description of HOW this action would be developed: Methodological techniques, tools to be used…

See section 1.5.

During the enterprises customised consultancy service, the career guidance professionals:

- Support the companies in the identification of their training needs; highlighting a path for the improvement of skills for each worker, finalising the planning of activities to be transfered between workers.

- Support enterprises in the selection and activation of suitable training measures, such as training courses or apprenticeships. The transfer of know how could be carried out in different ways: theoretical organization and/or practical training sessions. The organization will depend on the detected needs of the workers and companies.

C) Description of the SKILLS/ PROFESSIONAL PROFILE

See section 1.5. So, we can say that the skills necessary for this profile are already recognized as those of guidance professionals.

A.

27 SECTION 3.


SERVICES


2.6. Other European practices:

B European Centre for the Development of Vocational Training (CEDEFOP)

32

Skillsnet33

. Skillsnet is coordinated by Cedefop and was formally established in 2004. It brings together highly qualified researchers and other experts from across the world to present and discuss:

- Outcomes and methods of research and analysis on new and

changing skill needs, as well as

- Medium to longer term prospects of skills available in the labour market.

All members can benefit from the systematic and privileged access of information and support

one another in disseminating the results of their activities.

Related projects and activities:

Forecasting skill needs: Cedefop develops regular offers of qualification and demand

provisions in Europe and analyses possible unbalances in the labour market.

Employers’ surveys: Cedefop explores a common European approach to employers' surveys

on skill and training needs, to identify and analyze skill, competence and training needs at the workplace.

Green Skills: Cedefop investigates the environmental impact and the climate change policy,

low carbon emission technologies and environmental awareness

Skill needs in sectors: Cedefop also investigates skill and ability needs in certain sectors, to

enrich knowledge on future skill needs in Europe by complementary qualitative and quantitative information.

Analyzing skill mismatches: Through theoretical and empirical research to provide policy

makers with evidence and possible implications.

Skills EU Outlook34.

Since January 2014, Cedefop has been in charge of developing the webpage, in

cooperation with the European Commission’s Directorate-General of Education

and Culture (DG EAC) and the Directorate-General for Employment, Social

Affairs and Inclusion (DG EMPL).

The ultimate goal is to create a lively interactive platform with data and features responding to the needs of different types of users, whether they are policy-makers, practitioners working in employment agencies and guidance services or experts in the implementation of the skills required.

32

http://www.cedefop.europa.eu/EN/about-cedefop/mission.aspx 33

http://www.cedefop.europa.eu/EN/about-cedefop/networks/skillsnet/skillsnet.aspx 34

http://euskillspanorama.cedefop.europa.eu/

B.

http://www.cedefop.europa.eu/EN/about-cedefop/networks/skillsnet/index.aspx

http://www.cedefop.europa.eu/EN/about-cedefop/projects/employers-surveys/index.aspx

http://www.cedefop.europa.eu/EN/about-cedefop/projects/green-skills/index.aspx

http://www.cedefop.europa.eu/EN/about-cedefop/projects/identifying-skill-needs-in-sectors-and-enterprises/index.aspx

http://www.cedefop.europa.eu/EN/about-cedefop/projects/analysing-skill-mismatch/index.aspx

http://www.cedefop.europa.eu/EN/Index.aspx

http://ec.europa.eu/dgs/education_culture/index_en.htm

http://ec.europa.eu/dgs/education_culture/index_en.htm

http://ec.europa.eu/social/home.jsp

http://ec.europa.eu/social/home.jsp

http://www.cedefop.europa.eu/EN/about-cedefop/mission.aspx

http://www.cedefop.europa.eu/EN/about-cedefop/mission.aspx

http://www.cedefop.europa.eu/EN/about-cedefop/networks/skillsnet/skillsnet.aspx


28 SECTION 3.


35

http://www.fundaciontripartita.org/index.asp?MP=12&MS=29&MN=1 36

http://www.formacionyempleo.ugt-andalucia.com/uploads//Necesidades%20de%20formaci%C3%B3n%20transversales.pdf 37 http://www.unie-pz.cz/files/files/knihovna/vocationalprofiling_18aug.pdf

Action 2. Identifying the training needs in companies.

WHERE

METHODOLOGY

New SKILLS for career guidance professionals

PROFESSIONAL PROFILE


Subsidized training of the Tripartite Foundation for Training

35 in

Employment.

Surveys / different tests. Guide with different methodological approaches.

36

Contact with the company. Gathering of information: interviews, group meetings, surveys and/or observation. Results’ assessment. Contact with entities that manage training so that they suggest a Training Programme in accordance with the needs detected.


Commercial skills to establish contact with companies.

FUTURE SOUTHAMPTON. Public funding from Southampton City Council.

Resource guide37

in order to establish vocational profiles. Questionnaires for the analysis of jobs.

Contact with businesses. Work-place analysis based on skills. Design of programmes to learn more skills depending on the required needs. Pre-employment training. Continuous support throughout the process.

Knowledge of programs for the identification of abilities and skills'.

A. IT IS DEVELOPED IN CAREER GUIDANCE SERVICES. B. IT IS NOT DEVELOPED IN CAREER GUIDANCE SERVICES.

B.

B.

http://www.fundaciontripartita.org/index.asp?MP=12&MS=29&MN=1


http://www.unie-pz.cz/files/files/knihovna/vocationalprofiling_18aug.pdf

29 SECTION 3.


38



http://www.validaid.eu/ 41


http://pme.aeportugal.pt/Aplicacoes/Documentos/Uploads/2008-12-19_11-32-01_Guia%20para%20a%20ac%C3%A7%C3%A3o%20nas%20pme.pdf 43


www.selfawareness.org.uk 45

www.borsinoturismo.agenzialavorosardegna.it

FPME38

and Q339

. VALIDAID

40.

Public funding from the European Union and the Portuguese government.

Q341

and FPME42

guides The ValidAid

43 kit: provides

methods and tools for the evaluation of employees in their jobs.

Contact with the company. Defining the business professional profile based on skills. Assessment of the professional profiles of the workers. Results’ assessment. Professional development plan.

Training and expertise in the implementation of qualified participation processes.


44


Online tool: automatic report in order to understand and know what the employer needs and requires.

Contact with the company. Footprint tests for the workers. Identification of skills. Results’ assessment. Contact with entities that manage training.


TOURISM JOB POSTING. Public funding from the Regional Employment Agency (ARL) Italy

Web site45

: IT platform with CVs and business databases. Screening event.

Define target entities and the demanded professional profiles. Establish relationships – inviting businesses and workers. Explanation of the platform to those interested. Customised consultancy service in order to identify training needs. Selection and activation of training actions.

Planning and organizational recruitment and selection of staff, ICT-related skills, experience in counselling regarding abilities, knowledge of benefits and legislation regarding labour contracts and insertion tools.

B.

A.

B.









30 SECTION 3.


46

http://www.cedefop.europa.eu/EN/about-cedefop/networks/skillsnet/skillsnet.aspx 47


Skillsnet

46

CEDEFOP Public funding.

Collecting surveys from different European countries.

Review of the surveys measuring skills, abilities and training needs within different industry sectors and jobs. Providing information to the company.

Integration of the regular review of these reports.

SKILLS UE

PANORAMA47

. CEDEFOP Public funding.

Online platform including global information.

Consultation from the coordination centre of information and data on the labour market. Providing information to the company.

B.

http://www.cedefop.europa.eu/EN/about-cedefop/networks/skillsnet/skillsnet.aspx


31 SECTION 3.


3. Action 3. Reduce passive attitudes and

resistance to change.

Overcoming resistance limiting the competitiveness of workers and therefore that of companies.

32 SECTION 3.


3. Action 3. Reduce passive attitudes and resistance to change.

3.1. General Union of Workers from the Balearic Islands (UGT-IB), Spain. B. A) WHERE this action is offered or developed.

From all the research regarding Action 3 Reduction of passive attitudes and resistance to change, we can conclude that we did not find any reference to it in the guidance services, including the Public Employment Services. From the private consulting sector, there are several references to the need to relieve attitudes and passive

resistance to change from coaching schools, although the concept is not universally defined for all these businesses and a standardised action for these professionals does not exist.

B) Description of HOW this action would be developed: methodological techniques, tools used …

Assuming that the reduction of passive attitutes and resistance to change is only worked on in the private consultancy sector, specifically in companies that offer the services of a business or organisational coach and especially considering that the market is in its beginnings and still not legislated - although it is supported and

accredited by several international organisations – we can conclude that there is not a specific methodology to try and solve the problem presented by action 3 and addresses in this study. On the other hand, in the last year different academic studies have been carried out on the tools and techniques that could be understood as a methodological approach to try to deal with the obstacles caused by the fear of innovation and fear to evolve (Tool for the diagnosis of the resistance to change during the development of larger projects: Gustavo García Chacón

48), but there is still little material on this subject because of the short trajectory

of this problem. The nearest approximation to a technical methodology or process to reduce passive attitudes and the resistance

to change could be traditional coaching or mentoring techniques:

Interviews

Self-reports

Appreciation of others.

Self-control

Direct information As can be seen they are traditional methods put into practice in psychology and pedagogy and greatly exploited by the traditional labour guidance services.

C) Description of SKILLS / PROFESSIONAL PROFILE

Understanding that private consultancy services are the only entities to try an deal with reducing passive attitudes and resistance to change, when talking about coaching for training – something that isn’t currently legislated at institutional level – there isn’t a professional profile for an institutionalised person for the professionals who offer services to relieve or even reverse the negative effects of this problem. Although there are some characteristics that are more or less basic or universal and that define professional coaches:

- Self-awareness - Ability to inspire - Ability to establish relationships - Flexibility - Ability to communicate - Discipline - Manage professional environments - Manage situations and find solutions - Entrepreneurship

48

http://www.scielo.org.co/pdf/eg/v21n96/v21n96a03.pdf

B.

http://www.scielo.org.co/pdf/eg/v21n96/v21n96a03.pdf

33 SECTION 3.



3.2. Southampton City Council (SCC), UK. B.

A) From WHERE this action is offered or developed.

Economic and social changes propitiated by the recent crisis, as well as discoveries in ICT, have caused a mismatch between traditional production models in companies of all productive sectors and the organizational culture of companies. One of these adjustments is the way employers, and also employess, face those changes. In general, very little literature can be found regarding this issue. There has not been a strong public and centralized initiative focused on studies providing guidelines in order to cope with the changes and susceptible of being deepened and disclosed or spread by career guidance professionals, educators, and so on. The Few studies and public reports

49 carried out in the UK have been delivered by little town halls in small cities

such as Gateshead Council50

, so the reach of these studies and reports has been small, the diffusion complicated and the impact of little importance. Subsidized studies of services

51 may also be found, addressed at larger

tasks which develop techniques on how to cope with change. Private initiatives continue working on this problem from specialized private consultancy agencies and coaching

schools like ACAS52

, where they bet on promoting work relationships and excellence in Human Resources. Whereas these entities depend on credit and are backed by international organizations, it can be disdained that the training of professional coaches is not regulated by any public organization.

C) Description of the SKILLS/ PROFESSIONAL PROFILE Professional profile of technicians working on the elaboration of studies for local entities is a medium graduate or higher graduate, dedicated to career guidance inside its organization. Whereas there is no further requirement in order to work in career guidance, most professionals in career guidance tend to be, due to vocation, pedagogues, psychologists, educators and social workers, etc., although it has to be pointed out that professionals in other specializations could work in career guidance and hence to cope with the problem of resistance to change.

On the other hand, it is widely known that one of the basic teachings of coaching is in fact how to reduce passive attitudes and resistance to change. This doesn’t mean a better quality of the product given by coachers, but the fact of the impact of coach being bigger than the one from local entities cannot be denied. These professionals may count (or not) with a high official qualification in addition to its coach training, but the coach training is not official regardless its institutional credit.

49

https://www.gateshead.gov.uk/DocumentLibrary/council/pois/managingreactionstochange.pdf 50

https://www.gateshead.gov.uk/Home.aspx 51

http://www.institute.nhs.uk/quality_and_service_improvement_tools/quality_and_service_improvement_tools/resistance_-_understanding_it.html 52

http://www.acas.org.uk/index.aspx?articleid=1461

B.

https://www.gateshead.gov.uk/DocumentLibrary/council/pois/managingreactionstochange.pdf

https://www.gateshead.gov.uk/Home.aspx

http://www.institute.nhs.uk/quality_and_service_improvement_tools/quality_and_service_improvement_tools/resistance_-_understanding_it.html


http://www.acas.org.uk/index.aspx?articleid=1461

34 SECTION 3.



3.3. Centre for Social and Business Initiatives (IEBA), Portugal. A) From WHERE this action is offered or developed.

See section 2.3.

The goal of projects mentioned in section 6.3 is improving the efficacy and quality of the management and execution of the organization (social economy companies), introducing changes and/or improvements in processes by the promotion and acquirement and/or development of abilities of all the staff (managers, employees or even volunteers), implicitly working resistances and adaptations of the staff in its competencies processes of

improvement.


See section 2.3.


See section 2.3.

B.

35 SECTION 3.



3.4. Public Centre for Social Innovation (SIC), Lithuania. A) From WHERE this action is offered or developed.

See section 1.4.

B) Description of HOW this actions would be developed: methodological techniques,

used tools… See section 1.4.

In addition, the employer and workers themselves have the chance to know how the worker reacts in front of high stress situations in its workplace and how to cope with them; how the profile of a particular worker is assessed and whether it matches the needs of the company. Showing comprehension regarding strengths and weaknesses of people, easing the generation of decisions towards change. So this information may help finding more effective ways of work and reducing passive attitudes and resistance to change. C) Description of the SKILLS/ PROFESSIONAL PROFILE

See section 1.4.

In addition as technical skills/abilities we point out:

-Social/psychological training to work or train people’s attitudes and motivation which, in many cases, is related to an important reorganization of the job structure.

B.

36 SECTION 3.



3.5. Autonomous Region of Sardinia (RAS) – Regional Agency for Employment, Italy. B. A) From WHERE this action is offered or developed.

These services are not free and must be paid by companies themselves. In order to understand this action, from BBPP picked up in italy, we point out the BUSINESS COACH FOR COMMERCIAL DEVELOPMENT, developed by CONFORM

53,

with private funding. The main effect of this practice is the reduction of passive attitudes and resistance to

change in companies, as it will be explained in next section, the action of detection

training needs (Action 2) is an effect connected to the achievement of goals of this very action.


Methodological techniques:

Specifically, BP BUSINESS COACH FOR COMMERCIAL DEVELOPMENT, used the following methodological strategies:

- Interviews in businesses: interviews were developed with companies’ responsible in order to identify needs and organizational culture within the company.

- Analysis of needs: analysis of the cultural and the organizational environment, identifying, on one hand whether the company needs new profiles or abilities and, on the other hand, whether the company had a surplus of standard profiles. Assessing the feasibility of the company to reconvert internal resources through inner training instead hiring new staff.

- Action plan: Sharing knowledge, making o personalizing an action plan which could set personalized pathways for each employee leading towards the adjustment or the increase of technical, professional, relational and behavioural abilities through the shared knowledge in-between the workers.

- Implementation of an action plan in order to exchange knowledge: designing training and personalized

pathways to transfer the knowledge and abilities between workers.

- Tutoring of training itineraries: guidance grants continual tutoring for workers during the training. This way guidance motivates workers to maximize the results of their participation in the action plan and the knowledge exchange.

- Monitorización de resultados: monitorización del proceso de transformación a través de encuestas y análisis periódicos.

- Results monitoring: monitoring the results of the process of transformation through surveys and periodical analysis.

53

HR consulting and agency employment and training for public and private actors. Official Member of FECBOP (European Federation of Skills Assessment Centres).

B.

37 SECTION 3.


Tools used:

It is not so simple to standardize the tools used by business coach due to the fact that those tools are adapted to each business; however, business coach tends to count on the following tools:

- Surveys for information gathering, detecting training needs and needs of workers within companies;

- Template to analyze corporative organization and organizational culture;

- Template for personal evaluation;

- Template to identify and organize the action plan of information exchange. D) Description of the SKILLS/ PROFESSIONAL PROFILE

The business coach is an expert consultant in business structure, Works for managers through corporative analysis and interviews with managers and employees in order to detect the need of an internal reorganization and the planning of necessary actions. As technical skills/abilities: knowledge of psychology and cognitive processes, business structure, training

methods and team management. Furthermore certified qualification as coach or consultant is required. As social skills/abilities: skills analysis, relational and negotiation abilities, discretion, positive attitude, capacity to

find innovative solutions which are necessary for workers as well as for the company.

38 SECTION 3.



3.6. Other European practices. Since among the project’s partners we did not find any practices financed with public funds and carried out by the guidance services, we carried out a more extensive search in other European counties and we found the following practice:

A - DESCRIPTION OF THE EVALUATED/MONITORED PRACTICE

Name of the practice: FLEXIBILITY COACHING FOR COMPANIES

54,

(Flexibilitätsberatung für Betrieb).

Flexibility Coaching is a practice provided by private consultancies with financial support from the Austrian Employment Service (AMS) and the European Social Fund.

The main objective of Flexibility Coaching is to improve the flexibility of companies so they can better handle structural changes. The basic aim is to improve HR management practices in light of sudden changes or imminent problems, such as fluctuations in demand, upcoming or seasonal redundancies.

The practice provides support for internal management structures to achieve a balance between flexibility and stability, matching the needs of both employees and companies.

More specifically, the main goals of the Flexibility Coaching practice are:

To effectively support the flexibility of companies with regard to their HR management structures and procedures.

To establish professional flexibility management in companies.

To strengthen the adaptability of companies to manage upcoming problems by themselves.

B) Description of HOW this action would be developed: methodological techniques, tools used …

The programme is free of charge for the participating companies and It offers a maximum of 15 consulting days and is organized in 3 stages:

Step I: First face-to-face meeting:

After a first contact between the “Company Service” (SfU) of the AMS and the respective company, an

initial informative meeting is arranged (1 consulting day).

Step II: Flex-Check: The “flex-ability team” provided by the consultancy company analyses the current circumstances of the company, identify main problems and tasks, and involve relevant actors at the company level (e.g. management, board, employees). The consultants draw up a first “flexibility strategy” (up to 5 consulting days).

Etapa III: Flex-Consulting:

54

http://ec.europa.eu/employment_social/empl_portal/weesp/AT-2.pdf

A.


39 SECTION 3.


If the company is further interested in the programme and is granted funding by the AMS, the actual Flexibility Coaching phase begins.

The consultants develop an individual flexibility strategy corresponding to the needs of the company and offer solutions and assistance in the implementation of the first steps. This phase may span a maximum of 9 consulting days. The ninth day is reserved for gender-specific issues, affirmative action programmes for women or equal opportunity issues.

The flex-ability team offers know-how in eight HR-related action fields:

1) Diversity management; 2) Productive ageing; 3) Mobility; 4) Working hours; 5) Flexible workforce 6) Further qualification and training, 7) Organization and 8) Equal pay.

Almost all participating companies were satisfied with the work carried out by the consultants. 1,277 enterprises participated in the programme from 2005 until the end of 2010.

72% of the companies have implemented the results of the consulting service.

The main HR-related action fields were: organization (46%), working hours (31%) and further qualification and training (24%).


They are not specified, it only mentions that for the implementation of the AMS practice, they hired external

consultants.

40 SECTION 3.


55

https://www.gateshead.gov.uk/DocumentLibrary/council/pois/managingreactionstochange.pdf 56

http://www.institute.nhs.uk/quality_and_service_improvement_tools/quality_and_service_improvement_tools/resistance_-_understanding_it.html 57



http://www.validaid.eu/ 60



Action 3. Reducing passive attitudes and resistance to change.

WHERE

METHODOLOGY

New SKILLS for career guidance professionals

PROFESSIONAL PROFILE


Private consultancy services. Papers and reports posted on the internet.

Specific work and reports. Example of intervention and methodological approach.

Contact with the entity. Resistance detection. Training of skills such as business coaching and mentoring techniques.

Qualifications and expertise in business coaching.

Commercial skills to establish contact with companies.

Private consultancy services. Papers and reports posted on the internet.

Specific public work and reports

55.

Studies of Services 56

Example of intervention and methodological approach.

Contact with the entity. Resistance detection. Training of skills such as business coaching and mentoring techniques.

Qualifications and expertise in business coaching.

FPME57

and Q358

. VALIDAID

59.

Q3

60 and FPME

61 guides:

Example of intervention and methodological

Contact with the company. Work implicitly on the resistances and adaptations of the staff in

Psychological/Social specialization in order to train attitudes and motivation.

A. IT IS DEVELOPED IN CAREER GUIDANCE SERVICES. B. IT IS NOT DEVELOPED IN CAREER GUIDANCE SERVICES.

B.

B.

B.

https://www.gateshead.gov.uk/DocumentLibrary/council/pois/managingreactionstochange.pdf







41 SECTION 3.


62


www.selfawareness.org.uk 64

HR: consultancy business and training and employment agency to all public and private social agents. Official member of FECBOP (Federación Europea de Habilidades Centros de

Evaluación).

Public funding from the European Union and the Portuguese government.

approach. The ValidAid

62kit provides

key points to transfer to companies the benefits of training and/or the development of abilities.

their improvement processes described in action 2.


63


Automatic report which also provides knowledge of the reactions of stress at work and how to deal with them.

Contact with companies. Footprint tests for the workers in order to identify abilities. Results’ assessment. Information of strengths and weaknesses of employees. Customised consultancy services in order to improve attitudes.


BUSINESS COACH FOR COMMERCIAL DEVELOPMENT. Private funding CONFORM

64

Example of intervention and methodological approach.

Contact with companies. Interviews with companies. Analysis of needs: organizational culture and climate, profiles and possible surplus. Define a behavioural action plan for each employee. Tutoring of training paths. Monitoring results.

Qualified training as coach or consultant/counsellor is required.

B.

B.



42 SECTION 3.


65


FLEXIBILITY COACHING FOR COMPANIES

65.

Public funding from the Public Employment Service of Austria and the Social Fund. Co-managed with OSB CONSULTING.

- Example of intervention and methodological approach.

Contact with companies. Analysis of the current situation of the company, Identification of the main problems and tasks. Development of a flexibility strategy around 8 courses of action. Monitoring results.

Qualified training as coach or consultant/counsellor is required.

A.


43 SECTION 3.


4. Summary of the skills recommended when

taking on the Actions proposed in SKILLS4JOBS.

After contrasting: 1. The skills the professionals already posses in relation to their professional activity. See Section 2 - European

Exchange of Good Practices (BBPP) in Career Guidance; here it is possible to see a general description of the BBPPs and the descriptions of professional profiles for these BBPPs.

2. The skills the professionals need to develop each of the ASR actions. See previous sections 1, 2 and 3 for each action in the different practices where a description of the professional profile, abilities and skills of the professionals implementing them can also be consulted.

We recommend:

Action No. 1 Identification of new professional profiles TECHNICAL skills and abilities:

- Integration of the regular review of reports published by the local, national and European Public Employment Observatories.

- Knowledge of the SELF AWARENESS-SHYNESS TOOL.

- Organisational recruitment and selection of staff.

- Assessment of abilities.

- Knowledge of the Regulation and benefits of job contracts. SOCIAL – SOFT Skills / abilities:

- Commercial skills that are necessary to be able to establish contact with companies. Action No. 2 Identification of the training needs in companies TECHNICAL skills and abilities:

- Knowledge of methodologies and tools for the identification of skills and abilities.

- Knowledge of participative qualification processes: assessment of job positions.

- Knowlege of the SELF AWARENESS-SHYNESS tool.

- Planning and organisation for staff recruitment and selection.

- Assessment of abilities

- Knowledge of ITCs

- Knowledge of the Regulation and benefits of job contracts.

- Integration of the regular review of reports published by the local, national and European Public Employment Observatories.

SOCIAL – SOFT Skills / abilities:

- Commercial skills that are necessary to be able to establish contact with companies. Action No.3 Reduction of passive attitudes and resistance to change TECHNICAL skills and abilities:

- Qualifications and experience in Business Coaching.

- Psychological/social specialisation in order to train attitudes and motivation.

- Knowledge of the specific means and tools: SELF AWARENESS-SYNESS, Q3 guide and FPME Guie, ValidAid Kit. SOCIAL – SOFT Skills / abilities:

- Commercial skills that are necessary to be able to establish contact with companies.

44 SECTION 3.


For further information we recommend the following documents:

Section 4. Final conclusions about the Skills4jobs actions proposal. Final considerations: feasibility, benefits, barriers/resistance. Recommendations: Guidance and training for those professionals who wish to get qualified in the development of AAR Actions.

Also:

Section 1. Presentation of the Skills4jobs Project. SKILLS4JOBS Proposal: ACTIONS OR SERVICES to be developed by career guidance services.

Section 2. European exchange of good practices (BBPP) on Employment Guidance. General view of Employment Guidance Services: actions they develop, methods, professional profiles of the counsellors. Comparative analysis of the information obtained: Are the actions proposed in Skills4jobs being developed?

studys4js section3 en

Documents

social innovation

european practices

proposal of actions

european union programme

social legislation

social affairs

european commission

public centre