Scarica CAPE: Corso di formazione - EN

(1)

TRAINING THE TRAINER PROGRAMME

This project has been funded with support from the European Commission.

This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

(2)

http://cape-project.eu/ TRAINING PROGRAMME 2 / 167

This programme has been developed by the partnership of the CAPE project

The programme has been prepared by the partnership of the CAPE project.

(3)

(4)

Content

MODULE 1.- INTRODUCTION ... 8

Unit 1.1 PRESENTATION OF THE TRAINING PROGRAM ... 10

Activity 1: Expectations of the training programme ... 13

Activity 2: Own strengths and weaknesses. Individual exercise ... 14

MODULE 2 CAREER MANAGEMENT SKILLS (CMS) ... 15

Unit 2.1 Introduction to Career Management Skills ... 16

Introduction to Career Management Skills ... 17

Unit 2.2 Career Management Skills ... 23

Career Management Skills ... 24

Activity 1 Describe the Significance of CMS in your Field ... 25

Unit 2.3 Main Categories of Career Management Skills ... 26

Activity 2 Indicate the Most Significant CMS in your Field ... 30

Unit 2.4 Key Competences ... 31

The Eight Key Competences ... 32

Activity 3 Importance of Eight Key Competencies in your Field ... 36

References ... 37

MODULE 3. LABOUR MARKET AWARENESS... 39

Unit 3.1 - Awareness of the Market Needs ... 41

Unit 3.1 – Awareness of the Labour Market Needs ... 43

Unit 3.2 - Connecting with Employers... 45

What does the labour market information tells you? ... 47

Activity 1 ... 51

What employers are looking for in an employee? ... 52

What skills should be improved on learners (according to needs analysis)? ... 57

Activity 1: Personal skills and qualities ... 63

Activity 2 Personal Profile ... 65

(5)

Activity 3 - Giving and Receiving Compliments ... 66

Activity 4 Employability ... 67

How can employees answer to market needs? ... 68

Activity 3 Career Plan ... 71

Unit 3.2 - Connecting with Employers... 72

How to connect with employers – existing means to apply for a job ... 75

Activity 1 ... 80

The importance of networking... 81

Activity 2 ... 83

What can schools do to be a bridge between learners and employees? ... 84

Activity 3 ... 87

References ... 88

MODULE 4 PERSONAL AND SOCIAL SKILLS ... 90

Unit 4.1 – Personal and social skills text content ... 92

Activity 1: “I’ m good at …” ... 93

Activity 2 Title: “Competences that I have and the ones that I wish to gain” ... 94

Unit 4.2– text content ... 95

Activity 1: “Draw a square” ... 96

Activity 2: “Simulation of Job interview” ... 97

Unit 4.3 Teamwork concept ... 98

Activity 1 “Build the Bridge” ... 100

Activity 2 “Road Map Game” ... 101

MODULE 5 ORGANISATIONAL SKILLS ... 102

Unit 5.1 Goal setting as a part of planning and organizing ... 104

Activity 1 “Learner’s goals” ... 107

Workshop Activity 1 “SMART goals or not” ... 108

Workshop Activity 2 “Setting a SMART goal” ... 109

Workshop Activity 3: “SMART career goal” ... 110

(6)

Unit 5.2 Time management as a key element of planning and organizing ... 111

Activity1: Keep a time-log for one week ... 114

Activity 2. Fill in a quick-test on procrastination:... 115

Workshop activity 1: “My time-management tools” ... 116

Workshop activity 2: “Important and urgent” ... 117

Workshop activity 3: “Combatting procrastination” ... 119

Unit 5.3 Problem Solving ... 120

Problem Solving – An Overview ... 122

Activity 1: ‘Describe a situation when you have successfully solved a complex problem’ ... 126

Activity 2 “IDEAL” model of problem-solving ... 127

Activity 3: The Angry Customer ... 129

Activity 4: Competitors ... 130

Activity 5: Reflection activity ... 131

Activity 6: Draw up the Picture of the Problem ... 133

MODULE 6- IMPLEMENTATION: EMBEDDING “CAPE” IN YOUR CLASSROOM ... 134

Unit 6.1 Reflection on Classroom Practice ... 136

Unit 6-1: REFLECTION ON CLASSROOM PRACTICE... 137

Activity 6.1.1: Reflect on Your Classroom Practice ... 139

Activity 6.1.2: Audit of School Provision ... 140

Worksheet 1 ... 141

Ongoing Reflection (Formative) ... 142

Unit 6.2 Developing the “CAPE” plan ... 143

Unit 6-2: Developing the cape plan ... 144

Activity 6.2.1: Re-thinking Careers Education ... 146

Worksheet 2 ... 147

Worksheet 3 ... 148

Activity 6.2.2: Developing a Thematic Plan ... 149

(7)

Worksheet 4: Thematic Plan of Learning ... 150

Worksheet 4: Thematic Plan of Learning (CAPE Plan) ... 151

Ongoing Reflection (Formative) ... 152

Unit 6.3 Embedding Careers Education into the curriculum ... 153

Unit 6-3: Embedding CMS in the curriculum ... 154

Activity 6.3.1 Developing a Scheme of Work ... 156

Worksheet 5: Scheme of Work ... 157

Activity 6.3.2: Planning a Lesson and embedding CAPE ... 158

Worksheet 6: Lesson Plan ... 159

Activity 6.3 3: Delivering a Lesson ... 160

Worksheet 7: Embedding Practice ... 161

Unit 6-3 Ongoing reflection (formative) ... 162

Unit 6- 4 Reflective practice ... 163

Unit 6-4: Reflective practice ... 164

Activity 6.4.1: Reflective Practice ... 165

Activity 6.4.2: Self Reflection (Summative) ... 166

Worksheet 8 ... 167

(8)

MODULE 1.- INTRODUCTION

Duration (hours) 1

Teaching methods Face to face

Description / overview

Rationale

Cedefop (2010) highlights careers guidance as a contributor to successful school completion and transition to work for young people at risk of ESL (early school leavers) and emphasises the importance of careers guidance".

Young people lack information on careers to guide their decisions.

That is why the commission has highlighted the need for guidance to be organised, continuously and locally accessible, diversified and offered through non-formal and informal channels, so young people at risk of ESL are more effectively reached.

Teachers and trainers in the vet sector are specialists in particular subject areas, but lack the knowledge and competence to embed careers guidance into the learning process.

Cape, based on the research done by the consortium, has prepared a training programme for teachers, trainers and counsellors to provide them with skills and tools to embed relevant guidance into teaching and learning process.

The beneficiary will be the young people and specially the one at risk of ESL which will identify their skills in order to improve their employability and social inclusion.

Aims

 To implement guidance into lifelong learning by up-skilling teachers, counsellors and trainers.

 To be familiarise to CMS

 To acquire/develop the main skills to support learners at risk of ESL

 To collaborate with the learners to manage their own careers and their own progress

Content The programme presents the following modules:

 Introduction

(9)

 Career management skills

 Labour market awareness

 Personal and social skills

 Organisational skills

 Implementation of CMS

Learning outcomes

At the end of the programme, the participants will know

 Basic knowledge and skills to offer career guidance to learners

 How to design and develop a plan of CMS

 Main personal and social skills and how to deal with

 How to coach student to determinate their selves’ skills, abilities, their strong and weak points in order to gain a better way of self-management skills

 Good practices to avoid and prevent ESL

 To know the main aspects of the labour market

(10)

Unit 1.1 PRESENTATION OF THE TRAINING PROGRAM

Prerequisites Previous experience is not needed.

Content  How is going to be organised the training program?

Material needed Marker pens Sheets of paper Resources / references

Target groups Teachers. Counsellors Methodology. Blended learning. 25 hours

Assessment method Each unit will have an assessment

Learning activities

Activity 1: expectations of the training programme. Group exercise

Activity 2: own strengths and weaknesses. Individual exercise Assessment unit 1 Comments from the group about strengths and weaknesses

needed to be a counsellor

(11)

Introduction:

The Erasmus+ Project “Careers Advice and Pathways to Employment” has elaborated a training programme for teachers, counsellors and trainers to provide them the skills and tools to embed relevant guidance into teaching and learning process.

Participants will be familiarised with the main concepts, as “Career Management Skills”, soft skills, personal and social skills, employees’ skills, awareness of the labour market, goal setting, time-management, …

All these concepts should be part of a school’s strategic approach to the teaching, learning and assessment of career education. Teachers have a pivotal role in embedding CAPE in the curriculum.

That is why the programme provides a module called “Implementation: Embedding “CAPE” in your classroom.

The content of the training are these modules:

1. Introduction

2. Career Management Skills

This module presents what Career Management Skill is. It also introduces some skills:

personal, social, organisational, as well as key competences, in order to make appropriate decisions to find available pathways to employment

3. Labour market awareness

Contents the awareness market needs in order to provide appropriate training to learners and to focus on the main skills learners should to have.

The aim of this module is to know better the labour market needs and requests so then prepare the learners to work.

4. Personal and social skills

It presents a way to develop some social and personal skills on learners, as self- management, communication and team work.

Teachers will acquire / develop the capacity to identify and also to endorse the learners’ skills

(12)

5. Organisational skills

Develop the concept and characteristics of the SMART (Specific Measurable.

Achievable. Relevant. Timely), how to formulate sub-goals, and also time management and problem solving

6. Implementation of CMS: practical module which will provide the different steps to develop a plan to embed Career Management Skills in the curriculum.

Length: The training programme lasts 20-25 hours and it will be blended learning. The most practical part will be face to face.

Each Unit contains an assessment, which enhances the self-reflection

Training system: the modules are going to be delivered in blended learning. The face to face part consist in some clarifications related to the content of the module, and primarily practical activities

All the modules are close related, but it could be realised independently

Glossary: (https://europass.cedefop.europa.eu/en/education-and-training-glossary

(13)

Activity 1: Expectations of the training programme Group Exercise

What is your understanding of Career Management Skills?

Have you had any experience on Career Management Skills? If so, let us know Why do you want to participate in the training programme?

What do you expect from the training programme?

In the first session is necessary to stablish some activities of ice breaking. In this website there are many examples: http://www.icebreakers.ws.html

It is necessary to dedicate enough time on preparing the participants for what will happen and let everyone speak out about their expectations. Since the beginning should be clarified what the training is going to provide, how is going to be delivered and what the participants are going to acquired.

The following questions will help to clarify the participation on the programme

• Why are we here?

 What are your expectations for this training?

• What will we do?

• Getting to know each other and building trust

 Structure of the training

(14)

Activity 2: Own strengths and weaknesses. Individual exercise

Strengths Weakness

(15)

MODULE 2 CAREER MANAGEMENT SKILLS (CMS)

DURATION (hours) 4

TEACHING METHODS On line Face to face

DESCRIPTION / OVERVIEW

RATIONALE This module aims to enable learners (VET Instructors) effectively embed CMS into their teaching/curriculum.

AIMS

 Introduce learners to CMS

 Provide learners with a broad understanding of CMS criticality for personal development and career guidance

 Enable learners to identify the key CMS relevant to their field

 Enable learners to introduce the key CMS in their teaching/curriculum

CONTENT

 Introduction to CMS

 Introduction to Personal & Social Skills

 Introduction to Organizational Skills

 Introduction to Labour Market Awareness

 Key Competences

LEARNING OUTCOMES

By completion of this module, the learner should be able to:

 Identify the main categories of CMS and describe the eight key competencies

 Demonstrate how to embed CMS into teaching

 Describe the role of CMS in career guidance and development

(16)

PREREQUISITES ---

CONTENT

 Definition

 Categorization

 Importance for personal development and career guidance

Material needed:

 Computer/Projector

 Flipchart

LEARNING

ACTIVITIES Workshop 1: Describe the significance of CMS in your field

RESOURCES.

REFERENCES

Neary, S., Dodd, V. and Hooley, T. (2015). Understanding Career Management Skills: Findings From the First Phase of the CMS Leader Project, Derby: International Centre for Guidance Studies, University of Derby.

Sultana, R. (2012). Learning Career Management Skills in Europe: A critical review, Journal of Education and Work, Vol. 25, No. 2, pp. 225- 248.

ASSESSMENT METHOD

Prepare an essay about the importance of Career Management Skills in your field (Identify the key CMS in your field and justify their importance with a sufficient explanation)

Unit 2.1 Introduction to Career Management Skills

(17)

Introduction to Career Management Skills

THE PROTEAN CAREER

What kind of knowledge, skills and competences do young people need to make quality decisions for available pathways to employment, and finally to pursue a successful professional career?

 Get to know themselves

 Know the labour market But what is a career?

A career is an individual's journey through learning, work and other aspects of life. It is the sequence of a person’s life and work-related experiences over time (Hughes, 1958; Sullivan &

Baruch, 2009). The career of the 21st century should be protean; it should be driven by the individual and reinvented from time to time, as both each individual and his/her volatile operating environment continuously change (Chin & Rasdi, 2014). The word “protean” comes from the Mythical Greek Sea God Proteus, who was known for his ability

to predict the future and acclimate himself to successfully survive in the future he envisioned.

The Protean Career is a concept that requires everyone to:

regularly monitor current trends and assess the job market anticipate future developments, trends and industry shifts

acquire the required qualifications, skills and competences as well as create and maintain relationships to meet shifts and current demands

adapt quickly and respond to the demands of the contemporary constantly changing workplace.

Protean Career Orientation (PCO) describes individuals as “agents of their own career destinies” (Inkson & Baruch, 2008: 217) and reflects employee necessity to engage in a range of career self-management activities in order to realize and pursue their personal career goals as well as to ensure their employability (Briscoe & Hall, 2006). PCO is associated with high levels of employability and career success as well as improved work–life balance (De Vos &

Soens, 2008). It is related to individual’s ability to manage his/her own career in a proactive and self-directed way driven by personal values, and evaluate career success with the aid of subjective success criteria.

(18)

PCO is based on two critical dimensions:

a self-directed approach to career management; individual controls his/her own career development by exploring career options and making career decisions

a value-driven orientation; individual pursues personally meaningful values and goals that provide strong motivation behind career decisions and set the standards for experiencing career success (Direnzo et al, 2015)

Choosing career wisely requires:

1. a clear understanding of yourself, your aptitudes, abilities, interests, ambitions, resources, limitations and their causes

2. detailed knowledge of the requirements, success factors, advantages and disadvantages, compensation, opportunities and prospects in different lines of work

(19)

CAREER MANAGEMENT

“If you don’t know where you are going, you will end up somewhere else…”, former MLB player

Career management constitutes the lifelong, self-monitored process of

career planning that involves choosing, setting and refining personal goals as well as formulating strategies for achieving them (Bridgstock, 2009). It is the proactive process through which individuals:

become aware of their interests, wants, strengths and weaknesses obtain information about job options and opportunities

identify career goals

establish action plans to achieve career goals

According to the ‘DOTS’ model developed by Bill Law and Tony Watts (1977) of the National Institute for Careers Education and Counselling, there are the following four stages in career planning process:

Self-Awareness

Opportunity Awareness Decision Learning Transition Learning

Self-awareness entails exploring:

actual and potential personal strengths, skills, abilities and aptitudes interests, personal needs and aspirations

personal values and personality traits

Skills

What do I do well?

Interests

What do I like doing?

Personality

What suits me?

Values

What’s important to me?

Self-awareness

(20)

Opportunity awareness includes exploring:

the general structure of the labour market

the range of opportunities provided by the current labour market the demands and requirements for various jobs

the advantages and disadvantages of different jobs

the benefits, success factors and prospects for various jobs Decision learning entails:

gathering information required

evaluating available options by examining personal costs and benefits, advantages and disadvantages

evaluating risks and outcomes by balancing the desirability of different outcomes against the probability that they will occur

Transition learning consists in gaining the awareness and skills required to pursue the goals set. It mainly includes helping learners gain a realistic understanding of the labour world and acquire the skills required to make the transition from school to labour market.

(21)

CAREER MANAGEMENT PROCESS

The career management process includes four main stages:

1. Self-Assessment: Individuals identify their career interests and values, strengths and weaknesses that they need to cope with.

2. Reality Check: Individuals scan their operating environment, identify the needs and demands of the labour market.

3. Goal Setting: Based on the SMART criteria, individuals set their goals and identify the methods for achieving these goals.

4. Action Planning: Individuals set specific actions for moving forward, identify action steps and timetable to reach the goals set.

In order to achieve successful career planning, individuals are required to answer five fundamental questions:

 Where are they now? (individuals need to consider their current career situation, identify their existing skills and competences)

 Where do they want to be? (individuals need to explore their interests and desires, motivation and commitment in order to develop a personal vision and set the proper goals)

 How do they get there? (individuals are required to identify knowledge and skills that need to acquire or improve as well as create an effective action plan to reach their goals)

 What support do they need? (individuals need to identify the means and support required to get to the desired future state)

 How can they keep improving? (individuals need to find ways to pursue their lifelong personal and professional advancement)

(22)

The 5 Stage Career Model

(23)

PREREQUISITES Introduction to Career Management Skills

CONTENT

 Personal & Social Skills

 Organizational Skills

 Labour Market

Awareness

Material needed:

 Computer/Projector

 Flipchart

LEARNING ACTIVITIES

Workshop 2:

 Indicate the most significant skills in your field. Justify your answer

 Indicate the skills that learners usually lack

RESOURCES REFERENCES

The Scottish Government (2009). Curriculum for excellence building the curriculum 4 skills for learning, skills for life and skills for work,

Edinburgh. Available at:

http://www.educationscotland.gov.uk/Images/BtC4_Skills_tcm4- 569141.pdf [Accessed 2 August 2016].

ASSESSMENT

METHOD Group presentation of workshops’ findings

Unit 2.2 Career Management Skills

(24)

In today’s knowledge-based economy, career management skills (CMS) are becoming increasingly important for career guidance (Sultana, 2012). According to the European Lifelong Guidance Policy Network (ELGPN), CMS help individuals to:

identify their existing skills develop career learning goals

take action to enhance their career prospects manage effectively their professional career

Career management skills (CMS) constitute a range of competences providing structured ways for individuals and groups to gather, analyse, synthesise and organise self, educational and occupational information, as well as the skills to make and implement decisions and transitions.

CMS include:

 understanding one’s own strengths & weaknesses, needs & wants

 ability to identify relevant opportunities

 accessing career information

 ability to plan and make career-related decisions

 ability to present oneself effectively in order to gain access to courses or jobs

 ability to network and build relationships Career success requires: i) “soft” skills, ii) technical strengths and iii) hard work. James and James (2004) as well as Mitchell et al (2010) describe “soft” skills as a set of abilities, personal qualities, career attributes or talents that an individual can bring to the workplace, such as team skills, communication skills,

leadership and problem solving skills. Glenn (2008) stresses that hiring individuals who possess soft skills, can become a source of business competitiveness, while Wilhelm (2004) admits that soft skills are considered as rather critical for entry-level success in the workplace.

Career Management Skills

(25)

Activity 1 Describe the Significance of CMS in your Field

 To what extent are CMS important to pursue a professional career in your field?

 To what extent do your learners possess CMS?

Time given: 20’

Learners are expected to have a group discussion based on the two aforementioned questions, in groups of four.

(26)

PREREQUISITES Introduction to Career Management Skills

CONTENT

 Personal & Social Skills

 Organizational Skills

 Labour Market

Awareness

Material needed:

 Computer/Projector

 Flipchart

Workshop 2:

 Indicate the most significant skills in your field. Justify your answer

 Indicate the skills that learners usually lack

RESOURCES REFERENCES

The Scottish Government (2009). Curriculum for excellence building the curriculum 4 skills for learning, skills for life and skills for work,

Edinburgh. Available at:

http://www.educationscotland.gov.uk/Images/BtC4_Skills_tcm4- 569141.pdf [Accessed 2 August 2016].

ASSESSMENT

METHOD Group presentation of workshops’ findings

Unit 2.3 Main Categories of Career Management Skills

(27)

Career Management Skills could be divided into the following four categories:

 Personal & Social Skills

 Organizational Skills

 Labour Market Awareness

 Eight Key Competences

Transferable skills are skills required in any job, enabling individuals to participate effectively in today’s flexible and volatile workplace (Bennett, 2000). They are crucially significant for any graduate wishing to successfully enter the labour market (Athiyaman, 2001). Transferable skills include personal and social skills; self-

management and self-awareness, social awareness and ability to build and maintain working relationships, as well as communication and team work skills.

Self-management skills are considered as the most basic and overarching of all 21st century skills; however, even gifted learners often fail

to develop them (Siegle & McCoach, 2005). Self-management skills can be described as the ability to make wise choices to achieve a fruitful and joyous life as well as the ability to manage personal reactions to responsibilities and challenges in work and life (Coil, 2012). They entail developing self-confidence, self-reliance, responsibility and independence, persistence and effort towards defined goals. As Coil (2012) stresses, self-confidence is built when learners realize that they are able to influence the outcomes of their lives through their own decisions and actions, and that they can learn, change, and develop the skills required to achieve these goals.

(28)

In contemporary business environment, communication skills, the ability to absorb and transmit ideas both orally and in writing, are regarded as paramount and are increasingly sought by current employers. Business people tend to stress that the ability to effectively communicate may critically foster or detrimentally hinder one’s growth in the labour market.

Communication skills that include speaking clearly and listening, understanding and sharing information, empathizing and engaging in non-verbal communication, have been widely highlighted by employers as the most significant when recruiting new graduates (Archer &

Davison, 2008).

According to DEST (2002), teamwork is also included in employability skills required for successfully entering and acting in the labour market;

it entails the ability to work cooperatively with other people of different background or culture as well as work as part of a team with the aim of pursuing team objectives. Teamwork promotes human synergy and amplifies the results of each team member, fosters idea and view sharing and favours the pursuit of common goals. In today’s knowledge- driven economy, teamwork combined with communication and self- management skills, are attracting increasing attention in the quest of

both employee performance and organizational efficiency (Brown et al, 2003).

By failing to prepare, you are preparing to fail… ∼ Benjamin Franklin

(29)

Demonstrating increased planning and organizing as well as problem- solving skills is of crucial importance for a successful career in all job sectors (Zinser, 2003). All aforementioned skills are considered as critical job readiness skills, necessary for job seekers in today’s globalized and high technology business world (Shafie & Nayan, 2010). Efficient employees are familiar with time management,

priority- and goal-setting, decision-making, risk and resource management (Rosenberg et al, 2010; Schermerhorn, 2008). Increased organizing skills help individuals:

effectively utilize resources anticipate problems

set and pursue realistic goals establish priorities

reduce fire fighting

All aforementioned employability skills need to be taught at school so that learners are better equipped for successful employment. Cranmer (2006) indicates a mismatch between the skills acquired at school and the skills required at the labour market. Individuals need to be provided with labour market awareness and get effectively connected with employers. They are required to be aware of the current market needs and trends so that they can match them with their potential, interests and ambitions and establish their career goals. Moreover, individuals need to be assisted in:

identifying and developing the skills and competences required to achieve their career goals

evaluating how their personal priorities and constraints could impact their career decisions

developing an action plan to achieve their career goals

With the aid of proper career guidance, young people are more likely to:

make informed choices about selecting an occupation effectively align their skills, interests and wants identify the best sources of training and education

check out trends in a particular sector or geographical area

(30)

Activity 2 Indicate the Most Significant CMS in your Field

 Which are the most significant CMS in your field?

Justify your answers.

 Which are the CMS that your learners usually lack?

Time given: 15’

(31)

PREREQUISITES Introduction to Career Management Skills

CONTENT

 Communication in Mother Tongue &

Foreign Languages

 Mathematical Competence

 Digital Competence

 Learning to learn

 Social & Civic Competences

 Cultural Awareness & Expression

Material needed:

 Computer/Proj ector

 Flipchart

Workshop 3:

 Indicate the importance of each key competence for your field.

Justify your answer.

 Indicate the aspects of key competency that need to be developed in your classroom.

Workshop 4: GAPS Analysis

 Goals: Where do you want to go?

Indicate your career objectives

 Abilities: What can you do now?

Identify your strengths to pursue your career objectives Identify the development needs that you have to overcome

 Perceptions: How do others see you?

Ask feedback from your supervisor, peers and learners

 Standards: What do your boss and the organisation expect?

Identify your supervisor’s and organization’s expectations for you

RESOURCES.

REFERENCES

Education and Culture DG (2007). Key Competences for Lifelong Learning:

European Reference Framework.

Halász, G. & Michel, A. (2011). Key Competences in Europe: interpretation, policy formulation and implementation, European Journal of Education, Vol. 46, No. 3, pp. 289-306.

ASSESSMENT

METHOD Computer-based test

Unit 2.4 Key Competences

(32)

According to the European Reference Framework (2007), in today’s knowledge economy there is an imperative need for the acquisition of the key competencies for lifelong learning, as these competences are strongly associated with business competitiveness, employee motivation, satisfaction and productivity. Eight key competencies are highlighted as the primarily important career management skills.

The Eight Key Competences

The Eight Key Competences

(33)

COMMUNICATION IN MOTHER TONGUE & FOREIGN LANGUAGES Effective communication in both mother tongue and foreign languages can be considered as a fundamental training area.

Communication in mother tongue is linked with the ability to articulate and explain concepts and ideas, thoughts and feelings, facts and opinions in both oral and written form (listening,

speaking, reading and writing) as well as to interact linguistically in an effective and creative way. Communication in foreign languages includes, apart from the main skills indicated for the mother tongue, intercultural understanding and ability to work with diversity.

MATHEMATICAL COMPETENCE

Mathematical competence combined with basic competence in science and technology, includes the ability to develop and apply mathematical thinking in order to address a wide range of everyday problems, but also the mastery, use and application of knowledge and methodologies to explain the natural world. In addition, this competence entails a thorough understanding of the changes caused by human activity as well as the responsibility that each individual has as a citizen.

DIGITAL COMPETENCE

Digital competence refers to the effective, confident and critical use of information society technology (IST) for employment, learning purposes, self-development and participation in society. Moreover, it includes the use of basic skills in information and communication technology (ICT) to generate, present, exchange, store and retrieve information, communicate and participate in collaborative networks through Internet. This competence entails understanding of the functioning of the main computer applications, awareness of internet and online communication risks, appreciating the role of technologies in supporting creativity and innovation, evaluating validity and reliability of online information as well as understanding the legal and ethical principles behind the use of new technologies.

LEARNING TO LEARN

Learning to learn can be defined as the ability to pursue, organise and coordinate one’s learning, both individually and in group, according to one’s needs, wants and available opportunities. This competence highly depends on the acquisition of fundamental literacy, numeracy and ICT skills. It means acquiring, processing and integrating new knowledge and skills as well as

seeking and utilizing guidance with the aim of making the optimum use of these knowledge and skills. Learning to learn entails encouraging individuals to build on prior learning and life experiences in order to utilize and apply their knowledge and skills in various aspects of their

(34)

life: in education and training, at work, at home. Motivation and self-confidence are of critical significance for this competence.

SOCIAL AND CIVIC COMPETENCES

Social and civic competences include all personal, interpersonal and intercultural competences that a person needs in order to actively participate in an effective, democratic and fruitful way in both social and working life, interact within increasingly complicated and diverse societies, cope with disagreements and conflicts where necessary. This competence facilitates individuals and strengthens their commitment to actively participate in public life. It entails the ability to be constructively involved in the public domain, a sense of belonging to society, respect for democratic values and diversity as well as awareness of social and political concepts and structures. Social and civic competences include one’s ability to effectively communicate in different environments, express and understand divergent viewpoints, negotiate and empathize. Moreover, this competence entails the capability to cope with stress and frustration and distinguish between personal and professional spheres.

(35)

SENSE OF INITIATIVE AND ENTREPRENEURSHIP

The sense of initiative and entrepreneurship can be described as the ability to implement ideas. It entails creativity, innovation and risk-taking skills as well as the ability to plan and manage projects in order to reach the objectives set. This competence supports learners in both their professional and personal life, by strengthening their ability to identify and exploit opportunities, plan and

organise, delegate tasks and collaborate towards the accomplishment of the objectives set.

Moreover, it should be mentioned that the sense of initiative and entrepreneurship needs to entail awareness of ethical values and foster good governance.

CULTURAL AWARENESS AND EXPRESSION

Cultural awareness and expression includes understanding and appreciating the critical significance of creative expression of ideas, thoughts, experiences and emotions in a wide range of media, such as music, performing arts, literature and visual arts. Moreover, this competence entails awareness of local, national and international cultural heritage.

(36)

Activity 3Importance of Eight Key Competencies in your Field

 Which are the most significant key competencies in your field? Justify your answers.

 Which are the key competences that your learners usually lack?

Time given: 15’

(37)

References

Archer, W. & Davison, J. (2008) Graduate employability: What do employers think and want?

Council for Industry and Higher Education, London.

Available at: http://aces.shu.ac.uk/employability/resources/0802grademployability.pdf Athiyaman, A. (2001) “Graduates’ Perception about Business Education: an exploratory research”, Journal of Further and Higher Education, Vol. 25, No. 1, pp. 5-17.

Bennett, R. (2002) “Employers’ Demands for Personal Transferable Skills in Graduates:

a content analysis of 1000 job advertisements and an associated empirical study”, Journal of Vocational Education and Training, Vol. 54, No. 4, pp. 457-476.

Bridgstock, R. (2009) “The graduate attributes we’ve overlooked: enhancing graduate employability through career management skills”, Higher Education Research & Development, Vol. 28, No. 1, pp. 31-44.

Briscoe, J.P., Hall, D.T. & DeMuth, R.L.F. (2006) “Protean and boundaryless careers: An empirical exploration”, Journal of Vocational Behavior, Vol. 69, pp. 30–47

Brown, P., Hesketh, A. & Williams, S. (2003) “Employability in a Knowledge-driven Economy”, Journal of Education ad Work, Vol. 16, No. 2, pp. 107-126.

Chin, W.S. & Rasdi, R.M. (2014) “Protean Career Development: Exploring the Individuals, Organizational and Job-related Factors”, Asian Social Science, Vol. 10, No. 21, pp. 203-215.

De Vos, A. & Soens, N. (2008) “Protean attitude and career success: The mediating role of self- management”, Journal of Vocational Behavior, Vol. 73, pp. 449–456.

Direnzo, M.S., Greenhaus, J.H. & Weer, C.H. (2015) “Relationship between protean career orientation and work–life balance: A resource perspective”, Journal of Organizational Behaviour, Vol. 36, No. 4, pp. 538–560.

Coil, C. (2012) “Building Connections: Developing 21st Century Self-Management Skills for Gifted Learners”, Tempo Magazine, Vol. XXXIII, No. 3, pp. 9-14.

Cranmer, S. (2006) “Enhancing graduate employability: Best intentions and mixed outcomes”, Studies in Higher Education, Vol. 31, No. 2, pp. 169–184.

DEST (2002) Employability skills for the future, a report by the Australian Chamber of Commerce and Industry and the Business Council of Australia for the Department of Education, Science and Training, Canberra.

Glenn, J.L. (2008) “The "new" customer service model: Customer advocate, company ambassador”, Business Education Forum, Vol. 62, No. 4, pp. 7-13.

(38)

de Guzmana, A.B. & Kyoung Ok Choib. K.O. (2013) “The relations of employability skills to career adaptability among technical school learners”, Journal of Vocational Behavior, Vol. 82, No. 3, pp. 199–207.

James, R.F & James, M.L. (2004) “Teaching career and technical skills in a "mini" business world”, Business Education Forum, Vol. 59, No. 2, pp. 39-41.

Inkson, K. & Baruch, Y. (2008) ”Organizational careers”, In S. Clegg, & C. L. Cooper (Eds.), Handbook of macro-organizational behavior (pp. 209–223). Thousand Oaks: Sage.

Rosenberg, S., Heimler, R. & Morote, E.S. (2010) “Basic employability skills: a triangular design approach”, Education + Training, Vol. 54, No. 1, pp. 7-20.

Shafie, L.A. & Nayan, S. (2010) “Employability Awareness among Malaysian Undergraduates”, International Journal of Business and Management, Vol. 5, No. 8, pp. 119-123.

Siegle, D., & McCoach, D. B. (2005) “Making a difference: Motivating gifted learners who are not achieving”, Teaching Exceptional Children, Vol. 38, No. 1, pp. 22–27.

Sultana, R. (2012) “Learning Career Management Skills in Europe: A critical review”, Journal of Education and Work, Vol. 25, No. 2, pp. 225-248.

Schermerhorn, J. (2008) Management, 9th ed., John Wiley & Sons Inc., Hoboken, NJ.

Sutton, N. (2002) “Why can't we all just get along?” Computing Canada, Vol. 28, No. 16, pp.

20.

Wilhelm, W. J. (2004) “Determinants of moral reasoning: Academic factors, gender, richness of life experiences, and religious preferences”, The Delta Pi Epsilon Journal, Vol. XLVI, No. 2, pp. 105-121.

Zinser, R. (2003) "Developing career and employability skills: a US case study", Education + Training, Vol. 45, No.7, pp. 402-410.

(39)

MODULE 3. LABOUR MARKET AWARENESS

TEACHING METHODS On line - 2 hours Face to face - 3 hours DESCRIPTION / OVERVIEW

The main objective in this module is to help participants to know the importance of being aware to labour market needs regarding employee’s skills and to get to know different ways to connect with employers.

Thus, in this module, participants will know what to transmit to their learners regarding the importance of being attentive to the labour market needs, especially the skills currently required.

Participants will also get to know existing forms that allow learners to connect with employers, especially trough social network (networking), following the innovative trends in the search for a job.

RATIONALE

(Brief description of the overall purpose)

The overall purpose of this module is to help teachers and trainers (who do not have experience in the area of Career Advice and Guidance) how to work with learners in classroom context some aspects related to the job market.

Teachers will know how to explore with learners market needs regarding skills in different sectors, ways to respond to companies’ demands and how to get in touch with employers using innovative ways.

Helping teachers to know more about this matter will also help them to better prepare their learners to the job market, enhancing their professional success.

AIMS (provide in bullet points the key objectives of the module)

1. Know the market needs regarding employees’ skills in order to know what companies look for in new employees;

2. Know how to work those skills in the classroom

3. Know how to connect with employers using different methodologies (e.g. networking…);

4. Know what kind of programmes there is in order to get in touch with companies in various sectors.

(40)

CONTENT (list in bullet points the units of the module)

Unit 3.1 – Awareness of Market Needs Unit 3.2 – Connecting with Employers

LEARNING OUTCOMES

By completing this module, learners should be able to:

 Understand the meaning of the awareness of the regional/national/European labour market

 Describe the pathway of the career for student and networking between school and employers

 Identify the needs of employers and learners in specific, real labour market

(41)

PREREQUISITES Understanding of Career Management Skills

CONTENT

 What does the labour market information tell you?

 What employers are looking for in an employee?

 What skills should be improved on learners (according to Needs Analysis)?

 How can employees answer to market needs?

Material needed:

Flipchart Computer Speakers

Internet connection Needs Analysis Report

Activity 1. Identifying the entities providing information about the labour market

 Identify institutions, offices, organizations that are providing information about needs of the local, national labour market for example by internet.

 Identify institutions, offices, organizations that are providing information about newly created places of employment.

 Find exemplary job offers in your region.

Activity 2. Introduction to the activity

Employability - Combination of factors that enable individuals to progress towards or get into employment, to stay in employment and to progress during their careers.

Employability of individuals depends on:

1. Personal attributes (including adequacy of knowledge and skills);

2. How these personal attributes are presented on the labour market;

3. Environmental and social context (incentives and opportunities offered to update and validate their knowledge and skills); and

4. The economic context. (Source: CEDEFOP, 2008, based on Scottish Executive, 2007; The Institute for Employment Studies, 2007).

Focusing on point 2: Find description of the chosen profession (that is possible to get in your region) in the base of the occupations (in internet)

Unit 3.1 - Awareness of the Market Needs

(42)

with specified qualifications and competence. Compare with the Needs Analysis Report.

Activity 3. Create the plan of career for the student, for example:

- Needs of local labour market, - Description of the profession, - Needs of employers,

- What skills and qualifications student has at this moment, - What student needs to get, learn, improve, etc.

- How much time it will take.

RESOURCES.

REFERENCES

http://www.ilo.org/empelm/areas/employment-trends/lang-- en/index.htm

https://www2.warwick.ac.uk/fac/soc/ier/publications/2007/egreport0 8.pdf

Assessment of effectiveness by:

Feedback from learners, feedback from invited employers

1. What are the expectations regarding future meetings with employers and what it can bring to learners?

2. Please rate the teacher’s activity in terms of its impact and usefulness in the following areas, using the scale below. Circle the numbers that apply to your opinions.

1 = Not useful at all 5 = Very useful

Area 1 2 3 4 5

Useful in your daily work (learners and employers) 1 2 3 4 5 Increasing your willingness to train and gain

qualifications (learners) 1 2 3 4 5

Increasing your willingness to cooperate with school

(employers) 1 2 3 4 5

Self-assessment:

Understanding of the activities, subject content, needs of learners providing relevant information.

GLOSSARY

Labour Market Information, i.e. quantitative and qualitative information about jobs and wages, changes in industries, cities and communities, future trends and conditions, as well as employment statistics;

Labour Market Intelligence, i.e. interpretation of the labour market information.

(43)

INTRODUCTION

According to OECD (2011), many VET programmes have issues which have to be worked out in order to balance learners’ preferences and labour market needs, such as prepare adequately young people for jobs and adapt VET programmes to modern economies.

The term “labour market” refers to the interactions between employers and those who can supply labour, meaning employees.

The labour market has become increasingly competitive due to the changes that are occurring in economy, social relations, politics and technology. These changes have impact on job opportunities, salaries and required skills.

In the face of this scenario, the process of choosing a profession became complex and it requires young people a thorough knowledge about themselves and also about the sector in which they intend to work in. They are invited to build a life project and a professional project and to prepare to reconstruct them whenever necessary in a personal, social and/or professional level, making a self-assessment, which will allow them to know their personality, interests, values and skills.

The idea of a job/profession for life has gone and now young people have to learn to adapt to this new reality with the support of Teachers and Career Guidance and Advice Services, which have an important role in the preparation of young people for the labour market, raising their awareness on the skills and attitudes they have and those they need to develop in order to be successful.

It is believed that young people have to play an active role in this process, although they have the support of Career Guidance and Advice Services, which can or may not have a psychological approach in doing so (non psychological approaches are inserted in proposals, projects and actions of professional, educational and organizational orientation, based in performance evaluation, learners’ behaviour and socio-economic needs). Also schools should adapt their syllabus to the labour market demands. Teachers and educational providers also have an important role in guiding learners to develop their skills in order to answer to labour market needs, and in underlining the importance of investing in education.

According to Trading Economics, “Youth Unemployment Rate in European Union decreased to 18,50% in June from 18,70% in May of 2016”. Despite this decrease, numbers indicate that young people are the largest unemployed group in Europe. To fight this scenario, young people have to be reminded of the importance of developing their own skills by finding

Unit 3.1 – Awareness of the Labour Market Needs

(44)

additional training and additional experience, increasing the exposure of young people to the world of work, involving them in work placements that allow them to get a job.

Young people have to be aware and informed about the requirements and needs of the labour market in what concerns to the sector in which they are preparing to work in, both on education and experience levels. Together with Teachers and Career Guidance and Advice Services, the learners can get to know where to find relevant information, what are the skills they must have to answer to labour market needs and how to develop them in order to achieve a fast integration in the employment world.

Having all this in mind, the purpose of this Unit is to explain to what extend the labour market information can help learners to know how they can answer to its needs, what companies/employers look for in a candidate/employee, and what kind of skills should be improved by learners according to CAPE Needs Analysis carried out in the beginning of the project.

(45)

Unit 3.2 - Connecting with Employers

PREREQUISITES Understanding Labour Market Needs; knowledge of different social networks

CONTENT

 How to connect with employers – Existing means to apply for a job

 The importance of networking

 What schools can do to be a bridge between learners and employees

Material needed:

Flipchart Computer Speakers

Internet connection

Activity 1. Find methods of search for work

Example: Visiting companies, leaving the application, placing own announcements, searching in internet. Which is best according to you.

Activity 2. Plan the networking

Example: Invite the representative of firm to the school, in order to talk about the methods of the recruitment, ask for any other ideas, and organize a trip to the firm.

Activity 3. Organize “fair of the work” (simulation) at school

Invite many employers, initiate discussion between employers and learners, encourage learners to present their strong points (the skill of auto presentation).

RESOURCES/

REFERENCES

Sites:

https://careerservices.princeton.edu/undergraduate-learners/making- connections/meeting-people/potential-employers;

http://www.leedsbeckett.ac.uk/connecting-with-employers/;

https://beam.stanford.edu/learners/connect-employers-and-alumni;

Videos:

https://www.youtube.com/watch?v=RxizA3XzX9I;

https://www.youtube.com/watch?v=hNswremnpe8;

https://www.youtube.com/watch?v=ViHX3gzZCa8

(46)

Assessment of effectiveness by:

Feedback from learners, feedback from invited employers

1. What are the most important things you learned during these activities (learners and employers)?

2. Please rate the teacher’s activity in terms of its impact and usefulness in the following areas, using the scale below. Circle the numbers that apply to your opinions.

1 = Not useful at all 5 = Very useful

Area 1 2 3 4 5

Useful in your daily work (learners and employers) 1 2 3 4 5 Increasing your willingness to train and gain

qualifications (learners) 1 2 3 4 5

Increasing your willingness to cooperate with school

(employers) 1 2 3 4 5

Self-assessment:

 Understanding of the activities, subject content, needs of learners providing relevant information.

 Engagement in networking.

GLOSSARY Networking, i.e. professional contact network that allows a person to have higher probability to get a job position depending on its size.

(47)

“To make informed choices, people need access to excellent quality, comprehensive and impartial information and advice about local learning and work opportunities and their relevance to the labour market”

in “LMI Matters! Understanding Labour Market Information” (2004)

Knowing their own interests and skills is important for young people to plan their career for the future. Allying it to the knowledge of the labour market and what influences it makes learners/young people feel prepared to meet its demands and needs.

Thus, the first step of the process is to make a self-assessment – what does the learner knows about himself/herself? What’s his / hers area of interest? After doing a self-assessment, learners will know a little bit more about their personality, interests, skills and values. This way, learners can know what they are good at, what they can improve and identify the areas of interest to get some ideas about careers they can follow.

The second step is to explore the Labour Market Information (LMI). Understanding the labour market is an important step to find which careers give the best job opportunities. It provides data that ensures an informed choice, answering to questions such as:

 Where the jobs are,

 Who is hiring and when will hiring take place,

 What are working conditions like,

 How can candidates get education and training required,

 What are the skills a candidate has to possess in order to be hired.

The role of Teachers and Counsellors is to give to learners the opportunity to reflect deeply on the elements of their professional project, encouraging their self-knowledge and the identification of their interests and definition of their life project.

Focusing on the second step – explore Labour Market Information (LMI) – it is important to know its definition once it can have two different concepts: Labour Market Information and Labour Market Intelligence.

What does the labour market information tells you?

(48)

Both terms are use to describe the labour market but there are differences between them:

Labour Market Information Labour Market Intelligence Descriptive

Statistics Tables Graphics and Charts

Interpretative

Summarize, analyse, forecast and describe overall trends

Helps to understand Labour Market Information Labour Market Information

Includes all quantitative and qualitative information found in tables, spreadsheets, maps, graphics, and also includes analysis related to employment and workforce. It tells about jobs and wages, changes in industries, cities and communities, future trends and conditions, as well as employment statistics.

Quantitative information is based on numerical data, which can be taken from surveys that can include one entire population or samples of a population (ex. Census).

Qualitative information refers to data extract from in-depth interviews and focus groups. It is a more detailed information but it cannot be considered statistically representative of the larger population (ex. Interview with an employer).

Teachers and Career Guidance and Advice Services can help learners to assess all this information to establish how useful or valid they are to each one.

Learners/young employees can benefit if they base their decisions on LMI. There are key questions that must be asked in order to confirm the quality of the information:

 Where does the LMI come from (who produces it),

 How it was collected and what kind of questions were asked,

 What was the research carried out and if it is up to date,

 Does the research come from a reliable source.

Before knowing what kind of data one can take from LMI, it is important to know where to find it at a local, regional and/or European level.

LMI is collected in many different organizations, such as government departments, local governments and government agencies, as well as employer organizations, trade unions, professional organizations, national non-governmental organizations and academic and research establishments. National and international employment sites and also EURES (at an European level) also provides this information.

Labour Market Intelligence