del. 4 - ll2ii€¦ · 9 professional roles of integration agent integration agent operates within...
TRANSCRIPT
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Del. 4
Training curriculum
for professionals
Del. 5
Trainers´ package
2015
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CONTENTS
Introduction ............................................................................................................................................. 8
Professional roles of Integration Agent ..................................................................................................... 9
Criteria of the examination project .......................................................................................................... 12
Content of training curriculum and trainers´ package .............................................................................. 14
Module 1: Introduction ....................................................................................................................... 16
Training objectives ......................................................................................................................... 16
Subjects .......................................................................................................................................... 16
Example way training session (6 hours) .......................................................................................... 16
Homework for module 1 ................................................................................................................ 17
Supporting materials ....................................................................................................................... 18
Module 2: Counselling and making individual choices in integration process ...................................... 20
Training objectives ......................................................................................................................... 20
Subjects .......................................................................................................................................... 20
Example training session (6 hours) ................................................................................................. 20
Homework for module 2 ................................................................................................................ 22
Suggested literature in English ........................................................................................................ 22
Supporting materials ....................................................................................................................... 22
Module 3: Coaching and different types of dialogue with individuals .................................................. 24
Training objectives ......................................................................................................................... 24
Subjects .......................................................................................................................................... 24
Example training session (6 hours) ................................................................................................. 24
Homework for module 3 ................................................................................................................ 26
Suggested literature in English ........................................................................................................ 26
Supporting materials ....................................................................................................................... 26
Module 4: Social orientation: Active citizenship .................................................................................. 28
Training objectives ......................................................................................................................... 28
Subjects .......................................................................................................................................... 28
Example training session (6 hours) ................................................................................................. 28
Homework for module 4 ................................................................................................................ 29
Suggested literature in English ........................................................................................................ 30
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Supporting materials ....................................................................................................................... 30
Module 5: Key competences for the working life ................................................................................ 32
Training objectives ......................................................................................................................... 32
Subjects .......................................................................................................................................... 32
Example training session (6 hours) ................................................................................................. 32
Homework for module 5 ................................................................................................................ 33
Suggested literature in English ........................................................................................................ 34
Supporting materials ....................................................................................................................... 34
Module 6: Intercultural Communication ............................................................................................. 36
Training Objectives ........................................................................................................................ 36
Subjects .......................................................................................................................................... 36
Example training session (6 hours) ................................................................................................. 36
Homework for module 6 ................................................................................................................ 38
Suggested literature in English ........................................................................................................ 38
Supporting materials ....................................................................................................................... 38
Module 7: Individual action planning and regional cooperation. ICT-tool for cooperation .................. 40
Training objectives ......................................................................................................................... 40
Subjects .......................................................................................................................................... 40
Example training session (6 hours) ................................................................................................. 40
Homework for module 7 ................................................................................................................ 42
Suggested literature in English ........................................................................................................ 42
Supporting materials ....................................................................................................................... 42
Module 8: Presentation of examination project ................................................................................... 44
Training objectives ......................................................................................................................... 44
Trainers´ package.................................................................................................................................... 45
Module 1 ............................................................................................................................................ 46
1.1. Summary of Integration Agent Profile ................................................................................ 47
1.4. General theories of Career Guidance .................................................................................. 50
1.5. SWOT analysis ................................................................................................................... 52
1.6. Vision of gradual progression in career counselling ............................................................. 53
Module 2 ............................................................................................................................................ 56
2.1. Process description on how igma is introduced in general .................................................... 57
2.2. Feedback template on main elements of IA approach .......................................................... 59
2.3. Four stages of career choice, career counseling, long-term and short-term objectives ........... 60
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2.4. Self-awareness exercises ........................................................................................................ 62
Module 3 ............................................................................................................................................ 63
3.1 Career dialogue .................................................................................................................. 64
3.2. Types of Clients .................................................................................................................. 65
3.3. Client profiling.................................................................................................................... 67
3.4. Collecting client information ............................................................................................... 71
3.5. Example client profiles ....................................................................................................... 72
Module 4 ............................................................................................................................................ 73
4.1. Example of progression ladder ........................................................................................... 74
4.2. Active citizenship scale ....................................................................................................... 80
4.3. Motivational interviewing ................................................................................................... 84
Module 5 ............................................................................................................................................ 86
5.1. Lulea portfolio .................................................................................................................... 87
5.2. Example of work procedure for building a portfolio ........................................................... 89
Module 6 ............................................................................................................................................ 90
6.1. H-model ............................................................................................................................. 91
6.2. Exercise on H-model .......................................................................................................... 93
6.3. Hoffman’s TOPOI model .................................................................................................. 94
6.4. Exercise on TOPOI ........................................................................................................... 98
6.5. Intercultural dimensions ................................................................................................... 100
6.6. Exercise on intercultural dimensions ..................................................................................... 103
Module 7 .......................................................................................................................................... 104
7.1. SMART action planning ................................................................................................... 105
7.2. Network communication and sharing information ............................................................ 110
7.3. Summary sheet of 7 Habits ............................................................................................... 112
7.4. Igma ICT demo tool (trainers instruction) ........................................................................ 116
Module 8 .......................................................................................................................................... 118
8.1. Assessment sheet .............................................................................................................. 119
List of literature in English ............................................................................................................... 120
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INTRODUCTION
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Introduction
Integration Agent is a new profession which focuses on integration of long-term unemployed
and individuals with long distance to labour market through effective cooperation of local or
regional provision networks. Provision networks include different stakeholders responsible for
different steps of the integration path such as municipalities, local or regional authorities, public
employment offices, educational providers, employers, adult education providers, VET providers,
and other organisations.
This training is for professionals who already work in the field of labour market integration in the
above-mentioned organisations but need knowledge and skills for cooperating with others in
order to give better counselling and support to individuals based on their needs. An important
part of the education is the practical implementation of different training aspects directly after
each training session, followed by a presentation and analysis during the next session. This
ensures further step-by-step development of the individual professionals as well as the
development of the regional networks as a whole.
The training course consists of eight modules and is provided at distance with one classroom
session each month where the participants (representatives of different stakeholder organisations)
meet the trainer and each other. The duration of each classroom session is between four and
eight hours depending on the group. The last module is a presentation of the examination project
by the participants.
The course is aimed at the development of six professional roles which are considered to be the
core of professionals who work in the area of gradual progression in career development and
active citizenship issues. The work context of professionals, counselling long-term unemployed
and individuals with long distance to labour market, is also explicitly included in the training. The
appointed tasks at the end of each module, the feedback discussions during the classroom
sessions as well as examination project are intended to contribute to the development of these
roles.
This manual is a guideline for a trainer, which is divided into two parts - training curriculum and
trainers´ package. The curriculum describes each module in terms of learning objectives, main
subjects and guidelines for carrying out exercises and collecting feedback. The list of literature is
indicative and might be replaced by the trainer by the relevant literature in the native language of
the participants. It is important though to make sure the literature covers subjects, indicated in
the curricula, and supports training objectives of the course.
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Professional roles of Integration Agent
Integration Agent operates within or on behalf of local/regional integration support structures
and is able to make use of the available services in the most efficient way.
The main professional aspects of the work of Integration Agent therefore are:
Organising and running outreach activities to contact individuals and commit them to
enter the services;
Problem analysis and intake;
Mapping of services available in the regional provision network as well as at the labour
market;
Mapping of possibilities and hindrances of individuals (client-centred working);
Assuring agreement on objectives and actions with individuals and the provision network;
Arranging and implementing the agreed actions;
Guarding the ongoing arrangements and actions;
Securing the process in case of disturbances;
Evaluating outcome as well as quality of the process;
Repeating the process when necessary (gradual progression);
Reporting in a transparent way;
Follow-up individuals after the official program or action is finished;
Contributing to policy and management of own organisation (learning organisation);
Contributing to policy and arrangements of network partners (learning network);
Contributing to own professional development (learning as a professional).
To achieve the above objectives in the context of his/her work the Integration Agent needs to be
competent in the following six professional roles:
Career educator;
Career information and assessment expert;
Program and service manager;
Intervener and developer of social systems;
Career counsellor;
Reflective professional.
Career educator
In the role of career educator the Integration Agent supports individuals in
attaining and developing the career management competences for managing own
education and training as well as career development (including voluntary work).
This strengthens individual capacities of “Learning to Learn” and makes them
more self-managing as well as independent of service systems.
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Career information and assessment expert
In the role of career information and assessment expert the Integration Agent
supports individuals in assessing the personal characteristics and needs,
connecting them with information on opportunities and requirements in the
regional labour market and education systems.
Program and service manager
In the role of program and service manager the Integration Agent ensures that
provision of career guidance and counselling is delivered in close collaboration
with relevant provision networks. He/she ensures that quality and relevance of
the services provided are in accordance to individual needs and career objectives
(gradual progression perspective).
Intervener and developer of social systems
In the role of intervener and developer of social systems the Integration Agent
supports the individuals both in preventing failure but also in times of crisis.
Furthermore he/she improves education- and work-related environments
through networking, consultation and advocacy. Last but not least, he/she
contributes to the effectiveness of the services provided by the regional provision
network.
Career counsellor
As a career counsellor the Integration Agent supports individuals in helping
them understand their situation, to reflecting and to find solutions. The main
goal is to increase individuals´ self-management regarding education and work.
Reflective professional
The Integration agent is a reflective professional who regulates the relations
between clients, themselves and other stakeholders (e.g. labour office, local
authority, policy-makers, etc.). In doing so, the professional builds and maintains
constructive relationships, which also involves finding the balance between
his/her role and other peoples’ interests in order to deal with potential role
conflicts. To ensure his/her professionalism, the professional engages in reflective practice,
employs critical thinking, adopts professional values and adheres to ethical standards.
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The above roles require the development of knowledge and skills from three different
viewpoints:
The individual professional;
The organization in which the professional is working;
The regional provision network with responsibilities to promote integration to the labour
market, education and society.
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Criteria of the examination project
The examination project is a joint end product of a group with at least four participants from at
least two different organisations. The examination project is a coherent paper describing the
improvement plan for creating a more efficient network in participants´ own region for guidance
and activation of long-term unemployed and individuals with long distance to the labour market.
The project is aimed at development of a common cooperation strategy describing
responsibilities of provision organisations and individual professionals.
The following quality criteria should be met by the project paper. It should:
Be based on a critical analysis of the current situation in the region;
Refer to relevant literature of the training course;
Be based on Integration Agent vision and address all levels (individual professional,
organisation and network);
Be based on clear strategy, improvements and actions (incorporating tools and
instruments presented in the course);
Be based on clear strategy, improvements and actions (incorporate experiences on
guidance, action planning, intercultural communication, labour market knowledge, gained
during the training);
The strategy shall be based on commitment of managers of participants´ organisations
(internal promotion of strategy).
Each group prepares one Power Point presentation to demonstrate their strategy and plan at
the final training session. Each group prepares one joint report of minimum 15 and
maximum 25 pages.
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TRAINING CURRICULUM
FOR PROFESSIONALS
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Content of training curriculum and trainers´ package
All modules of the training curriculum have a similar structure:
Training objectives based on professional roles;
List of subjects which are required to be covered in the module and examples of how
these subjects shall be dealt with including relevant exercises and feedback as well as
assignment description and a list of supporting materials;
Discussion and feedback assignments.
The duration of each classroom session is between four and eight hours depending on
the group.
Trainers´ package includes:
Supporting documents, exercises and methodological tools recommended for each
module.
OBS! Integration Agent is abbreviated as IA in the curriculum and trainers´ package.
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MODULE 1:
INTRODUCTION
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Module 1: Introduction
Training objectives:
Training objectives
Relating to professional roles of IA
Understanding of own competences in relation to IA profile
Reflective professional
Understanding of general principles of gradual progression
Career educator Career information and assessment expert
General understanding of cooperation methodology at individual, organisational
and regional levels
Career counsellor Program and service manager
Intervener and developer of social systems
Subjects
o Introduction o Presentation of IA profile and reflection o Introduction of popular career guidance theories o Introduction on 3-level methodological framework of IA o Reflection on the methodological framework and own experiences o Explanation of examination project o Assignment and closure
Example way training session (6 hours)
Introduction of the trainer (10´).
Introduction of the training course with focus on labour market needs of this kind of
professional and career opportunities for the participants (30´).
Introduction of participants with focus on their professional background, current work
context as well as tasks and responsibilities in relation to labour market integration (40´).
Presentation of Integration Agent profile including 6 professional roles and main
professional areas. Discussion with participants on the different professional roles
described and finding the similarities with the current roles of the participants in their
organisations, and needs for having them (30´).
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Task 1: Participants discuss in small groups their preferred development areas based on
the 6 different roles in relation to their current work (30`).
Participants present those areas in their groups and trainer writes them down as a list
which is later matched with IA professional areas (20`)
General Introduction on some main theories on Career Counselling (20`).
IA methodology: Explanation of the specific vision on the career counselling and
guidance with focus on Distance to Labour Market of each individual. Presentation of
two best practices regarding introduction of IA methodology for more efficient
integration in Sweden and the United Kingdom of Great Britain. The results and
consequences of such approach for the individual counsellors/coaches (40`).
Task 2: Participants discuss how their organisations can benefit from this kind of
counselling and cooperation approach. Participants discuss how they, as professionals
responsible for integration, can benefit from cooperating with each other. Participants
reflect on the effects of improved guidance competences in their own context (30`).
Feedback and repetition: Explanation of the intended impact of joint measures for
integration at three levels: a) strengthening network and ideas of co-makership, b) effectiveness and
efficiency of the organisations, scope and impact of guidance and counselling, c) introduction of more
outcome and client centred attitude and approaches. Reflection on the role of IA professional in this
context as a gate keeper and change agent (30´).
Explanation of the examination project at the end of the training course (20´).
Homework for module 1:
1. Prepare a short and sharp (individual) report with the description of your own
organisation and your own role in regards to integration.
The presentation shall give the overview of:
Current task and responsibility of participant´s organization.
Current approach and service.
SWOT regarding tasks and responsibilities as well as services (Participants need to explain
different SWOT areas from the own perspective as well as their managers´ perspective.
Participants shall describe own tasks and responsibilities as well as own ambition).
Description of the in-, through- and outflow of clients in participant´s organisation and
areas for improvement.
The report shall comprise app. 5-7 pages.
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2. Prepare the Power Point about the report for max 10 minutes per presentation.
3. Read literature for module 1.
Suggested literature in English
1. “Profile of the European Integration Agent” // IGMA 2 project, 2014 2. Hooley, T., Matheson, J., Watts, A.G., “Advancing Ambitions: The role of Career
Guidance in supporting Social Mobility”; University of Derby, United Kingdom, 2014
3. Zikic, J., Franklin, M., “Enriching careers and lives: introducing a positive, holistic and
narrative career counselling method that bridges theory and practice.” Journal of
Employment Counselling 47 (2010): 180-190.
4. Patton, W., McMahon, M., “the Systems theory framework of career development and
counselling: connecting theory and practice.” International Journal for the Advancement of
Counselling 28 (2006): 153-166.
5. Hand-out “Igma methodology for career counselling”, igma project, 2011
Supporting materials:
1.1. Summary of Integration Agent Profile
1.2. PPT Lulea case
1.3. PPT igma methodological framework
1.4. General theories of Career Guidance
1.5. SWOT analysis
1.6. Vision of gradual progression in career counselling
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MODULE 2:
COUNSELLING AND MAKING
INDIVIDUAL CHOICES
IN INTEGRATION PROCESS
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Module 2: Counselling and making individual choices in
integration process
Training objectives
Training objectives
Relating to professional roles of IA
Knowledge and insight in function and nature of gradual progression and how this
influences counselling
Career educator Career counsellor
Knowledge and insight in the process of making individual choice
Career educator Career counsellor
Knowledge and insight in methods to increase self-insight
Career information and assessment expert Career educator
Subjects
o Introduction
o Presentation of homework
o Collection and feedback on some common findings
o Brainstorming on what regional network needs to improve impact
o Introduction of client-centered approach and the role of gradual
progression
o Introduction of career counseling and guidance process
o Gradual progression and choice making
o Raising self-awareness and self –insight (exercises)
o Assignment and closure
Example training session (6 hours)
Discussion and feedback on homework for module 1
Presentations of Power Points by the participants. Discussion of findings of the
homework with focus on: a) process of an individual client through organisations and
through the network; b) what part of the process is functioning well; c) what part of the
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process can benefit from improvements; d) how clients “judge” the efficiency of services;
e) common problems of all the organisations. (60´)
Feedback and repetition: Focus on general elements in individual client´s process of
entering labour market and developing active citizenship. Feedback on process
description of some participants. Pointing out the common trends in the participants´
presentations. (20`)
The process of counselling and making choices
Explanation of method of gradual progression and the progression ladder, step-by-step
process of a client toward a certain individual goal. Short presentation of “Lulea case” as
an illustration of the best practice. (50´)
Task 1: Participants discuss the required change in their organizations in order to start
cooperating according to a progression ladder. (30´)
Feedback and repetition (issues to reflect on as part of conceptual framework of IA):
o All organisations of the network need to have one and the same vision on problems and solutions. Even within organisations the professionals need to have the same vision.
o The IA needs to think about individual client´s needs and goals which need be concrete and achievable.
o The IA needs to understand the road of individual client´s integration in a step-by-
step description.
o The IA needs to take into account the development challenges of each client,
developing their self-esteem, self-management for employment and active citizenship.
o The IA needs to take responsibility for organization and resources.
o The IA needs to promote (and be a promotor of) good collaboration with other
stakeholders in the region working with integration into labour market. (30´)
Description of the career counseling and guidance processes: a) general stages of the process; b) requirements for the four stages of the process; c) additional requirements for an effective entrance to adult education and the labour market; d) essential elements of a choice process. (60´)
Feedback and repetition: clients at least encounter two different types of making choice – short-term and long-term. Long term is the final goal at the progression ladder while the short choice relates to each step of the ladder (the choice of the next step in the integration process). The trainer presents the example of a progression ladder and how it is used in “Lulea case”. (20´)
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Task 2: Participants exercise to stimulate clients to get a better understanding of their own strengths and weaknesses as well as of own perception in terms of ambitions and dreams (Hand-out 2.4). The task of the professional IA is to change the individual way of perceiving things, to raise a sense of reality and to develop own strengths. (30´)
Homework for module 2
1. In a group of minimum 4-5 participants representing at least 2 different organisations
prepare a progression ladder of the institutes their organisations are collaborating with.
Visualise the type of relationship which exists (active or passive collaboration, the process
of sharing individual information, the process of sending of individuals from one
organisation to the other, specific issues etc.). Describe for which steps of the ladder the
partners in your network contribute to and where they ideally could contribute to. Check
your group suggestions with your managers and incorporate their findings in your group
presentation.
2. Describe as a group how you could make use of the other organisations in your region to
support / facilitate the process of orientation and making choices.
3. Prepare a Power Point presentation covering the above two tasks for app. 10 minutes.
4. Read literature for module 2.
Suggested literature in English
1. Law, B., “Career learning thinking for contemporary working life”, The Career Learning
Café, London, 2010.
2. Law, B., “Career Learning space: New DOTS: Career learning for the Contemporary
world”, British Journal of Guidance and Counselling, 27(1999): 35-54.
3. Watts, A. G. Career Development Learning and Employability. Heslington: Higher
Education Academy, 2006.
Supporting materials
2.1 Process description on how to introduce igma 2.2 Feedback template on main elements of IA approach 2.3 Four stages of a career choice, career counseling, long-term and short-term objectives 2.4 Self-awareness exercises
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MODULE 3:
COACHING AND
DIFFERENT TYPES OF DIALOGUE
WITH INDIVIDUALS
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Module 3: Coaching and different types of dialogue with
individuals
Training objectives
Training objectives
Relating to professional roles of IA
Knowledge and insight in opportunities to support the process of making choices
Career counsellor Career information and assessment expert
Insight in opportunities of regional network in the process of making choices
Program and service manager Intervener and developer of social systems
Knowledge and insight in different types of dialogue with individuals
Career educator Career counsellor
Subjects
o Introduction o Presentation of homework and feedback o Coaching and conversation styles o Exercises: working with different forms of conversation o Types of clients: dealing with shy, dominant and pleasing clients o Brainstorm on conditions for information exchange o Assignment and closure
Example training session (6 hours)
Discussion and feedback on task of module 2
Presentations of homework by the participants. Discussion of findings of the homework
with focus on: a) what is striking participants´ attention? What is already strongly
developed and what is rather weak in the current network? What steps are missing? What
additional measures / activities are required for each step to make the integration process
smoother? How this can be achieved? How the IA professionals make more use of the
opportunities the progression ladder is offering for supporting the individual clients?
(60´)
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Coaching and the different types of dialogue with individuals talking with clients instead
of to clients
Group discussion on sort of conversation we have with our clients. (20´)
Task 1: Role-play on how participants currently are dealing with clients: a client who
comes in for information; a client who comes in with a problem. Role-play and group
observation follow by feedback by the group and the trainer. (40´)
Introduction of different types of conversation and their main characteristics with focus
on the following topics: a) dialogue for identifying problems; b) active listening including
such techniques as summarizing, paraphrasing, reflection of feelings, empathy; d)
interview techniques; e) tasks and responsibilities of IA professional in handling these
kind of conversations and dialogues; f) different roles of IA professional. (60´)
Task 2: Focus on career dialogue encountering a crossroad in the career path.
Participants organize a role-play where some participants play clients submitting job
applications and fail. Some participants play coaches using 6 elements of career dialogue
(use hand out 3.1). Role-play and group observation follow by feedback by the group and
the trainer. (40´)
Group discussion on the topic “How do we assure that we talk with clients instead of to
clients?” (20´)
Summarising some important conditions which relate to dialogue for identifying
problems as well as giving advice:
* Process of making choices Do clients know what they want / what they can?
* On the process and aspects of profiling Do IA professionals know enough about their
clients to be able to guide and to motivate them, to explore own strengths and weaknesses, to explore
opportunities and use all this to make a choice? What do we actually know and how do we use that
knowledge? (30´)
Discussion on strategies and advice on how to deal with shy clients, dominant clients,
pleasing clients. What are important conditions to be able to learn more about the
individual clients? How could IA professional ensure those conditions? (15´)
Feedback and repetition on the topics of: respect, transparency, communication, realism
in individual choices, achievable goals, well-appointed and shared responsibilities in the
provision network. (15´)
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Homework for module 3
1. In a group of minimum 4-5 participants representing at least 2 different organisations
design a common progression ladder for the clients they work within their organisations.
Place each one of your individual clients at a concrete step of the ladder. Give an
evidence of why the specific step is chosen. Then describe the challenge in taking the
next step on the ladder for each of the clients and explain why. Describe what
information is officially collected by your organizations according to the general current
procedures.
2. Prepare a short presentation on the above issues. Describe in A4 page your joint
suggestions to improve the current situation in order to support clients in a better way.
Collect feedback from your managers and incorporate their ideas/remarks in your group
report/presentation. Presentation shall take maximum 10 minutes per group.
3. Read literature for module 3.
Suggested literature in English
1. Kuijpers, M., Meijers, F., “Career Learning. Research and practice in Education”; Euroguidance, ‘sHertogenbosch, Netherlands, 2009. Chapters 1, 3, 10, 11
Supporting materials
3.1 Career dialogue
3.2 Types of clients
3.3 Client profiling
3.4 Collecting client information
3.5 Example client profiles (for exercises)
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MODULE 4
SOCIAL ORIENTATION:
ACTIVE CITIZENSHIP
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Module 4: Social orientation: Active citizenship
Training objectives
Training objectives
Relating to professional roles of IA
Knowledge and insight in the Active Citizenship Scale (ACS) as indicator and
policy instrument
Program and service manager Career educator
Able to use different tools for social orientation
Career counsellor Career information and assessment expert
Knowledge of motivational interviewing Career educator
Career counsellor
Subjects
o Introduction o Presentation of homework and feedback o Presentation of example progress ladder and its definition’s o Introduction on Active Citizenship Scale o Motivational interviewing o Exercises on motivational interviewing o Assignment and closure
Example training session (6 hours)
Discussion and feedback on the task of module 3
Presentations of homework by the participants. Discussion of findings of the homework
with focus on: a) the description of each organization at the ladder including specific
services and responsibilities; b) discussion on challenges for the individual client and the
role and responsibility of the IA professional; c) reflection if the ladder covers the whole
process or there are steps which are missing; d) presentation about positioning of clients
on the ladder and identification of the next achievable step for each individual client; e)
discussion on the “proofs” that the next step of the client is realistic and based on
individual needs; f) discussion of the current resources of which organisation and what
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resources are missing; g) reflection if the IA professional “really knows” each individual
client. (60´ + 60´)
Active Citizenship and motivation
Introduction on Active Citizenship Scale (ACS): explanation and usage of the scale,
website and motivational toolkit. Discussion of practical examples for implementation of
ACS for counselling and guidance. Individual clients which low score on this scale require
a lot of investment (time, programs, and personal resources) to go to the next step of the
ACS, meaning one step closer to social inclusion and integration. Those individuals who
are at the first step of ACS and have no/a few social contacts require a lot of focus on
finding and strengthening their motivation. Motivational conversation is one of the
methods to help clients in finding their motivational forces themselves. (60´)
Discussion of hand out on Motivational Interviewing: structure and example questions.
(60´)
Task 1: Role-plays in small groups preparing the motivation interview with focus on:
individual ambition, challenge and fears as well as finding out a way to cope with them.
Exercise is video-taped and later on discussed and commented by all. This exercise is
followed by the discussion on roles of the IA professional. (60´)
Homework for module 4
1. In a group of minimum 4-5 participants representing at least 2 different organisations
choose three of your current clients and describe their position on the ACS. What do you
want to achieve as ultimate goal? What is their main challenge? Which exercise(s) /
activities could you use to support the process they are going through?
2. Describe two or three realistic actions with focus on your actions as the IA professional
and the needs of the individual client. Describe how your organisations could benefit
from this scale in terms of company policy / choice and focus of services. Are you
missing services? What improvement suggestions can you come up with? What is
required to be able to actually improve?
3. Prepare the Power Point presentation for maximum 10 minutes.
4. Read literature for module 4.
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Suggested literature in English
1. Arthur, N., and M. McMahon. "Multicultural Career Counselling: Theoretical
Applications of the Systems Theory Framework." The Career Development Quarterly 53
(2005): 208-22.
2. Rollnick, Stephen, William R. Miller, and Christopher Butler. Motivational Interviewing in
Health Care: Helping Patients Change Behavior. New York: Guilford, 2008.
Supporting materials
4.1 Example of progression ladder
4.2 Active Citizenship Scale and concept
4.3 Motivational interviewing
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MODULE 5:
KEY COMPETENCES
FOR THE WORKING LIFE
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Module 5: Key competences for the working life
Training objectives
Training objectives
Relating to professional roles of IA
Insight in the importance of key competences for participation in labour
through adult education Career educator
Knowledge of ways to recognize and reward key competences
Career information and assessment expert
Insight in the possibilities of the regional network for the development of key
competences
Program and service manager Intervener and developer of social systems
Subjects
o Introduction o Presentation of homework and feedback o Brainstorm on key competences for employers o Introduction on European Key Competences for Life Long Learning o Using the concept of key competences (assessment, attainment) o Key competences and the three levels of the methodological framework o Key competences and the role of the coach o Assignment and closure
Example training session (6 hours)
Discussion and feedback on task of module 4
Presentations of homework by the participants. Discussion of findings of the homework
with focus on the position of the clients on specific steps on ACS and the required next
actions / suggestions for improvement. (60´)
Joint discussion on the options the IA professional has in the region to organise such
actions for the individual clients. Is the action realistic, achievable for the client? Is it
indeed the most logical next step? Are there enough resources (client level, own
organisation, network)? What is (ideally) desirable / what is realistic? (40´)
33
Discussion and brainstorm on regional policy and the function and possibilities of
looking at people through ACS. “Lulea case” is presented as example of how regional
services need to expand to be able to reach ACS 1 clients. (40´)
Key competences for labour market and adult education
Introduction on the 8 European Key Competences (ERF) for Life Long Learning and
active citizenship. Definition of each competence and usage of them for more efficient
counselling and guidance of individuals.
Alternative: trainer collects job vacancies and hand them out: in groups participants
discuss what competences all these vacancies have in common. (40´)
Discussion in small groups following by a common discussion with focus on the
following questions: a) Are these indeed the key competences which people need to have
to enter labour market / adult education? What competences are important from the
view of an employer, for getting a job? Discussion on the overlap between ERF and what
employers will are looking for. (20´)
Task 1: Participants make inventory on most relevant key competences from the
perspective of employers and voluntary work. How can IA professionals check whether
they are indeed the most relevant ones? How do / can we deal with level of attainment?
(40´)
Hand out “Portfolio of Key Competences” identified by the employers in Lulea case.
Discussion on what the attainment level means for the position of the client on the
progress ladder in terms of his/her resources? What does this mean for the role of the
IA professional? How can IA demonstrate to their clients what minimum requirements
are? Consequences for policy at regional level? (60´)
Homework for module 5
1. Each group of minimum 4-5 participants representing at least 2 different organisations
does research in the own region to establish the possibilities for the development of key
competences (from the perspective of regular services, employer perspective as well as
for voluntary work).
2. Each group chooses two or three clients to describe the current attainment level of their
competences. How can they demonstrate proof of the attainment? What needs to be the
prioritized? How can the IA professional use the current regional network for the clients´
development? What is required to put this into action?
3. Discuss the above issues with managers of the different organisations and prepare Power
Point presentation for maximum 10 minutes.
4. Read the literature for module 5.
34
Suggested literature in English
1. "Key Competences for Lifelong Learning — a European Reference Framework." Official Journal of the European Union (2006): n. pag. 30 Dec. 2006. Web. 20 Mar. 2015.
2. Practical Methodology for Acquiring Key Competences of EU Reference Framework through Continuous VET (PR-ERF). Department for International Cooperation, Folkuniversitetet Uppsala, n.d. Web. 20 Mar. 2015. <www.prerf.eu>.
Supporting materials
5.1 Lulea portfolio
5.2 Example of work procedure for building a portfolio
35
MODULE 6:
INTERCULTURAL COMMUNICATION
36
Module 6: Intercultural Communication
Training Objectives
Training objectives
Relating to professional roles of IA
Knowledge of aspects which influence effective communication
Career counsellor Career educator
Knowledge of intercultural aspects in communication
Career counsellor Career educator
Knowledge and insight in dealing with intercultural aspects in communication
Career counsellor Career educator
Subjects
o Introduction o Presentation of homework and feedback o H-model o Working with TOPOI o Cultural dimensions and the implication for guidance and coaching o Assignment and closure
Example training session (6 hours)
Feedback on homework for module 5
Presentations of homework by the participants with focus on individual clients they
selected and the relevant key competences needed for their integration. The participants
explain what the required attainment level is as well as what they are going to develop.
Suggestions on how (available resources, required resources and how to organise). (60´)
Feedback and discussion in the group on how the participants will use their regional
network to guide individual clients towards key competences required by employers.
Presentations with suggestions for improvement of the current services. (30´)
37
Intercultural communication and coaching
Explanation of the H-model for coaching. H-model is used for the inventory of the
current situation of a client: the ambition, the resources as well as the barriers. This helps
to make decisions on the next relevant and achievable action. (30´)
Task 1: Participants discuss in groups one of their clients (preferably the one presented in
the homework presentation for this unit). They need to discuss barriers and how to solve
them using the H-model. The important aspect is to brainstorm on the role of the IA
professional in this process. What is IA required to do? (30´)
Short feedback and repetition: the H-model helps the coach to systematically analyse the
position and options of the client: what the client wants, what he/she needs, what the
client already is capable of and what should therefore be the next development step. (20´)
Introduction of Hoffman’s TOPOI model: discerning different aspects in
communication. (20´)
Task 2: In small groups the participants study 5 areas of communication and apply those
areas for the client. What area can they foresee potential misunderstanding? How can
they deal with this situation as professionals? (20´)
Task 3: Participants make inventory of the different findings in a big group and
summarise. (20´)
Introduction of 5 cultural dimensions of the Hofstede model. (20´)
Task 4: In small groups participants map main cultural differences between one or two
individual clients coming from another country and the host country. (20´)
Task 5: Participants discuss in a big group if they recognize the described dimensions
from their own experiences. (15´)
Feedback and repetition: the Hofstede model does not offer the truth in every situation.
IA professionals deal with individuals with different cultural background. The model
demonstrates that sometimes we are not aware of influence of our own cultural heritage
on our behavior and communication. Therefore it helps to look at people from a
different perspective offering support and explanations when needed. (15´)
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Homework for module 6
1. Each group of minimum 4-5 participants representing at least 2 different organisations
apply the Hofstede model for analysing cultural differences of 3 individual clients with
focus on the following issues: a) describe your experience with the clients; b) what went
well and how the communication could be improved; c) does the model offer you a new
view on your client and expectations (your clients’ as well as your own)?
2. Prepare presentation for maximum 10 minute describing the findings.
3. Read the literature for module 6.
Suggested literature in English
1. Jacobs, A. Cross-cultural Communication. Groningen: Noordhoff, 2012.
2. Nunez, C., Nunnez-Mahdi, R., Popma, L., “Intercultural Sensitivity”, Royal van Gorcum,
Assen, Netherland, 2008.
Supporting materials
6.1 H-model
6.2 Exercise on H-model
6.3 Hoffman’s TOPOI-model
6.4 Exercise on TOPOI
6.5 Intercultural dimensions
6.6 Exercise on intercultural dimensions
39
MODULE 7:
INDIVIDUAL ACTION PLANNING
AND REGIONAL COOPERATION.
ICT-TOOL FOR COOPERATION
40
Module 7: Individual action planning and regional cooperation.
ICT-tool for cooperation
Training objectives
Training objectives
Relating to professional roles of IA
Knowledge and insight in result-focused action planning
Career counsellor
Knowledge and insight in coaching of individual clients based on their action plan
Career counsellor Career educator
Knowledge and experience in approaches to increase clients’ self-management
Career counsellor Career educator
Knowledge and insight in use of progress ladder in ICT
Career counsellor
Subjects
o Introduction o Presentation of homework and feedback o SMART action planning o Group work on action planning o Discussion on 7 habit of Highly Effective people and professionalism o Introduction of ICT tool and practical work o Discussion on usage for the 3 levels of the methodological framework o Assignment and Closure
Example training session (6 hours)
Feedback on homework for module 6
Presentations of homework by the participants with focus on their experiences in dealing
with clients with different cultural backgrounds. (50´)
General discussion on the following topics: a) what are the perceived differences
according to the Hofstede model? How could one deal with those differences? How does
41
this knowledge help to be a better IA professional and support individual clients in a
more efficient way? (10´)
Action Planning and Coaching
Introduction of action planning, working SMART and their connection to the progress
ladder. The individual action plan is the list of actions as well as mutual responsibility
between the IA professional and individual client. Focus on the following aspects of
action planning: a) what criteria an action plan needs to comply to? b) What SMART
means and how it helps focusing on the required actions of an action plan? c) How this
relates to the progress ladder? (30´)
Task 1: In small groups the participants make a short action plan (planning the next
action) for one of their clients. For the chosen cases the group discusses: a) the position
of this client on the progress ladder; b) barriers which they find by using the H-model
systematically for describing discrepancies between wishes and achievable goal; c) current
situation (thinking, doing, feeling); d) competences of the client; e) the potential cultural
differences according to the Hofstede model and how to deal with them; f) combine all
the above elements and develop the next achievable step; g) describe this action in a
SMART way, dividing the required responsibilities for the client and coach. (50´)
Task 2: The groups shortly present their experiences of this exercise: what went well,
what was difficult, how could they improve themselves? (10´)
Task 3: Participants discuss whether responsibilities are clear and are divided in a way
that they indeed stimulate self-management. The other topic of discussion is how to
communicate in the provision network about the clients (needs/ services) (feedback:
hand-out 7.2) (20´)
Introduction on Self-management and personal effectiveness based on main points of S.
Covey “7 Habits of Highly effective people”. (40´)
Task 4: Participants reflect on their own habits: a) how do they deal with those 7 habits?
b) What can they learn from this? c) How do the individual clients, discussed in a
homework part, they score on these 7 habits? d) What does this mean for the IA
professional in their work relation with clients? e) What are the main development points
for each participant? (20´)
ICT tool for cooperation in the network
Presentation of igma2 software with 3 main aspects: a) the client input aspect; b) the monitoring aspects; c) the reporting aspects. Short explanation of the 3 different levels on how outcome statistics can be used. (20´)
42
Discussion on effects and benefits of a common ICT platform for the network. (30´)
Discussion of how such an instrument can contribute to individual, organisational and regional development of services and expertise. How the cooperation between different organisation could be improved and why? (20´)
Homework for module 7
1. Prepare the examination project in a group of 3 or 4 participants.
2. Read the literature for module 7.
Suggested literature in English
1. Covey, Stephen R. The 7 Habits of Highly Effective People. London: Simon & Schuster, 2005.
2. Igma2 online information management system
URL: http://xlab.bee.gr/igma User name: dimitra Password: Dimitra
Supporting materials
7.1 SMART action planning
7.2 Network communication and sharing information
7.3 Summary sheet of 7 Habits
7.4 igma ICT tool
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MODULE 8:
PRESENTATION OF
EXAMINATION PROJECT
44
Module 8: Presentation of examination project
Training objectives
Training objectives
Relating to professional roles of IA
Demonstration of knowledge and skills on cooperation methodology for more
efficient integration of individuals into the labour market
All 6 professional roles
Demonstration of knowledge and skills of applying the cooperation methodology at
individual, organisational and network levels
All 6 professional roles
Main bullets of the training session:
Presentation of the examination projects in groups
Evaluation and feedback by the participants
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TRAINERS´ PACKAGE
46
Module 1
1.1. Summary of Integration Agent Profile
1.2. PPT Lulea case
1.3. PPT igma methodological framework
1.4. General theories of Career Guidance
1.5. SWOT analysis
1.6. Vision of gradual progression in career counselling
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1.1. Summary of Integration Agent Profile
Igma methodology
In order for provision networks to cooperate in the efficient and meaningful way the
professionalization of the involved stakeholder representatives is needed. The goal of igma
training is to make the cooperation between different organisations in the region to be more
systematic and sustainable. The efficient cooperation according to igma methodology is a
continuous routine with clear quality procedures rather than random process depending on
individual professionals.
The course is based on the development of 5 professional roles which are considered to be the
core of professionals who work in the area of career guidance and counselling, so called
Integration Agents. The profile is adapted to incorporate vision and methodology of the gradual
progression and active citizenship issues. The work context of professionals counselling low-
skilled into labour through adult education is also explicitly included in the profile.
Integration Agent operates within or on behalf of regional or local social welfare and support
structures, and is able to make use of the services available in the most efficient way and is able to
create alternatives when needed.
The main areas of responsibilities of Integration Agent therefore are:
1. Organising and running outreach activities to contact individuals and commit them to
enter the services.
2. Problem analysis and intake.
3. Mapping of services available in the regional provision network as well as in labour.
4. Mapping of possibilities and hindrances of individuals (client-cantered working).
5. Agreement on objective and first required actions with individual and provision network.
6. Arranging and implementing the agreed actions.
7. Guarding the ongoing arrangements and actions.
8. Securing the process in case of disturbances.
9. Evaluating outcome as well as quality of the process.
10. Repeating the process when necessary (gradual progression).
11. Reporting in a transparent way.
12. Follow-up the individual after the official program or action is finished.
13. Contributing to development of own organisation (learning organisation).
14. Contributing to development of network partners (learning network).
15. Contributing to own professional development (learning as a professional).
To achieve the above objectives in a professional way the Integration Agent needs to be
competent in the following roles:
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Career educator
In the role of career educator the Integration Agent supports individuals in
attaining and developing the career management competences for managing own
education and training as well as career development (including voluntary work).
This strengthens individual capacities of “Learning to Learn” and makes them
more self-managing as well as independent of service systems.
Career information and assessment expert
In the role of career information and assessment expert the Integration Agent
supports individuals in assessing the personal characteristics and needs, connecting
them with information on opportunities and requirements in the regional labour
market and education systems.
Program and service manager
In the role of program and service manager the Integration Agent ensures that
provision of career guidance and counselling is delivered in close collaboration
with relevant provision networks. He/she ensures that quality and relevance of
the services provided are in accordance to individual needs and career objectives
(gradual progression perspective).
Intervener and developer of social systems
In the role of intervener and developer of social systems the Integration Agent
supports the individuals both in preventing failure but also in times of crisis.
Furthermore he/she improves education- and work-related environments through
networking, consultation and advocacy. Last but not least, he/she contributes to
the effectiveness of the services provided by the regional provision network.
Career counsellor
As a career counsellor the Integration Agent supports individuals in helping them
understand their situation, to reflecting and to find solutions. The main goal is to
increase individuals´ self-management regarding education and work.
Reflective professional
The Integration agent is a reflective professional who regulates the relations
between clients, themselves and other stakeholders (e.g. labour office, local
authority, policy-makers, etc.). In doing so, the professional builds and maintains
49
constructive relationships, which also involves finding the balance between his/her role and
other peoples’ interests in order to deal with potential role conflicts. To ensure his/her
professionalism, the professional engages in reflective practice, employs critical thinking, adopts
professional values and adheres to ethical standards.
The above roles require the development of knowledge and skills from three different
viewpoints:
The individual professional;
The organization in which the professional is working;
The regional provision network with responsibilities to promote integration to the labour
market, education and society.
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1.4. General theories of Career Guidance
Origins of career guidance go back to the early 20th century. This profession is influenced by
approaches from therapeutic counselling, organizational psychology, sociology and management
studies. Roughly we can differentiate between two general orientations.
Diagnosis Recipe approaches Process-oriented approaches
Characteristics: Characteristics:
Focus on assessment / psychometric tradition Focus on investigation / the question behind
the question
Focus on answering questions Focus on dialogue
Focus on quick intervention Focus on growth (insight, self- management)
Relative low in costs Relative high in costs
One moment in time picture Development process
Area:
- School assessments, first rough career
choices / school choices
- Clients with very clear career question
- Rough matching issues
- Large scale
Area:
- Career education and advice
- Lifelong Learning
- Clients with no clear or realistic career
ambitions
- Highly individual
The Diagnosis Recipe approaches have in common a strong focus on assessing and testing, using
calibrated test to generate clients´ answers. They are strongly influenced by more behavioral and
psychometric approaches of psychology. Large scale usage is often promoted at governmental
level as a way to generate universal answers on, for example, willingness of students regarding
entrance to certain school levels.
In the process-oriented approaches the differentiations in different theoretical perspectives are
influenced by what aspects key moments of life are perceived as relevant according to the
judgment of the counselor.
51
Person Environment Fit Theories People seek occupations which are in line with
preferences for particular work activities
(Weak evidence, focus on jobs, abilities and
dispositions)
Rational process
Development Theories (based on
developmental psychology)
Managing careers is a continuous process
going on through one’s life; 4 major stages.
Use of developmental concepts
Form comprehensive picture of clients career
development, self-awareness, decision making.
Much energy on the first stage (young people);
less on others.
Focus on discussion about “maturity” and how
to measure it.
Narrative approaches (late 90’s) Storytelling; non rational process.
Action Theory Focus on behavior, cognitions and social
meaning (own as well as others) of goal
directed actions of individuals in career
development
It asks attention for social meaning and
context; non-rational process
Therapeutic counselling theories
Person centred
Psychodynamic
Focus on: fulfillment of personal identity by
understanding how individual constructs the
world;
Focus on early experiences; individual may not
be aware of own motives. Counsellor – client
relationship
Non-rational process
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1.5. SWOT analysis
53
1.6. Vision of gradual progression in career counselling
Igma methodology
The igma methodology is about working client-centred and goal-oriented, addressing individual
needs when relevant and using the network capacity in a more optimal way. Working client-
centred means: getting to know your client. Some clients require more time and some require
less. The counsellor needs to find a way to become more effective and result-oriented.
The Igma methodology starts with a vision on career counselling since that is the basis on which
we work with clients. In the second paragraph the progress concept will be introduced and
explained. In the third paragraph the concept and the vision are combined together to form the
igma framework. Finally, it will be explained how the igma framework relates to the work process
of the organizations in the network and the way this framework challenges its development.
Vision on career counselling and guidance
Some view careers and the work of guidance counsellors and case managers as simply following a
straightforward path that leads people from A to B. One can distinguish a clear starting point and
end of the career path. According to this vision we know where the individual stands and where
we want the individual to go to. The followed counselling path seems fairly organized as well as
the instruments that are used during the counselling. We bring in standard products and standard
services that will do the job. Often we do not ask whether they are of help or not. Although
sometimes we use other products according to the sponsor`s vision on career development. It
might be local / national authority or other fund-giver. This view might be summarized as a
product type approach. It might be compared with going to a doctor to get a prescription.
There is another vision on careers choices. Career choice is developed as a result of one’s
surrounding, family, friends, circumstances, personal believes, motivation etc. All these factors
are elements that influence a career path. Therefore a career is seldom a straight line. Goals
seeming clear at the beginning appear to be ambiguous and new ones constantly develop. Again
and again an individual has to make choices. The labour market forces people in this position
more than before. Lifetime employment is no longer usual. This requires a different approach to
career counselling and guidance.
We expect people to manage their careers themselves. Most of the employers share this view.
Therefore, from this point of view, career counselling and case management has to be directed at
enabling individuals to become self-managing. This implies that career counselling and case
management has to be viewed as a process in which people learn how to manage their own
career, an attitude that they need to have through life.
This latter approach has consequences for the role of career counsellors and case managers. In
this case a counsellor does not offer specific instruments or ready solutions for individual career
goals. Instead counselling implies preparing, guiding and supporting individual in such a way that
he/she can find his/her own way independently, learning to overcome obstructions and to find
54
solutions on the way. Thus counselling is directed at teaching the individual to cope with career
problems and to learn from previous experiences. The counsellor teaches the individual to
manage his/her talents and to get a grip on the future. This can only be done successfully if a
counsellor/case manager is able to build a trusting relationship with a client. A counsellor/ case
manager has different roles and responsibilities while interacting with a client. This vision might
be summarized as a process approach.
Gradual progress
For some people finding a job seems to be a fairly simple task even under the most severe labour
market circumstances. They are able to promote their personal skills, competences and capacities
in such a way that labour market requirements are almost fully coherent with their professional
and personal qualities. There is no mismatch, no “distance” between qualities and requirements.
For other people finding a job is not that easy, although their personal qualities may seem fit. The
longer it takes the harder it gets. The labour market is not the only one to blame in this case.
Where do these differences come from and how do we work with them? It could be explained by
using an example. Traditionally in guidance a heavy input is placed on delivering labour market
information to help people to find a job or a training programme. According to the igma
approach delivering labour market information is of no use if the person is not able to use it in a
proper way. Moreover, an individual might need a specific kind of information depending on a
specific deviation between personal qualities and labour market requirements. This deviation
could have several dimensions, for example, vocational or field specific qualifications, social
qualifications, psychological profile or the capacity to promote own capabilities. These
dimensions together determine whether a person’s qualities can be matched with labour market
requirements or not. In case of a match an individual needs to make only a small progress. A
mismatch requires a longer progression with a lot of input at each step.
If there is a big distance to the labour market the individual image on the opportunities on the
labour market are rather dim. In a process approach this challenge is taken into account. During
the process the picture of own position gradually becomes clearer as well as the goal a person is
aiming at (is able to aim at), and the requirements. The process approach takes care of this fine-
tuning by putting a client in the centre, by asking the right questions, by having a clear
understanding of the progress made and the mismatch that needs to be solved, by using the
instruments that are available at the right time, and by keeping an eye on the final goal and
achievements on the way.
If we look at the dimensions that cause the greatest distance to the labour market the
psychological dimension will score highest. One can have all required qualifications but if there is
psychological barrier or wrong attitudes it is much more difficult to find a job. This psychological
dimension is not only about motivation but also about the way an individual perceives his/her
changes and the way he/she is able to influence own success. In the counselling process these
kind of aspects need to be taken into account too.
Using igma as a framework
55
So far the story seems fairly clear and may not even be new. However, the main challenge is that
counselling an individual in a process type of approach does not mean that the network the
counsellor operates in shares these same principles. A counsellor might work client-centred and
give the client all the attention h/she needs, but a manager might have a different point of view.
Experiences have shown that such an intensive approach can be successful only under the
condition that there is a commitment in the own organisation to work in this way. At least three
areas need to be involved in the same way:
At the interaction level between a counsellor and a client
At the level of a counsellor and management
At the level of the provision network as a whole
The Igma approach addresses these three areas. The core element that links these three levels is
introduced by the concept of gradual progression, represented in a form of a ladder. This ladder
translates the guidance process into small discrete steps a typical client might need to take in
order to enter the labour market through adult / vocational education. Each step represents a
potential chronological interaction a client might need while working towards a certain goal.
This progression model is linked with the process of action planning and with report- and
feedback mechanisms. The ladder is based on a typical progression of the most difficult clients
within the target group the counsellor / case manager is working with.
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Module 2
2.1. Process description on how to introduce igma
2.2. Feedback template on main elements of IA
approach
2.3. Four stages of a career choice, career counseling,
long-term and short-term objectives
2.4. Self-awareness exercises
57
2.1. Process description on how igma is introduced in general
As for implementation strategy, igma is implemented in the following way: 1. Initial Commitment Management of one or more responsible institutes in the network
of the region have taken the initiative to prepare for the
introduction of igma. Depending on the amount of knowledge of
igma a project manager could be appointed to make the necessary
arrangements.
This step consists of further orientation on igma and the input that
is needed from the region (target group, current process,
responsible organisations, relevant network).
2. Fine tuning of igma The model is examined and partly adapted to the requirements and
experiences of the region. This is done in close collaboration
between some representatives of the regional network and an igma
expert, also as part of a process of growing commitment and
communication.
This step consists of:
a. Gathering regional information (written as well as on site);
b. Preparations in a small workgroup, consisting of managers and
practitioners of the most relevant parties of the network;
c. Commitment: is this our new work process which we are going
to try and implement?
3. Broadening In the region the management of all the responsible institutes are
Commitment informed about the igma methodology, the way it has been
adapted and the type of support they need to give. This step
consists of:
a. Informing the management;
b. Concluding commitment;
c. Communication about that commitment to the whole network.
4. Training the network Jointly the stakeholder organisations of the network are trained in
working with the model. The training focuses on the ideas behind
igma, roles and responsibilities of coaches and case managers,
measuring progression, network communication and on finding
new solutions for old problems. The communication process is an
essential element during the whole training session. At the end of
the training trainees are able to use the model, indicate their own
58
developments needs and the support/ conditions they need within
their own organisation.
5. Informing Management Shortly after the last training session the outcomes of the training
are presented to the managers of all the organisations involved.
Management feedbacks as well as training outcomes are reported
back to all involved. Improvement suggestions are translated into
actions
6. Follow up Having worked with the model for a considerate period of time (6
months) evaluation of the achieved results are discussed. Such an
evaluation can be used to further implement the methodology in
line with the regional needs, to motivate all involved and to keep
direction.
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2.2. Feedback template on main elements of IA approach
Summary of starting points:
Client centered; looking for the drives of client; looking for needs of the client; Development of self-management skills and competences; Breakdown of integration process in small clearly defined stages; Change of perspective: from “Recipe” to “Process”; Clear (new) roles and responsibilities of all involved; Clarifying case management (who, what); Creation of commitment at different levels; Framework positioning existing services, processes and tools of all involved; Look for what is needed instead of what is available; Optimizing the network by clarifying responsibilities and creating feedback mechanisms; Promotion of joint responsibilities on behalf of target group.
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2.3. Four stages of career choice, career counseling, long-term and short-term
objectives
The process of making career steps can be reflected in the learning cycle of Kolb.
Knowing: Not only hard, factual knowledge but also our experiences, our feelings,
hopes, dreams, ambitions, the input from others;
Exploring: Exploring in the widest sense; exploring changes in regards to changes of
options and preferences, when an option becomes more or less preferred;
Develop: Not only skills, but also feelings, attitudes, competences etc.;
Action: Each step which brings individual closer to the preferred option; each step
is also a part of reflection to enable a client to learn from it and start a new
cycle.
Career guidance is about making choices as part of our life in work and in education. Self-insight
and self-confidence are important to contributing to the competence of self-management. The
guidance counselor is responsible for organizing the support to enable clients to move through
each stage of the learning circle (as often as needed). One circle covers a short-term objective.
Several circles lead to the career goal or a long-term objective.
Career dialogue
61
Making better choices is a process one can learn. It is a counselor´s task to guide this choice
process and assist the client in learning from this process. In order to have an effective career
dialogue the interaction needs to encompass the following five elements:
- Affective component: building a good relationship built on trust; the response to an
action, situation, or prior to an action.
- Informative component: providing correct and relevant information to offer several
alternatives.
- Reflective component: construction of meaning; creating new awareness, probing
whether it is a characteristic of a person (motive, quality) or something else.
- Activating component: instigating to take action.
- Networking component: opening doors to expand network; building and maintaining
contacts.
Ideally these five elements are a part of all career dialogues and conversations between a
counselor and a client in which the development of the client´s career path is the focus.
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2.4. Self-awareness exercises
Group work is recommended in groups of 3 to 4 persons from at least two different
organisations.
One person in each group describes his/her dream job: the job he/she was dreaming of as a
child or currently is dreaming of. The objective of the exercise is to discover what is realistic/not
realistic in this dream job and give advice to progress taking into consideration individual´s self-
awareness and self-insight.
Explore the situation by asking the following questions:
- The affective component and perception: past feelings and current feelings on that
dream job. Where do they come from? Stereotype?
- Informative component: on what reality is the dream job based? What are required skills
and competences? What personal strengths is the dream job based upon?
- Reflective component: What issues of this dream job has the individual reflected on?
What is the conclusion based on reflection upon own skills and competences?
- Activing component: what actions have been taken to substantiate chances and
opportunities?
- Networking: what other sources have been used to test the option, to develop steps
toward realizing that dream?
Summarise your group findings: what advice for the next step can you give to the individual?
Time: 30 minutes.
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Module 3
3.1 Career dialogue
3.2 Types of clients
3.3 Client profiling
3.4 Collecting client information
3.5 Example client profiles (for exercises)
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3.1 Career dialogue
Basic Conversation skills on career dialogue
Basic conversation skills
1. Opening Yes No
1.1 Counsellor welcomes client, shakes hands, introduces himself/herself
1.2 Counsellor creates positive atmosphere – ice-breaker
1.3 Counsellor indicates amount of time reserved
1.4 Counsellor indicates purpose of conversation
1.5 Counsellor checks purpose with client
2. Listen Yes No
2.1 Counsellor makes sure there are necessary silence moments for giving client opportunity to think and reflect upon a certain question
2.2 Counsellor has open attitude towards client (style of non-verbal communication)
2.3 Counsellor shows non-verbal listening reinforcing behaviour
2.4 Counsellor demonstrates real interest
3. Summarize Yes No
3.1 Counsellor demonstrates active listening by giving periodically a summary
3.2 Counsellor repeats what has been said as a clarification
4. Ask Yes No
4.1 Counsellor uses open questions
4.2 Counsellor uses closed unbiased questions for a clear purpose
5. Closure Yes No
5.1 Counsellor summarises the conversation
5.2 Counsellor makes appointments and assigns responsibilities
5.3 Counsellor checks clients understanding
5.4 Counsellor checks whether purpose of conversation is met
6. Career dialogue as a development process Yes No
* 6.1 Value success, strengths, validate experience (into a personal life rule)
* 6.2 Confront in case of discrepancies
* 6.3 Analyse the experience (thoughts, feelings, competences)
* 6.4 Career reflection on qualities, experiences
* 6.5 Inform, provide relevant objective information
* 6.6 Invite to explore (values, thoughts, perceptions)
* 6.7 Expand network (knowledge, experience, rewarding)
7. Career dialogue deals with Yes No
7.1 A concrete situation at the moment
7.2 Exploration of client values
7.3 Linking of client values to career path
7.4 Next action to be taken
7.5 Strengthening of self-awareness and self-confidence
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3.2. Types of Clients
Communication: three common client profiles to deal with
Three typical client profiles (verbally and nonverbally) and the way we normally should respond
to them as a counsellor / case manager
Shy and low responsive client
Typical behaviour: Strategy of coach:
Appears insecure
Keeping distance
Low on initiative
Silent in a group
Does not make eye contact
Says yes, but does no
Non-realistic self-image
Create safety
One subject at a time
Feeling of client is starting point
Small steps for building trust
Short time horizon
Role of “mentor”: open, inviting and always
supporting
Summarize, check
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Authoritarian, dominant client
Typical behaviour
Strategy of coach
Busy
Very confident
Always knows best
Difficult to engage
Disruptive
Does not accept advice
Accepts “humble” support
Dominant, directive
Slightly more Authoritarian
Clear tasks, responsibility, time
Clear rules
Role of “Salesman”
Cooperative client
Typical behaviour
Strategy of coach
Friendly
Looking for contact, approval
Agrees, pleases
Does his/her best
Always understands
Meats appointments, but not always in a
good way
Stimulate reflection
Let client summarize
Clear arrangements
Clear timetable
Keep some distance
Friendly but in control
Role of Coach, Director
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3.3. Client profiling
In this chapter you will find a description of igma principles of client profiling, the process and
some tools used to gather and combine information. In the first two paragraphs there is an
explanation of the reasons for client profiling. Thereafter it is explained what kind of angles can
be used to find out more about a client’s drive, the needs and ways to address needs and to
overcome specific difficulties. Each of these angles will be explained in detail and example
questions which relate to that angle will be given. This chapter ends with a short list of issues that
are relevant in relation to client profiling, and a description of how the profiling information can
be used.
The Principles
All clients are unique and have different histories, environments, values, cultures, ambitions,
wishes and demands. Therefore, we must not assume that the client population is similar because
of them belonging to one and the same target group. Likewise we cannot assume that one
strategy of guidance and one type of career path can be useful for all clients. We have to work
client-centred, meaning defining services in relation to specific needs and client’s possibilities. To
work in this way we really need to gain understanding of our clients. This often means that we
need to collect that much information so we make action planning and to have good confidence
in the usefulness of the interventions we plan. Gathering this information, a client profile, for
each client is essential that our intervention is effective. It is part of the task of the case manager
but additional information might arise during each step of the igma process.
The Process
Client profiling is a core process within igma approach as it is impossible to work client-centred
without relevant client information. The needs of a client can only be determined effectively if
the information is comprehensive, clear and concise. The client profiling process is on-going; it
grows and changes as the relationship with a client develops. Gathering information is the most
complex process. Keep in mind that it is not essential to collect all available information all the time!
Information is needed in cases when it is difficult to formulate an action because of a lack of
insight into client´s skills, competences and motives.
Different ways of looking at client´s skills competences and needs
Different ways of looking at a client provide diverse information resulting in a much clearer
picture of his/her skills, competences, needs and motivation. Not all presented viewpoints need
to be collected at once. Some information is not needed at all. Moreover, it is not only one case
manager who is responsible for collecting all the information. Information might be collected
constantly while interacting with clients at different occasions. Thus the whole provision network
is actually responsible for collecting different parts of client information. However, the main
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responsible of putting different pieces of information into one whole picture is case manager /
counsellor.
In order to be constantly aware of the potential relevance of client´s information, the case
manager / counsellor shall keep in mind two fundamental questions:
Do I understand what moves my client?
Why do I plan this next action and is it realistic, achievable?
Areas presented below can help the counsellor to answer these questions and draw a realistic
picture of a client in case information is missing:
1. Generic or standard information collected by Public Employment Services or
similar organisation
2. Employment goals and aspirations
3. Education, training and employment history
4. Relevant skills, competencies and key qualities
5. Literacy and numeracy
6. Leisure and community activities
7. Commitments to others
8. Influences and perceptions
9. Health
10. Self-care
11. Self-Image
The above areas can provide additional information that will help realistic goal orientation,
progress and action planning. Each area is presented in details below.
1. Employment goal and aspirations
An indication of the future employment goal is essential to determine the training inputs and
work/training placements required to reach the employment goal of the client. It is essential for
unrealistic career aspirations to be addressed through re-orientation with extensive careers advice
and guidance. Those issues could be addressed through a group work, a mentorship program or
presentation of a role model. It is advisable to keep in mind that an employment goal and
aspiration will not be stable but are under constant development as intrinsic part of the process.
The employment goal in many cases is long-term. Therefore it is essential that short-term goals
are clearly defined in the action plan, which gradually contributes to the long-term employment
goal.
2. Education, training and employment history
Some clients might have prior experience of education, training and employment. Others have
few or no prior experiences. It is important that information is gathered on the positive aspects
of their experiences as well as the negative ones to avoid repetition and further disillusionment.
The drives of the client can sometimes be determined from positive work experiences and could
be a motivator if an appropriate work placement could be organised to help the client to develop
certain skills and increase self-confidence.
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3. Relevant skills, competencies and key qualities
Every client possesses skills, competencies and key qualities. Identification and further
development of skills, competencies and qualities for future employment aspirations can be
motivating for the client.
Examples of essential key qualities for entering employment are the following
Mobility
Time-keeping
Responsibility
Accepting hierarchy
Independency
Communication (oral & written)
Motivation
Representation
Cooperation
Handling criticism
Willingness to learn
Developing the above employability skills in ‘real’ and meaningful environments increases the
self-esteem of the client. Moreover, these competence and other qualities could be used in a
client portfolio. These key qualities can be used, developed and assessed in a work-based
learning and practice.
4. Literacy and numeracy
Literacy and numeracy are essential skills for almost all employment opportunities. Therefore the
client’s competences in these two areas shall be assessed to determine the level of support
required to enter adult education and function in the labour market later on. Keep in mind that
client’s motivation is essential. Analyse client capacities in relation to the next step of the action plan. Are
capacities hindering him/her to make that next step or is the amount of literacy and numeric
capacities enough to make the next step successful? Are additional interventions on literacy and
numeracy possible when the client has obtained a higher level of motivation/ goal orientation?
5. Leisure and community activities
Identifying key qualities, skills and competencies of a client through the way he/she participates
in leisure or community activities can be very motivating for clients and support further
development. What information is to be distracted from client’s leisure activities in terms of
learning style? Group work with a group of clients could be a format to discuss and disclose
these.
6. Commitments to others
Family-caring commitments are another factor, which may limit or determine learning and
employment opportunities. Therefore consideration must be given to client’s personal
circumstances. But even more important in being committed to others a client may demonstrate
skills and competences that can be beneficial to own long-term goal. Therefore pointing out
these qualities is very relevant for motivation.
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7. Influences and perceptions
Relatives, partners, peers and other people may influence a client. Therefore it is necessary to
explore the level of influence to ensure the action plan does not fail due to external factors. It is
always useful to determine how others perceive the client too as reputations can often hinder
progress.
8. Health
Health and safety issues of a client are often a statutory obligation to take care of. Therefore this
area should be at the forefront at all times during planning actions as well as addressing future
goals.
9. Self-care
The general welfare of a client shall be explored to determine the level of self-management in
case a specialist support might be required. Issues such as personal hygiene, personal budgeting,
substance misuse etc. should be explored, assessed and addressed if the client is to move on and
sustain in learning or employment.
10. Self-image
Does a client have a positive or negative self-image? Does the client blame the environment for
the current position? What is the activation level? Does the client really want something? Critical
questions to determine the level of self-esteem and confidence of the client are a part of all action
planning. The recommended actions are a group work, storytelling etc.
Using the client profile
One might conclude that for each client a large dossier is necessary before a complete picture of
the client appears. This is not the idea behind profiling. Working with individual clients is not an
easy job. Apart from a career dilemma the target group also may suffer from issues related to
their background, their environment and the maybe even the involuntary participation at some
the services. To make an action plan work and to indicate and achieve goals means that a case
manager and the provision network really know the client´s drives.
Essentially profiling is meant to help the case manager / coach / counsellor to find client drives
for promoting progress. If there is doubt on issues like: “What action next? Why didn’t this
work? Why did he/she fail?”, the counsellor might consider is he/she knows the client and
whether action plan is built on proper client knowledge. The above checklist is meant as help to
indicate areas of relevance. For some clients a selection of areas is relevant to know what is going
on and to plan actions more efficiently. For other clients more information is needed.
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3.4. Collecting client information
Advice for gathering information
1. Make sure that the client always understands what is being done and gives his/her agreement.
2. Plan time carefully. Agree on time to meet the relevant people and decide upon the duration of each meeting.
3. Have a clear purpose in mind for each meeting, and explain this in a straightforward way which is easily understood.
4. Check whether everything is understood. 5. Decide on a suitable method of recording information at the meeting with agreement
of the client. 6. Be friendly, open and transparent. 7. Ask clear questions. How the question is phrased determines the quality of the
information given. Poor information leads to a weak profile and weak actions. 8. Accept all information; the role of the coach / case manager is one of listening, not
debating. 9. Avoid generalisations. 10. The profile is intended to reflect the client, therefore be careful not to impose your
own ideas and values. 11. Give feedback. At the end of the meeting, summarise the main points to check that
the information recorded is accurate. 12. Give the client some indication of when and how this information will be used.
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3.5. Example client profiles
For training purposes some of your client profiles can be used in the exercises of module 3.
Client profile 1
Shoriful, who is in her early 50s, was born in Bangladesh. She studied until she was 15 and left
school with some qualifications. She came to Stockholm with her husband in 1975. She has five
children with ages ranging from early 20s to late 30s. One of her children has learning disabilities
and needs constant care. She has spent her time raising her children and caring for her son. The
care of the children took all time of Shoriful and she did not have time to study in Sweden. She
took the occasional works from time to time as a cleaner, baby sitter and personal assistant but all
the jobs were acquired in the local community through the contacts. Shoriful has participated in
language classes but not consistently and has some problems with the Swedish language. She is
active in local women organizations and works as volunteer for newly arrived immigrants at her
local community. Through municipality and different projects Shoriful has developed her
Swedish language skills, computer skills and gained some work experience through volunteering.
Now she has decided to get a profession and dreams about getting a job certificate and in order
to achieve her goal of finding employment
Client profile 2
Zahra was born in Somalia and left the country due to the war for 4 years ago. When she arrived
to the Netherlands in the age of 18 she married a guy from Somalia and got her first child directly
after arrival. When the first child was 1,5 years old she got her second child. Zahra have never
studied in the Netherlands due to maternity leave and her language knowledge is limited to some
phrases she uses when she goes to the supermarket.
In her home country she only finished 5 years of the secondary school and has never officially
worked in her life. However, at home she is a very good cook and very good at child care. Zahra
does not have a lot of contacts outside her family and local community. She does not have a
contact with the authorities either as her husband takes care of everything.
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Module 4
4.1 Example of progression ladder
4.2 Active Citizenship Scale and concept
4.3 Motivational interviewing
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4.1. Example of progression ladder
This example ladder describes the process towards integration at the labour market for
individuals with immigrant background and low education. This ladder is developed within the
project igma1 and was implemented in Lulea in Northern Sweden. The ladder is based on:
Interviews with Public Employment Services in Kristianstad and Stockholm (in 2011);
Trainings and implementation together with provision network in Lulea, including
Folkuniversitetet Lulea, Public Employment Services (PES), municipality, non-
governmental organisations and other stakeholders.
Those steps are chosen because of the action a PES officer might need to arrange or to address
successfully to facilitate the development, growth of self-awareness and the possibilities of their
clients. Not every step might be required. Some steps might be covered at the same time in one
action. But for target groups which do have a great divergence to the labour market each of these
small steps might be needed. Each higher step gives feedback on the lower ones.
Intake
•Registration at PES
•Initial interview
•Initial assessment
•General goal orientation and preparation for transfer
•First commitment
•Transfer / transition
Indication
•Introduction and global activity plan
•Assessment of personal situation
•Ice-breaking activities (self-awareness and motivation)
•Assessment of hard and soft skills
•Reassess original goal orientation
•Second commitment
•Assessment of specific needs
•Arranging specific support
Orientation
•Personal and social skills
•Orientation
•Preparing for tasters, short periods of work
•Tasters
•Second orientation
•Action plan
•Third commitment
Learning
• Basic skills for entering education
• Preparing transfer to education
• Entering education
• Education
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The first 6 steps require special attention. They are arranged by PES as part of their responsibility
and the first registration of clients within the Establishment Reform for newly-arrived 2011.
However, most of the individuals in this target group already have a history in the welfare system
or voluntary work system. This means that there is already some knowledge available about their
social situation, dreams, hard and soft skills. It is a waste of time and resources for a PES officer
if all the prior knowledge is not used and he/she needs to start from the beginning. This is also
demotivating for a client. Therefore, a warm transfer of a target group to PES is recommended
together with information already available.
After the first steps PES refers a client to other organizations of its network to continue working
towards the desired outcome. Now it is a turn of PES to communicate to these organizations the
relevant client information. After reaching their goals these organizations again need to refer the
client to the next step towards integration, which requires exchange of the proper information on
progression.
Below there is a description of each step of Lulea progression ladder in detail:
1. Registration
An individual arrives to PES for the first time to get registered. A PES officer needs to be
aware that it might be unclear for him/her why he/she should register. Communication
might turn out to be a problem. At the end of this first contact it should be clear why the
individual is required to come back to the PES office. This is the challenge for the PES
officer. Money and compensation might be a motivator but not always motivating
enough for individual to do a real progress.
2. Initial interview
Initial interview is important for drawing a big picture of the client including information
about living, leisure activities, home situation, expectations, wishes, barriers, etc.
Information available from past experiences in welfare and voluntary sector is important
for both creating the whole picture and also for avoiding repetitions. The main focus of
this interview is on building a relationship with the client so it is not a one-sided
collecting of facts. The whole picture is required to be able to establish a general goal and
to arrange proper support. The client needs to fully understand why this interview is
important.
3. Initial assessment
In this step a first inventory of hard and soft skills is made. Again the counsellor needs to
use already available information. However, in many cases it is not possible to make a
complete and final picture during 2 meetings. For the PES officer this step is important
because those clients who have a short distance to the labour market may enter labour
market after validating soft and hard skills. This is a quick win. Individuals with long
distance to the labour market require more sophisticated actions, guidance and support to
be able to draw the first picture of achievable steps. Additional actions might be needed
to validate prior diploma and certificates. In this step the challenge is to make clear for
the client why further information is required and how it will be collected.
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4. General goal orientation and preparation for transfer
Once the PES officer has collected the initial information it is possible to make a rough
suggestion of the individual general goal. For some clients this goal is concrete while for
other it might be pretty vague and abstract. Goals should be formulated in a SMART
way, meaning that they are achievable, stimulating and logical in the current situation. Part
of this goal orientation is defining of the next step and preparation of the client for the
transfer. It is important to give clear answer to question about what clients can expect,
how they shall prepare in the best way possible and why this step is important for them.
5. First commitment
In the whole process towards goal achievement it is vital that the clients understands the
direction, their roles and responsibilities and agrees with arrangements. Client
commitment needs to be checked regularly and especially when goals and actions are re-
phrased. At each new step and goal the client commitment is required. This is the main
challenge of this step. In some cases the counsellor may sign agreements with clients.
6. Transfer / transition
At this step the PES officer arranges all necessary paper work and guidance that might be
required for warm transfer to the next organisation. The PES officer also makes sure that
the client transition has been successful. The challenge is to deal with transfer from the
perspective of the client as well as the receiving organization.
Now the client is transferred to the next organization in the provision network. Information that
has been collected should be made available to that particular organization to prevent repetitions
and overlapping. Therefore the provision network requires understanding of the general
objectives of the client as well as meaning of the each specific step in relation to those objectives.
The network shall continue to collect data in a similar way as PES. Mutual feedback and
transparency are important in a transition process.
7. Introduction and global activity plan
This step is done by a (new) coach/counsellor. It is of crucial importance to build a trust
relation with the client through exchange of expectations, understanding of roles and
responsibilities and general view on the next activities and their purpose in relation to the
general objective of the client.
8. Assessment of personal situation
The coach needs to pay a special attention to personal problems, perceived by the
individual, since they influence willingness and effectiveness of his/her participation in
development activities. It is important to discover potential and perceived barriers for
participation as soon as possible. These barriers can include various issues like family
structures, child-care, low self-esteem, lack of motives, transport, the way the client
organizes daily activities, time, health, trauma etc. The coach needs to decide what actions
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are most effective in the current situation. It might be additional interview, different
forms of ice breaking or group work.
Be aware that new barriers might arise during the whole integration process. The trustful
relationship between the client and the counsellor is of high importance for disclosing
those perceived and real barriers. Some of these barriers demand special care; others can
be tackled during ice-breaking activities, storytelling, etc.
9. Ice-breaking activities (self-awareness and motivation)
These activities focus at the development of self-awareness, motivation, self-esteem and
self-management capacities. Personal motives are discovered and disclosed. In the group
activities it is important to stimulate a group feeling and group obligation self-support
within a group.
10. Assessment of hard and soft skills
In this stage specific attention is paid to mapping soft and hard skills and competences of
the client. During ice-breaking activities the clients reveal their motivations, prior
experiences and dreams. By addressing prior experiences in different areas the clients get
a better picture of themselves and of what they are already competent in. Their
motivation and self-esteem rise. Relevant areas might be for example school, work,
voluntary sector, hobbies, family role, and daily routine. This stage can be a part of ice-
breaking.
11. Reassess original goal orientation
Once the client has a better understanding of his/her own competence level from the
perspective of motivation the coach addresses again the goal they both are working
towards. Dreams, hopes, wishes can be used as well as the client´s current understanding
of certain education and labour market options. It is essential for the client to understand
what he/she is aiming at and why. At this stage the original main objective might shift or
change.
12. Second Commitment
Since the igma project in Lulea is focused on a shift away from voluntariness towards
paid employment, the counsellor / case manager shall ensure the client commitment for
the established new goal and the related roles and responsibilities. This new commitment
shall be written down in agreement with the client.
13. Assessment of specific needs
Since the client and the counsellor have a new agreement on goal, roles and
responsibilities it is important to assess what might be hindering progress toward this goal
and what barriers need to be taken care of. The counsellor and the client have hopefully
known for a longer period now and thus there is a better understanding of real and
perceived barriers.
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14. Arranging specific support
In this stage the counsellor arranges support or training for specific needs. This might
integrated in ice-breaking activities and group work.
15. Personal and social skills
Learning and personal development gradually becomes a focus of all activities. In this
stage all sorts of informal learning and group learning are used to make the client more
competent in self-management and planning. At this stage, job tasters, participation in
adult and vocational education, job practice and focus groups can be used.
16. Orientation
At this step the client feels competent to participate in a structured program (in terms of
time and effort). The client is able to make a choice in a specific area. It is the
responsibility of the coach to offer available options (practice, work-based learning,
voluntary sector or training) and to support the client to make the choice, to stimulate
his/her motivation for development. Tasters, short periods of “work experience” are an
ideal instrument at this step.
17. Preparing for tasters, short periods of work
When required the coach supports the client during preparation for practice or a short
period of work, so-called taster. They establish the purpose of the taster; discuss different
working codes and rules or make other preparations for a successful start. Preparation
also means informing the place where the taster is offered about the client and purpose of
the taster.
18. Tasters
Participation in several different tasters might be required before the client is able to
make a motivated choice with self-confidence and commitment. The coach follows this
orientation process and support confidence growth. Group work can be used for
strengthening focus, self-awareness and exchange of experiences.
19. Second orientation
Group work, tasters and the like in combination with labour market information are used
by the coach to make sure the client is in the right direction towards the final goal.
20. Action plan
The coach and the client develop an action plan for entering more formal adult /
vocational education and labour market. Since the coach knows the client quite well it is
easier to develop a realistic action plan. Roles and responsibilities shall again be specified.
Some client might opt for work instead of entering formal education.
21. Third commitment
At this step the client officially re-commits to goal and action plan.
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22. Basic skills for entering education
Activities addressing the development of the basic requirements for entering education
program (informal learning, intensive language training, training for acquirement of basic
requirements as mathematics)
23. Preparing transfer to education
Coach arranges activities for the client and takes the contact with the educational
institution responsible for the client education in order to facilitate the entry.
24. Entering education
The successful start of the client in the adult or vocational education.
25. Education
At this stage the client stays in the formal program with further graduation.
The next task of the counselor is to monitor whether the client is able to make a transition
toward labour market since the final objective is not education but employment. The final 5 steps
could provide that information.
1. Goal and labour market orientation
2. Training job search skills
3. Mediation (to labour market)
4. Mediated in labour market
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4.2. Active citizenship scale
Active citizenship scale1 (ACS) is a tool that offers support to counsellors who are responsible for
a better integration and social participation of immigrant women with low education. In most of
the European countries the integration policy and supporting measures focus on helping people
to acquire a paid and sustainable job, and thus become independent of the social welfare system.
The research shows that having a (paid) job contributes to a feeling of self-confidence and self-
competence and integration in the society. ACS is used in the context of development of people
towards that goal.
However, the notion of active citizenship itself has a much broader context. People can lead a
satisfactory and meaningful life and can contribute to society in a valuable and sustainable way
without having a paid job. In this case ACS can be used for empowerment of immigrant women
in order to ensure their meaningful participation in the host society. This focus might be of
increased value since the national (economical) context of different EU countries has
considerable impact on the work of coaches and to what is actually achievable in terms of active
citizenship.
The active citizenship scale consists of six stages. In each one of these stages the notion of active
citizenship is explained in behavioural examples that express outcome. Example actions as well as
tools and methods are mentioned to help set up activities for immigrant women as well as to give
motivational guidelines for the coaches.
Apart from the six stages the model also offers an interactive environment in which coaches can
exchange information and experiences with each other, as well as post questions to each other
regarding their work with immigrant women.
For more information on the scale, its use and the some supporting tools:
www.socialempowerment.eu (in EN, SE, GR, ES, PL)
1 The original form of the active citizenship scale has been developed by S.R. Arnstein (1969). From this original several different scales have been derived, one of them being the “Participatieladder” initiated by VNG in the Netherlands (Association of Dutch Municipalities) as well as the EM Kit stages.
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Stages of the ACS-Scale
The definitions of each of the six stages can be used to assess at what stage of active citizenship a
participant currently is. Using six stages does not imply that there is a fixed development route
for everybody towards full active citizenship, requiring fixed amount of time or measures. The
measurement scale simply describes different stages of activeness and involvement. The scale can
be used in two different ways.
1. Planning of new actions to increase the level of active citizenship
Since each stage also gives example actions and behavioural indicators for the assessment of the
level of active citizenship, the description of each stage provides information and direction for
the planning of activities. Furthermore, each of the six stages offers in detail methods and tools
to help to address the main challenges of each stage.
2. Monitoring of progress
By establishing the level of active citizenship at a certain moment in time the effects of one’s
actions as a coach can be measured easily by assessing again the acquired stage after a certain
period of time. Thus the scale offers the coach a simple report mechanism.
Definition of the six stages
Living Isolated: This stage of the active citizenship scale refers to people
who hardly have any contacts outside their living quarters.
To people whose contacts with society are restricted to
pure functional contacts. For example, contacts for health
and welfare. In many cases for these kinds of contacts a
formal or informal interpreter is required to assist.
People do not participate in any form of training or
development (also not through usage of ICT).
Going outside: This stage of the active citizenship scale refers to
individuals who have rather rare social contacts outside
their living quarters. The contacts they have, however, are
Living isolated
Going outside
Joining in Voluntary
work / practice
Working on professional
qualifications
Active citizenship
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not related to work or their personal development, getting
a job or entering education. These social contacts and
activities consist of visiting friends, taking up some
individual sports, visiting the church or mosque, taking part
in some organized activities or taking care of relatives
outside their house.
Joining in: This stage of the active citizenship scale refers to
individuals who are already socially active in their living
quarters. However, their activities are not yet linked to a
future orientation and such the individual ambitions are
not yet developed. So at this stage the measures aiming at
activating the individuals have a higher frequency and
focus on future orientation as well as the training of
elementary knowledge, skills and competences that relate
to work.
Voluntary work / practice: This stage of the active citizenship scale refers to those
individuals who have become more active in their working
lives but still are within the welfare system. They could also
be involved in some vocational education programs for at
least once a week or follow some education or citizenship
courses with a short period of work experience in it. One
more feature of this stage is being active in voluntary work.
In this stage the individuals have regulated activities with a
higher frequency. The activities are also more targeted to
either acquiring work experience or to work-related
training.
Working on professional Qualifications This stage of the active citizenship scale refers to those
individuals who are participating in vocational education in
combination with a training which leads to basic
qualification; to individuals who have (part-time) work in
combination with welfare benefits or to individuals who
work in combination with some kind of subvention
programme, or are supported by job coaches and the like.
Individuals who receive support in their route to self-
employment are as well related to this level.
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At this stage the accent is on either a qualification route or
on work both preparing for more independency of the
individuals (stage 6) for a considerable amount of time per
week (> 24 hours).
Active citizenship: This stage of the active citizenship scale refers to
individuals who are: having a paid job with a contract, self-
employed or entrepreneurs without any additional support;
to individuals who are following professional education as
their major activity; also those individuals who are capable
of making active usage of a variety of offers the society has.
The focus of this stage is on having a regular job or on
further professional development without experiencing any
major shortcomings related to language, lack of knowledge
of society.
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4.3. Motivational interviewing
The basic principles of motivational interviewing (MI) are:
1. Express empathy
One element of empathy is seeing the world through the client's eyes, thinking about things as
the client thinks, feeling things as the client feels, sharing the client's experiences. Expression of
empathy is critical for the MI approach. When the client feels that they are understood, they are
more able to share their experiences with others. This allows the coach to assess when and
where the client needs support, and what potential pitfalls are on the way. When the client
perceives empathy on a counsellor’s part, they become more open to gentle challenges by the
counsellor about lifestyle issues, beliefs and perceptions. The client becomes more comfortable
with examining their ambivalence about change. In short, the counsellor’s accurate understanding
of the client's experience facilitates the change.
2. Support self-efficacy
As noted above, client's belief that change is possible is an important motivator to succeeding in
making a change. As clients are held responsible for choosing and carrying out actions to change
according to the MI approach, the counsellor focus his/her efforts on helping the clients stay
motivated by supporting clients' sense of self-efficacy. There is no "one right way" to change. If a
given plan for change does not work, the clients shall not be limited in their creativity process
and try other plans.
The client can be helped to develop a belief that he or she can make a change. For example, the
counsellor might inquire about other changes the client has made in his/her life, highlighting
skills and success experiences the client already has. Sharing brief examples of other clients
focusing on successes stories is also helpful. In a group setting, the power of having other people
who have changed a variety of behaviours, perceptions and beliefs during their lifetime proves
that change is possible.
3. Roll with resistance
According to MI approach the counsellor does not fight client resistance but "rolls with it."
Statements demonstrating resistance are not challenged. Instead the counsellor uses the client's
"momentum" to further explore the client's views. Using this approach, resistance tends to be
decreased rather than increased, as clients are not reinforced for becoming argumentative and
playing "devil's advocate" to the counsellor’s suggestions. MI encourages clients to develop their
own solutions to the problems. Thus, there is no real hierarchy in the client-counsellor
relationship for the client to fight against. Through exploring the client´s concerns the counsellor
may invite the client to examine new perspectives without imposing new ways of thinking.
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4. Develop discrepancy
"Motivation for change occurs when people perceive a discrepancy between where they are and
where they want to be" (Miller, Zweben, DiClemente, & Rychtarik, 1992, p. 8). MI counsellors
work to develop this situation through helping clients examine the discrepancies between their
current behaviour and future goals. When clients perceive that their current behaviours are not
leading towards important future goals, they become more motivated to make necessary life
changes. Of course counsellors do not develop discrepancy at the expense of other MI
principles, but gently and gradually help clients to see how some of their current ways of being
may lead them away from, rather than towards, their goals.
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Module 5
5.1 Lulea portfolio
5.2 Example of work procedure for building a portfolio
87
5.1. Lulea portfolio
This example template is meant to offer the items relevant for collecting prior work experience
(voluntary as well as paid) in a systematic way. Ideally in case a client has this kind of work
experience it is recommended that the client himself asks for some certificate as “evidence” of
the work or tasks done. By systematically collecting this kind of evidence the client is building a
portfolio at the same time.
Organisation (business, voluntary including housekeeping, cleaning, etc.):
………………………………………………
Type of activity/task Hours/days Period
1. 2. 3.
Reference:
Certificate:
Other proof:
Organisation: ………………………………………………
Type of activity/task Hours/days Period
1.
2.
3.
Reference:
Certificate:
Other proof:
Etc.
Summary of demonstrated competences or skills is useful for reaching the client´s goal
Summarize the kind of skills and competences the client has demonstrated for each activity. Then
summarize the main points and relate them to the main goals of your client. Similar strategy for
portfolio building can be done for leisure activities, activities for family-care, child-care, etc.
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List of key qualities used in the Lulea portfolio
In Lulea pilot the following set of key qualities has been used as assessment elements as well as
progression indicators essential for entering the labour market or adult education:
- Mobility
- Time scheduling / time keeping
- Responsibility
- Able to cooperate
- Able to deal with criticism
- Verbalising important matters
- Accreting hierarchy
- Independency
- Showing interest
- Motivated
- Representative
- Willingness to learn
At the start of the project as well as at the end the coaches assesses these qualities and used them
in their report to the case manager as input for further development.
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5.2. Example of work procedure for building a portfolio
Building-up evidence is possible by collecting information through answering to the following
questions:
UNIT: (work experience / voluntary sector, leisure etc.)
Element:
Situation:
(Describe the exact situation in which you were working/acting)
Task:
(Describe your tasks, role and responsibilities)
Activity:
(Describe the activities that were part of the task and responsibilities)
Result:
(What were the results of your contribution?)
Reflection:
(What did you like most and which part was most successful?)
Moving ahead:
Can you think of similar types of situations in which you can develop this element further?
The above method is called STARR. It can be used in communication with the client to collect
necessary information. STARR can be also used to generate information about the learning
strategy of a client and about new situations that can be introduced and where learning can take
place.
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Module 6
6.1. H-model
6.2. Exercise on H-model
6.3. Hoffman’s TOPOI-model
6.4. Exercise on TOPOI
6.5. Intercultural dimensions
6.6. Exercise on intercultural dimensions
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6.1. H-model
Highest outcome:
What does client want to achieve?
Motivation!
Resources:
What skills and competences
does client have?
Current situation:
Thinking, feeling and acting in concrete
situations
Achievable goal:
Short-term plan
Obstacles:
What hindrances does client
perceive in trying to achieve the
goal?
Attention areas:
Course of life
(Voluntary) work
Education/training history
Finances
Leisure - relations
Commitment to others
Health
Self-care and self-image
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The H-model is a way of structuring an interaction to discuss goals. The counsellor can start
from the current situation or with the highest outcome. Addressing each of the legs of H figure is
a way to probe what is available, what is hindering and what needs to be solved. If it is not
possible to get more detail in one leg, try the other one first or go back to the last one you
discussed. The conversation is finalised once you have formulated an achievable goal. Keep in
mind that both general goals as well as achievable goals are directly related to the stage of the progression ladder
your client is at.
By making short notes regarding each of the legs the counsellor automatically collects the input
for a short report.
Some of the questions related to working with H-model
What is the highest outcome for the client (based on the current situation)
What is the highest outcome from the perspective of the counsellor (based on available
information)
Are these outcomes similar? What are the differences?
What are the hindrances for achieving this outcome (from both points of views)?
What are relevant actions to support the client?
What does the client do well at this moment for trying to achieve the highest goal?
How can we trace more resources/competences for the client to help him/her?
Does the client need tailor made support from the provision network?
Do the client and the counsellor succeed in formulating an achievable goal? What is the
difference compared to the highest outcome (based on the current situation)?
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6.2. Exercise on H-model
Group work: for 4 persons max
Preparation time: 30 minutes
Plenary presentation of findings and feedback
Instruction:
- Read the above description on the H-model carefully.
- Read the client case of one of the participants in your group and give a general sketch.
- Analyse jointly all 5 areas of the H model: where are the barriers?
- Summarize: What is the most difficult barrier to overcome based on this analysis?
Example case (also to be used in ACS-exercise, module 4)
Shoriful, who is in her early 50s, was born in Bangladesh. She studied until she was 15 and left school with some
qualifications. She came to Stockholm with her husband in 1975. She has five children with ages ranging from
early 20s to late 30s. One of her children has learning disabilities and needs constant care. She has spent her time
raising the children and caring for her son. The care of the children took all of the time of Shoriful and she did not
have time to study in Sweden. She took the occasional work opportunities from time to time as a cleaner, baby
sitter, and personal assistant. All the jobs were acquired in the local community through the contacts. Shoriful has
participated in language classes but not consistently and has some problems with the Swedish language. She is
active in local women organizations and works as a volunteer for newly arrived immigrants at her local community.
Through municipality and different projects Shoriful has developed her Swedish language skills, computer skills
and gain some work experience through volunteering.
Now she has decided to get a profession and dreams about getting a job certificate in order to achieve her goal of
finding employment.
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6.3. Hoffman’s TOPOI model
TOPOI-model is developed by Edwin Hoffman and is based on the work of the Interaction
Academy in Antwerp, which works with the axioms for communication developed by
Watzlawick. The model discerns 5 areas to trace misunderstandings in communication.
T
ongue
People influence verbally and non-verbally
O
rder
Perception of reality, the relativity of truth
P
erson
Relational level and social aspects
O
rganization
Communication influenced by the context of an organization
I
ntentions and influence
Aim of communication and the actual effect of it
In this sequence, the areas form the word TOPOI. Topoi is a Greek word meaning ‘places’
(topography). It is important to realize that these five areas cannot be separated in the practice of
communication. They are closely linked together. The areas are only separated for clarity’s sake.
In real communication people have to deal with all these areas at the same time.
TOPOI-model is an instrument to analyse the communication. It also is a model for
interventions.
Assumptions of the TOPOI model
The TOPOI-model is based on some assumptions:
1. Communication is universal
2. Focus is on the quality of interaction not the culture
3. Communication is a circular process
4. Intercultural communication requires an open and reflective attitude
5. Be pessimistic about communication, be optimistic about people
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Everywhere in the world people communicate. People give meaning to their environment and to
their experience. Despite differences people have a lot in common. A Swedish youngster has
more in common with a German youngster than with a Swedish middle-aged man. The model
does not focus on culture. The issue is the communication. In this way it presents a way of
looking at your communication to analyse and improve it.
In the training we have already focussed on cultural differences. It can be supportive to know
something about the way people interact when you work with clients coming from a different
culture. However, if one focuses solely on culture it may become an obstacle in communication.
People are not the carriers of a culture in one and the same way. Each person is a unique
personality and it is this personality you meet, not his/her culture. People are individuals and not
only the representatives of a certain culture.
The most important aspect of TOPOI for intercultural communication is becoming aware and
after that knowing one’s own assumptions, especially those one does not recognize as an
assumption but sees it as reality.
Therefore, this model focuses on communication.
In TOPOI communication is perceived as a circular process. Both persons are influencing each
other at the same time. To make it more complex: both are also involved in all kinds of
influencing processes with a broader context, namely the social systems in which the partners
participate.
Looking to communication as a circular process makes clear that each partner can try to change
the communication pattern.
If we see communication as a circular process we can ask ourselves:
What am I doing to make the other person act in this way?
What is the other doing to make me act in this way?
What is the influence of my broader context: the others?
By asking these questions we might find ways to improve our communication.
Communication with someone with a different cultural background demands an open and
reflective attitude. One must be ready and willing to listen and to look at different views, habits,
values and standards. A reflective attitude means that one is aware of his/her own frame of
reference. A reflective attitude means that during a conversation one is able to take the position
of the observer, looking from a distance what is really happening. Looking from a distance to
one's own role and possibilities, and as a counsellor - the responsibilities.
Misunderstandings in communication may occur between anyone, even with ones best friend.
Accepting this possibility as a normal issue keeps the communication open. The point is not to
blame oneself or the other but accept that misunderstanding can occur and can be solved. An
optimistic view on mankind is important for professional work with people.
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Five areas of TOPOI-model
1. Tongue
Each culture has its own code. These codes can be verbal as well as non-verbal.
Misunderstandings may occur by misinterpretation or not knowing the codes. Despite all codes,
language itself can cause a lot of misunderstanding. In fact it is the only tool we have to express
our feeling and thoughts. Everyone knows how difficult it is even in one’s own language.
Some people may be perceived as impolite, or even worse, as rude. Their ‘rudeness’, however,
might be caused by a simple reason of not mastering the native language of a country. Sometimes
people overreact by simplifying their own use of language, like talking to a little child.
2. Order
'Order' is how people look at reality. It’s the pair of glasses they wear when they look at the
world. Everyone has his/her own way of structuring reality. Nobody can grasp the total reality.
People structure reality in different ways because they have a different frame of reference,
recognize different loyalties or take a different position. Therefore we can never see more than
some aspects of reality. We can only take a subjective, limited and relative view with regards to
reality. What is true for me is not necessary true for someone else. Order is also the way you
define a certain problem as a counsellor.
3. Person
This area of the model tries to make the counsellor aware of two different types of influence in
his/her communication:
Personal perspectives
Social perspectives
Personal perspectives are well known. It is a level of relationships in communication. The social
perspectives are the influences of all the messages we get on a certain subject, the dialogue in the
culture. One example: everyone receives 'messages' on 'otherness'. Everybody knows at least
some jokes of people with another cultural background. The jokes are mostly ethnocentric. The
'we' in the joke are the good guys and the 'they' in the joke are usually bad or stupid guys. In
every language there are sayings on 'otherness' like:
On n'aime que ce qu'on connait (French).
Unbekannt, unbeliebt. Unbekannt, ungenannt (German).
Unknown, unloved (English).
Onbekend maakt onbemind (Dutch).
We receive a lot of social perspectives through the media. Politics is sometimes known for using
them. Are we aware of using them in our communication (non-verbal as well as verbal)?
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4. Organization
Organizational matters can also cause misunderstandings in intercultural communication. If the
client does not know what to expect from the counsellor of a specific institute, if the client does
not know the rules in the organization, this can lead to a lot of misunderstanding.
5. Intentions and influence
This 5th area intends to raise awareness on two aspects of communication. By intentions we mean
the aims we want to achieve in our communication. By influence we mean the effect we have on
the client in the conversation. It is important to realize that the effect of one’s communication
may differ from ones intentions. It is always the others who determine the effect of our
communication.
Recognition by the other of one’s good intention is a fundamental need for people. As a coach it
is important to see the intentions of the other.
Some specific points this model put emphasis on when to communicate:
Judgements and prejudices are unavoidable
Have an eye for your own ‘cultural glasses’
Watch the effect, do not “complain” about your (good) intentions
Be prepared for misunderstandings
Sometimes the shortest way is the roundabout way
Look for the common interest
Play an active role
Be alert to prejudices which colour your perceptions
My truth is not the truth
Be sceptic about communication but optimistic about people
It is normal that there are misunderstandings in the communication
One doesn't have to avoid the discrimination issue
TOPOI analyses the mistakes and shows ways to solve them and make people more self-
confident of their own communication skills.
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6.4. Exercise on TOPOI
Group work: 4 persons per group
Preparation time: 45 minutes
Plenary presentation of findings: a five minutes presentation of the group outcome, followed by a
general discussion.
Instruction:
- Read the hand out on TOPOI
- Read the presented case of one of your participants (preparatory case description)
- Discuss as a group the 5 areas of TOPOI with focus on what are the weak areas in the
communication
- Formulate advice for this particular case to prevent blind spots and prejudice
- Summarize findings
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Feedback TOPOI Model of Hoffman: Intervention options
Area:
What to do?
Tongue (Language)
Pay attention to ALL signals Investigate meaning (verbal as well as non-verbal) Explain, clarify meanings Give feedback, ask for feedback Investigate meaning also in respect of context of the person
Order (How one perceives things, the logic)
Ask for perceptions, logic Imagine yourself as your client, vice versa Put what is in common first Clarify differences but leave them the way they are Investigate the influence of environment on somebody’s perception
Person (Identity and relationship)
Investigate what different roles and related expectancies the client is talking Active listening Imagine yourself as your client, vice versa From what roles and expectancies are you talking? Investigate how both see the relationship Investigate role of environment on each other’s perceptions and images
Organization (Rules and power relations)
Be aware of power relations Explain own organization Rearrange aspects of own organization Investigate the way the client perceives your organisation Investigate the influence of rules and power relating to environment of your client
Intention, Influences (motives and drives)
Investigate the motives of your client Recognize underlying motives Investigate when client does his/her utmost best Show that you see client is doing his/her best Investigate what sort of recognition your client is looking for Ask how it is better to give recognition to your client Investigate what environment of client means by “doing your best” Explain when you do your best and how Demonstrate the effect of doing your best Clarify intentions and effects
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6.5. Intercultural dimensions
Source: Michael Harris Bond, as published in the 2nd edition of "Cultures and Organizations, Software of
the Mind"(2005)
Analysis of 5-D model on the example of Sweden
If we explore the Swedish culture through the lens of 5-D Model we can get a good overview of
the deep drivers of Swedish culture relative to other world cultures.
First dimension: power distance
This dimension deals with the fact that all individuals in societies are not equal – it expresses the
attitude of the culture towards these inequalities amongst us.
Power distance is defined as the extent to which the less powerful members of institutions and organisations
within a country expect and accept that power is distributed unequally.
Sweden scores low on this dimension (score of 31) which means that the following characterises
the Swedish style: being independent, hierarchy for convenience only, equal rights, superiors
accessible, coaching leader, management facilitates and empowers. Power is decentralized and
managers count on the experience of their team members. Employees expect to be consulted.
Control is disliked and attitude towards managers are informal and on first name basis.
Communication is direct and participative.
Second dimension: individualism
The fundamental issue addressed by this dimension is the degree of interdependence a society maintains
among its members. It has to do with whether people´s self-image is defined in terms of “I” or
“We”. In individualist societies people are supposed to look after themselves and their direct
family only. In collectivist societies people belong to ‘groups’ that take care of them in exchange
for loyalty.
Sweden, with a score of 71 is an Individualistic society. This means that there is a high preference
for a loosely-knit social framework in which individuals are expected to take care of themselves
and their immediate families only. In individualistic societies offence causes guilt and a loss of
self-esteem. The employer - employee relationship is a contract based on mutual advantage.
Hiring and promotion decisions are supposed to be based on merits only. Management is the
management of individuals.
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Third dimension: masculinity vs. femininity
A high score (masculine) on this dimension indicates that the society is driven by competition,
achievement and success, with success being defined by the winner / best in a field – a value
system that starts in school and continues throughout organisational behaviour.
A low score (feminine) on the dimension means that the dominant values in society are caring for
others and quality of life. A feminine society is one where quality of life is the sign of success and
standing out from the crowd is not admirable. The fundamental issue here is what motivates people,
wanting to be the best (masculine) or liking what you do (feminine).
Sweden scores 5 on this dimension and is therefore a feminine society. In feminine countries it is
important to keep the life - work balance and to make sure that all are included. An effective
manager is supportive to his/her people and decision-making is achieved through involvement.
Managers strive for consensus and people value equality, solidarity and quality in their working
lives. Conflicts are resolved by compromise and negotiation and Swedes are known for their long
discussions until consensus has been reached. Incentives such as free time and flexible work
hours and place are favoured. The whole culture is based around 'lagom', which means something
like not too much, not too little, not too noticeable, everything in moderation. Lagom ensures
that everybody has enough and nobody goes without. Lagom is enforced in society by “Jante
Law” which should keep people “in place” at all times. It is a fictional law and a Scandinavian
concept counselling people not to boast or try to lift themselves above others.
Fourth dimension: uncertainty avoidance
The dimension uncertainty avoidance has to do with the way a society deals with the fact that the
future can never be known. Should we try to control the future or just let it happen? This
ambiguity brings in anxiety and different cultures have learnt to deal with this anxiety in different
ways. The extent to which the members of a culture feel threatened by ambiguous or unknown situations and have
created beliefs and institutions that try to avoid these is reflected in the UAI score.
Sweden scores 29 on this dimension and thus has a low preference for avoiding uncertainty. Low
UAI societies maintain a more relaxed attitude in which practice counts more than principles and
deviance from the norm is more easily tolerated. In societies exhibiting low UAI, people believe
there should be no more rules than are necessary and if they are ambiguous or do not work they
should be abandoned or changed. Schedules are flexible, hard work is undertaken when necessary
but not for its own sake, precision and punctuality do not come naturally, innovation is not seen
as threatening.
Fifth dimension: long-term orientation
The long-term orientation dimension is closely related to the teachings of Confucius and can be
interpreted as dealing with society’s search for virtue, the extent to which a society shows a pragmatic
future-oriented perspective rather than a conventional historical short-term point of view.
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The Swedes score 20, making it a short-term orientation culture. Societies with a short-term
orientation generally exhibit great respect for traditions, a relatively small propensity to save,
strong social pressure to “keep up with the Joneses”, impatience for achieving quick results, and a
strong concern with establishing the truth. Western societies are typically found at the short-term
end of this dimension as are the countries of the Middle East.
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6.6. Exercise on intercultural dimensions
Group work: 4 persons per group
Preparation time: 45 minutes
Plenary presentation of findings followed by discussion
Instruction:
- Read the case description
- Go to the website http://www.geert-hofstede.com/hofstde_dimensions.php
- Analyse the cultural differences between one of your clients and your country
- What are the main differences?
- Regarding coaching do you think a specific role is more relevant for the kind of cultural
background? Why? Why not?
- Summarize how you would communicate an initiative your client might benefit from.
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Module 7
7.1. SMART action planning
7.2. Network communication and sharing information
7.3. Summary sheet of 7 Habits
7.4. igma ICT tool
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7.1. SMART action planning
This chapter describes how client profile information is used in action planning and how the
impact of the results of the action plans is measured at several different levels.
Introduction: action planning and goal setting
Sometimes action planning is conceived as being a one-time thing: once a client has been
“assessed” this information becomes a never changing basis of a detailed action plan leading to
the goal outlined at the beginning. This vision is not how action planning (and assessment) is
perceived in igma. There are dedicated assessment tools that may be used to determine the level
of competences, skills and needs. However, other techniques such as motivational interviewing
and observation may be more appropriate or could be combined. Moreover getting to know
client´s needs and possibilities (goal) is something which relates to the stage a client is in and the
trust relationship that has been established. As a consequence action planning within igma is
intended to learn more about needs and options as well as organize required activities: action
planning itself is essential for every interaction with clients. Only one stage of the progress ladder has a title
called action planning: the stage in which the client has reached such a confidence, motivational
and competence level that he/she is able to formulate himself/herself realistic goals and enter
training program or work. Therefore the action planning in this stage is substantially different
compared to the ongoing planning during client interaction.
In order to work client-centred action plans are based on the following fundamental questions:
What are the long-term goals and short-term targets for the client? (Part of the short-
term targets emerge by answering the next questions)
What skills and competencies does the client already have which can be further
developed?
What is the current priority need of the client? (Short-term)
What barriers may prevent progress?
What are the solutions?
What options are available to the client?
How will actions be achieved?
Who will deliver?
What support is required?
Why?
And for all issues: by when?
Action planning is a continuous process meaning that an action plan should be the end result of
each session the counsellor has with a client. The above questions should be reviewed and
addressed time and again. This process is necessary to ensure result-oriented intervention.
However, the counsellor needs to remember to help the client to manage the tasks efficiently by
breaking down the actions into smaller targets which are specific, measurable, achievable, realistic
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and time bound or SMART. The clients must learn to walk before they can run and need to be
guided through this process until they become more self-competent and confident.
Although carefully planned an action might miss reaching its target. If the ‘why’ question (Why
was it failing?) cannot be answered new action planning will not be effective, and probably
requires further need analysis. Use the checklist regarding profiling to identify gaps in
information. See the description of H-model for tracing potential hindrances in the appendix.
The information gathered through the client profiling and assessment processes provides an
indication of the actions required to develop the skills and competencies of each client to
progress towards the labour market through formal adult and vocational education. Each action
should always contribute to achieving the pre-determined targets and therefore action plans are
developed in a logical sequence.
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Example template for making an action plan according to igma
One of the essences of igma approach is that it focuses on forging an effective chain between all
involved partners in the provision network. The same actions shall not be done over and over
again. Issues that are suited to each specific organization the client is working with / visiting are
addressed as a division of responsibility.
Usually it is one organisation that acts as the responsible case manager organisation. Part of the
activities that are required for clarifying goals and work towards an achievable goal can be
outsourced to specialized training and other provider organisations in the region. This happens
at stage 7 of the igma progress ladder.
The template below is presented as an example sheet for the case manager to plan and monitor
on-going activities (at other organisations) with each client and their outcomes. The template also
offers room to enter information regarding specific hindrances of each of the client. This is
essential because hindrances also give an evidence-based indication regarding the amount of work
that is required to work with specific clients.
Client Start
date
igma
stage
Target Activity End of
Activity
Result External
contact
Disadvantage
code
Exit
code
For a SMART action plan minimally the next headings are relevant:
Client: an action plan / action file for each one of the clients;
Start date: the date the case manager starts to work with that client within a certain
stage of the ladder; when a client progresses a new start date is being
entered;
igma stage: the stage on the ladder that signifies the core issue of the client the action
plan tries to develop or address;
Goal: highest goal (as perceived at this moment);
Target: the short-term achievable target one is working towards (H-model);
Activity: the activity(ies) needed to achieve that target, review of them included;
End of activity: when finished?
Result: what is the result of these activities? Progress to what step?
External Contact: amendatory if external network is involved in the planned activities;
Disadvantage codes: additional issues that need to be solved (housing, debt, family circumstances, etc.), originating in “getting to know your client”;
Exit codes: describing the reason for finishing the program, dropping out of the
program for a temporary stop.
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About formulating (achievable) goals
An achievable goal needs to comply with the next form descriptions:
o Under the control of the client (it is about attitude and behaviour of the client and not of
the environment;
o Formulated in a positive way;
o It is evident when it is achieved (behaviour, exact result, etc.);
o Context is clear;
o Ecology: meaning the client perceives goal as being very positive for the whole person on
the short-term as well as long-term).
Check for SMART formulations.
For some clients actions need to be planned covering only short periods of time. This means that
an achievable outcome should be something the client is able to achieve in, for example, one
week’s period.
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Working SMART
Smart means:
S: Specific
M: Measurable
A Achievable
R Resourced
T Time-bound
When planning for activities together with the clients it is helpful to consider if actions are:
Specific enough, being clear regarding the directions.
Have clear and recognisable (measurable) results.
A realistic goal taking into account current hindrances.
Clear in what is required and is actually available.
Having a clear moment, date when result should be achieved.
SMART actions pose clear requests to the network thus helping focussing on the professionalism
involved as well as the evaluation of implemented task.
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7.2. Network communication and sharing information
Summary Communication Sheet of Development Needs
Period: Version:
Lulea My Turn project Name of client: ………………………………………………… Date of Birth: ………………………………………………… Name of Personal Adviser: ………………………………………………… General employment goal and/or preferred learning route in adult/vocational education: Short-term action plan:
Summary of relevant skills, competences, or qualities in support of the short-term action plan and the general employment goal:
Training needs:
Additional support:
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Do’s and don’ts (meaning a kind of “user’s manual”)
Other relevant information:
Signed Client: Personal adviser: Provider:
(Nota bene: additional information could be presented on f.e. the competence level of clients regarding different key
qualities)
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7.3. Summary sheet of 7 Habits
Habit 1: Be proactive
Take action and take responsibility. This is the basis of all further habits and a cornerstone of
success. You will influence your life more than anyone else. You have the opportunity to use
your free will and hard work to change yourself and your circumstances. You are only a victim if
you allow yourself to be; if you are reactive rather than proactive. The emphasis of this habit is to
do whatever is in your power to improve your situation. You are the creator, the actor and the
doer in your life; get started and "just do it". Since, in a situation, the thing that you can influence
and change the most is your response to it - choose your response to any situation and you will
find yourself in control. No one can "make" you angry if you decide you don't want to get angry.
Don't let life set you up to be in a bad situation. Have confidence in yourself and believe that you
can succeed at anything in life.
In your internal dialogue, replace language such as "I must do X" with "I choose to do X", "I
have to" with "I want to", "If only..." with "Let's see about..." etc.
I choose to not be angry in my work environment
I choose to spend only planned expenses in my personal
I want to be more present and involved in my family's happiness
Habit 2: Begin with the end in mind
Visualize where you want to go. Before you start something sit down and plan it out. A little
planning will usually save you a lot of actual work later. Use your creative forces to create images
and plans in your head first, then carry out your plan. The plan is called the first creation; the
second creation is formed when you carry out the plan, and its success depends on a well thought
out first creation.
It's extremely easy to get caught up in an activity trap, in the business of life, the thick of
thin things.
I want to be family physician
I want to have a full registration with HPSCA
I want to become a useful consultant
I want to be a good husband, to be a good father
I want to be respected
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Habit 3: Put first things first
Set priorities. Decide which of your roles and goals are most important, then determine what
steps will best achieve those goals. Basically it means doing life with your values in hand. It means
defining your idea of success in life from the image you would like to leave in the roles that you
assume like (spouse, grandparent, voter, activist, student, employee, manager). The idea is to have
these clearly defined and on a piece of paper.
We need to schedule our priorities. We can use the time management matrix to determine where
to spend our time.
There are four quadrants where we spend our time:
1. Important and Urgent
2. Important but not Urgent
3. Urgent but not Important
4. Not Urgent or Important
To be effective we need to take care of everything in quadrant 1 and then spend as much of our
remaining time as possible in quadrant 2. We need to live in quadrants 1 and 2.
Quadrant 1 activities are the things that are important and urgent: emergencies, deadline-driven
projects, crises, some meetings, some phone calls. These are the things we cannot and should not
ignore. They demand our immediate attention.
Quadrant 2 activities include: all work in each of the 7 habits, maintenance, recreation, self-care,
learning, reading, and relationship building. These are the things we don't do because they're
never urgent. They're important, but once we finish dealing with the Urgent and Important
crises, we often don't want to work in quadrant 2. We get distracted by Urgent things that are not
important—quadrant 3 activities—such as phone calls, text messages or interruptions from
others. We might want to retreat to the gratifying but wasteful activities of quadrant 4 because we
feel like we deserve a break. We don't realize that we are setting ourselves up for more crises in
quadrant 1 by ignoring the important activities of quadrant 2.
Habit 4: Think Win- Win
Many people grow up with a competitive mindset ("I win, you lose"), a beaten-down mindset ("I
give up, do what you want to me"), or a mix of these and other mindsets. Each of these has its
place. However, for your most valuable family and business interactions, the most mature and
effective goal is usually to seek situations which benefit everyone involved.
When you negotiate you should seek to make deals that help everyone. In cases where this is not
possible, it is best to have the mindset from the outset that you will walk away from the deal
("win-win or no-deal").
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Habit 5: Seek first to understand, then to be understood
To influence and help others, you must first actively listen to them and understand their situation
and concerns. For example, imagine a doctor who gives a prescription over the telephone
without knowing all the necessary information about the patient and their condition. This could
be a serious or even fatal error if the patient takes the wrong medicine. In the same way, when
giving someone advice we should be quite careful to understand their circumstances well. Even
excellent advice can be useless and wasted if it does not apply to the situation of the person
receiving it.
It is most effective to listen actively with empathy, consciously trying to understand and to see
the world from the other person's perspective. It is also beneficial to listen without judging.
Avoid "hearing" through a filter formed by your own worldview, and do not impose your
preconceived ideas on what you hear, because doing so will inhibit your efforts to put yourself in
the other person's shoes.
Once you have clearly understood the point of view of another person, it is equally important to
be understood by them. You need to build the courage to respond to what you've heard and
present your own view that takes what the other person has said into account.
Habit 6: Synergize This habit deals with teamwork and opening yourself emotionally to work with other people.
Optimistic, emotionally-charged individuals who are living out the previous habits can work
together in amazing ways and see new paths none of them would have found alone. To synergize
means to value differences or disagreements within a group. Instead of looking at the difference
negatively, one can view this as beneficial and seek to understand why the difference exists. In
coming to understand the difference or disagreement, and thinking with a win/win attitude, a
"third alternative" may appear. A "third alternative" is one which neither party could have come
up with alone but instead is generated out of understanding differences and seeking to reach a
win/win solution. This synergy is a bit chaotic but is also fun and stimulating. When you use
synergy you are also improving your spiritual, emotional and social side of your life.
Habit 7: Renewal, Sharpen the saw
Take time to rejuvenate yourself and help prepare yourself to work better in the future. This
often means relaxing, enjoying nature, meditating and praying (Steven Covey was a devout
Mormon, as he explains in the book's introduction), reading Scripture or great literature, listening
to classical music, and spending time with high-quality relationships.
The purpose of this habit is to regularly exercise the four components which many believe make
up the human being: body, mind, heart and spirit.
Body: Exercise for a sense of well-being.
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Mind: Exercise to sharpen the intellectual abilities.
Spirit: Exercise with meditations and inner reflections.
Heart: Exercise care for important relationships.
The fourth category is not an exercise like the others, but rather a commitment to use habits 4, 5
and 6 in everyday life.
Keep positive enthusiasm.
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7.4. igma ICT demo information management system (trainers instruction)
The context of staff working on (re-)integration of low skilled unemployed has been rapidly
changing. The labour market as well as the economic situation has created circumstances in
which more and more attention is put on methodologies that enable staff to handle much bigger
numbers of clients, and use the available means and time as effectively as possible. At the same
time less money is available to support the client’s needs.
At the same time also the involved stakeholders as well as their organisations are changing too,
requiring doing more and tailored made work with less staff.
Collaboration between organisations to save money and time becomes more and more
important. This actually is one of the key elements of the igma methodology: as a regional
network shares one and the same vison on the guidance and integration processes. A part of that
vision is also working together more closely, communicating and therefore exchanging
information to make the interventions more effective and to prevent doing the same things all
over again (intake, related training efforts, advices etc.). This requires a lot of attention on
effective communication between the different professionals/departments as well as between
institutes at regional and local levels.
Objectives of igma Information Management System
To support coaches as well as the stakeholder networks a demo of Information Management
System (IMS) has been developed. This demo offers applications for:
- Managing caseloads of individual coaches; signalling attention when work is due for
particular clients thus focussing coaches´ attention on those clients who require support;
- Giving indication on clients’ progression towards agreed goals; providing evidence for
good governance and helping to run reports on the caseloads;
- Sharing of essential information between organisations to improve collaboration for
better services and to become more effective.
Objective of demo within the igma curriculum
The demo version offers options of how the tool could look like (input as well as output).
Therefore the demo is not a final web system but rather an example which needs to be further-
developed and adapted to the legislation and rules in each country. Main objective of the demo
therefore is:
- Additional training tool to develop awareness of coaches about three levels of the
methodology and how the demo can assist the work of a case manager and a coach at all
three levels.
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- Input on usability of the demo in the real work environment of coaches: collecting
feedback on purpose and presented features as well as on the issue of sharing client
information.
- Development of concrete ideas of the coaches themselves on how they could progress on
the issue of information sharing within their current context.
Trainer explains the objectives with the igma IMS. Brainstorming and discussions of igma IMS is
recommended through the following steps:
- Discussion /group work on current situation of information sharing: Look for where it
currently went wrong and why? Lessons for the future - how to deal with this? How
Demo could be of use for coaches?
- Discussion on the current way case management is organized in the region: In our
regional situation do we have number of coaches in which each one has own
responsibilities? Is there somebody responsible for the work of all these different coaches
/ some organization benefitting from the individual efforts of all these different coaches?
Discussion on who should know what kind of information and when. Discussion on
whether such a process can be facilitated through ICT. Discussion on what demo has to
offer. Dealing with issues on information exchange.
- Discussion or group work on describing most ideal situations of shared responsibility on
clients and related information sharing. What could we do to make a step forward to that
situation? How could the features of the demo be of support in this? What is still
missing?
- Discussion on how demo facilitates the three levels of the methodology.
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Module 8
8.1. Assessment sheet
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8.1. Assessment sheet
Examination assessment sheet for participants
Name of participant:
Group meetings:
Homework:
Attendance (80%)
Level of Participation
Attention for homework
Quality of completion
Module 1 Module 2 Module 3 Module 4 Module 5 Module 6 Module 7 50% of end result:
Project for examination:
Attention of project:
Group presentation
Integration of IA input and literature
Feasibility of strategy and plan
50% of end result: Combined average
Examination result
Scores on scale 1 to 5: 1 is very poor, 2 below average, 3 average, 4 good; 5: excellent Examination results: Failed: mean scores just below average Passed: mean scores of average or higher (with content, excellent)
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List of literature in English
Arthur, N., and M. McMahon. "Multicultural Career Counselling: Theoretical
Applications of the Systems Theory Framework." The Career Development Quarterly 53
(2005): 208-22.
Covey, Stephen R. The 7 Habits of Highly Effective People. London: Simon & Schuster, 2005.
Hooley, T., Matheson, J., Watts, A.G., “Advancing Ambitions: The role of Career
Guidance in supporting Social Mobility”; University of Derby, United Kingdom, 2014
Jacobs, A. Cross-cultural Communication. Groningen: Noordhoff, 2012.
Kuijpers, M., Meijers, F., “Career Learning. Research and practice in Education”;
Euroguidance, ‘sHertogenbosch, Netherlands, 2009.
Law, B., “Career learning thinking for contemporary working life”, The Career Learning
Café, London, 2010.
Law, B., “Career Learning space: New DOTS: Career learning for the Contemporary
world”, British Journal of Guidance and Counselling, 27(1999): 35-54.
Nunez, C., Nunnez-Mahdi, R., Popma, L., “Intercultural Sensitivity”, Royal van Gorcum,
Assen, Netherland, 2008.
Patton, W., McMahon, M., “the Systems theory framework of career development and
counselling: connecting theory and practice.” International Journal for the Advancement of
Counselling 28 (2006): 153-166.
Rollnick, Stephen, William R. Miller, and Christopher Butler. Motivational Interviewing in
Health Care: Helping Patients Change Behavior. New York: Guilford, 2008.
Watts, A. G. Career Development Learning and Employability. Heslington: Higher
Education Academy, 2006.
Zikic, J., Franklin, M., “Enriching careers and lives: introducing a positive, holistic and
narrative career counselling method that bridges theory and practice.” Journal of
Employment Counselling 47 (2010): 180-190.
Suggested literature is part of the preparation for some of the modules the literature relates to. Please prepare the
related literature well before the start of each particular module. Trainers are free to choose parallel literature in
official partner language, depending on competence level of English of the participants.
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