o.7/a7 development of e-learning course training...
TRANSCRIPT
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O.7/A7 DEVELOPMENT OF E-LEARNING COURSE TRAINING MODEL
PROJECT N. 2015-1-IT01-KA202-004762 ECVET AND OER BASED ASSESSMENT AND TRAINING OF GUIDANCE
PRACTITIONERS WORKING WITH NEETS
Editors Daria Modrzejewska, University of Humanities and Economics, Łódź (PL) Volume 2, November 2017 This output is a product/Intellectual Output produced in the framework of the Erasmus+ KA2 from the Project ECVET.OER.NEET - ECVET and OER based assessment and training of guidance practitioners working with NEETs”, coordinated by the partner Studio Risorse S.r.l. (Matera, Italy). Contacts: [email protected] ; [email protected] ;
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Table of contents
INTRODUCTION ....................................................................................................................................... 3
METHODOLOGY ....................................................................................................................................... 3
Foundation of the e-training course ....................................................................................................... 3
The content of the learning course ......................................................................................................... 5
Implementation of the e-learning course ............................................................................................... 7
Foundation of the e-training course ..................................................................................................... 10
Learning modules .............................................................................................................................. 23
ASSESSMENT AND EVALUATION PROCEDURES OF E-LEARNING COURSE ............................................ 43
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INTRODUCTION The general goal of the ECVET.OER.NEET project is to improve the technical skills of
the practitioners who work in public and private employment centres and trainers that deal in the field of guidance within the Youth Guarantee Programme (YG). Specifically, to improve their guidance practices and their competences to use an individualized approach with difficult users as the young NEET (Not in Education, Employment or Training) through the use of specific OER created thank to the project activities. The specific aim of this intellectual output, henceforth designated IO.7, is to build and interactive and coherent with face to face training course e-learning training model. The e-learning training course will be launched on the project website ECVET.OER.NEET. The course will be built on the basis of learning objects responding to competences units
identified for the profile of the guidance practitioner who work with NEETs.
METHODOLOGY
Foundation of the e-training course The research described in the IO.3 was therefore important to identify the gap of
competences in order to plan the training project on the basis of the specific needs of the guidance practitioner working with NEETs and of the active labor market policies in each partner country. The research results highlighted the presence of basic skills of practitioners of all the engaged centres, their responsibility and participation. The core problem is the lack of integrated support actions (local actors-territorial network-companies) that improve the inclusion and reinclusion of young people in the society and in the labour market. The research respondents also pointed to the difficulty to use ICT technologies and social
media; the use of a terminology understood by young people, to plan tools and a set of
forms adequate to the specific users characteristics.
The report also collected very detail information on what particular skills project consortium should focus, which are: Ability to read and understand the social complexity of the users; Ability to understand the request for individual, group and/or social guidance; Communicative/empathic and proactive skills; Ability to design tools used for the guidance counselling and the elaboration of individualised professionalization plans; Ability to design professional projects; Ability related to flexibility and motivation towards the users;
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Sociological and psychological knowledge; Linguistic and technological skills.
These professional skills and competences that were revealed in the report allowed us to propose general aims of the training course. The training should be aimed at these specific goals: - Guidance psychology,
- Operational and procedural techniques,
- Welcoming techniques,
- Communication techniques,
- Acquaintance with and interpretation of the different communicative registers and behaviours used by the NEETs (verbal, non verbal, digital and social media jargon),
- Ability to read and define the individual need and the request for guidance, Knowledge and sociology of guidance practices. On the basis of these general aims the project partners have established following skills to be developed during the training course: read and understand the guidance needs expressed by the demand (especially the young NEET) more and more difficult to understand, for different factors related to psychological, personal, social and cultural filed; use an innovative and digital communicative language, based on the use of tools and web and social networks’ terminology, close to the way of communication and expression used mainly by young people; organize information and tools that respond to the different needs and guidance
requests expressed by the young NEET.
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The content of the learning course
These specific professional skills can be grouped into seven areas of activities (modules)
identified for the Profile of the guidance practitioner working with NEETs:
1. NEET Support Method 2. NEET Assistance Actions face to face 3. Professional NEET assistance and updating information 4. NEET Deepening Assistance 5. Matching and providing NEET Assistance 6. Referring the NEET to other services/providers 7. Formal administrative process of registering For both face to face and on-line training course, the project partners will focus only on some of the "key" activities of the areas of activities, most representative of the training needs of operators. Below, there are two selected modules – NEET Support Method and Professional NEET
assistance and updating information– with description of the key activities / learning
outcomes in terms of knowledge, soft skills and specific skills, that meet the training needs
identified during the analysis and research activity and identified in the examined areas of
activities / Unit of learning outcome:
Area of activity/Unit of Learning Outcome 1 – NEET Support Method
Key
act
ivit
ies/
Lear
nin
g O
utc
om
e
WPKA 24 - Counsel individuals to help them understand and overcome personal, social, or behavioral problems affecting their educational or Vocational situations
ECVET: 2
KNOWLEDGE TRANSVERSAL SKILLS SPECIFIC SKILLS
- Knowledge about Assessment of psychological and social profiles - Knowledge of social case management problems - Knowledge of hard and soft skills assessment tools - Knowledge of youth development theories - Knowledge of foreign languages - Knowledge of other cultures
- Ability to motivate and inspire clients - Stress resistance or Emotional Resilience - Trust building ability/ reliability - Active listening - Client orientation - Patience, understanding and the ability to listen non-judgmentally - Guidance-oriented - Empathy - Adaptability - Flexibility
Problem recognition and solving skills - Assessment and matching skills - Communication and interviewing/counselling skills - Ability to engage and build relationships with family members or other significant persons
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- Knowledge about factors affecting individual wellbeing and distress
Area of activity /Unit of Learning Outcome 3 – Professional NEET assistance and updating
information
Key
act
ivit
ies/
Lear
nin
g O
utc
om
e
WPKA 7 - Providing information about active labour market policies
ECVET: 2
KNOWLEDGE TRANSVERSAL SKILLS SPECIFIC SKILLS
Knowledge of current labour market situation and trends; - Knowledge of
employers selection
process
Ability to motivate and inspire Clients; - Stress resistance or Emotional Resilience; - Able to contract and set boundaries appropriately; - Trust building ability/ reliability; - Innovativeness / creativity; - Guidance-oriented; - Adaptability; - Flexibility
Communication and interviewing/ counselling Skills; - Information finding and analysis skills - Ability to identify a range of community resources (people, places, things, etc) that can assist youth; - Able to provide clients with accessible explanations about their
approach and
techniques
The project consortium agreed that the content of the course /with learning materials/ for
both - face to face and e-learning course will be the same. Therefore the materials delivered
through face to face training will be transferred to on-line platform in seperated sections
(lessons).
It is essential to stress that for e-learning course the choice of the content /training
materials/, for two modules, will be more focused on knowledge, in other words, providing
information, giving instructions, tips. The abilities of on-line trainings using the platform are
limited in case of developing skills. This part of the activities will be implemented in face to
face training.
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Implementation of the e-learning course
The implementation of the course will be realized by the e-learning platform
(launched in project website), an accessible platform that can be used without paying a
license.
The working environment and the layout will be intuitive and easy to understand in order to
facilitate the use of the tools in the platform.
The platform can be used with different operating systems (Windows, Linux and Mac), it’s
necessary only a browser (Internet Explorer, Mozilla, Firefox, etc…) and an internet
connection.
The course will be launched on the project website (http://project-neet.eu/) There would be
a specific space dedicated to the e-learning training course – TRAINING AREA
When the participant enters the training area, she/he would be asked to click the request for
generating new password, after that she/he would have an access to the e-learning course.
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Each section of training area will be inserted in different pages. Users have to click on the
title of the section to see the contents.
THE STRUCTURE OF THE TRAINING AREA
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DESCRIPTION
In this section the participant would find the information about the e-learning course
foundations with brief description of project goals and partnership. It is suggested to
mention about international research conducted by partners highlighting the importance of
developing professional competences of those who work with neets
In this part you will find the following information:
DESCRIPTION
About the course: The course is dedicated to the professionals who provide support to the
NEETs (not in employment, education or training)1. The course delivers professional
knowledge about guidance and counseling targeted specifically to the NEETs. It also
introduces information about required skills that affect effectiveness in professional
guidance.
The course consists of two MODULES:
Module 1- NEET Support Method
Module 2 - Professional NEET assistance and updating information
In each module you will find several lessons with the instructions about how to follow and
navigate the unit. After each module you are asked to complete self-assessment
questionnaire to receive the feedback about achievements and progress in the course.
The course was produced in the framework of the Erasmus+ KA2 from the Project
ECVET.OER.NEET - ECVET and OER based assessment and training of guidance practitioners
working with NEETs”
About the project: The general goal of the ECVET.OER.NEET project is to improve the
technical skills of the practitioners who work in public and private employment centres and
trainers that deal in the field of guidance within the Youth Guarantee Programme (YG).
Specifically, to improve their guidance practices and their competences to use an
individualized approach with difficult users as the young NEET (Not in Education,
Employment or Training) through the use of specific OER created thank to the project
activities.
Project Partners: 1 A NEET or neet is a young person who is "Not in Education, Employment, or Training". A person
identified as NEET is either unemployed or economically inactive and is either looking for work or is
inactive for reasons other than being a student or a carer at home. (Source:
http://researchbriefings.parliament.uk/ResearchBriefing/Summary/SN06705;https://en.wikipedia.o
rg/wiki/NEET)
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- Studio Risorse Ltd (project coordinator), Italy
- The Province of Vicenza, Italy
- The, União das Freguesias de Gondomar (S. Cosme), Valbom e Jovim, Portugal
- ISON is a Consulting, Counseling & Publishing House, Greece
- Fundación CV Pacto Empleo Valencia (FCVPE), Spain
- University of Humanities and Economics in Lodz, Poland
Foundation of the e-training course To accurately determine needs and expectations of professionals working with NEETs
international partnership conducted research that helped to deliver the Competence Profile of the guidance practitioners working with NEETs The research results highlighted the presence of basic skills of practitioners of all the engaged centres, their responsibility and participation. The core problem is the lack of integrated support actions (local actors-territorial network-companies) that improve the inclusion and reinclusion of young people in the society and in the labour market. The research respondents also pointed to the difficulty to use ICT technologies and social
media; the use of a terminology understood by young people, to plan tools and a set of
forms adequate to the specific users characteristics.
The report also collected very detail information on what particular skills project consortium should focus, which are: -Ability to read and understand the social complexity of the users; -Ability to understand the request for individual, group and/or social guidance; - Communicative/empathic and proactive skills; - Ability to design tools used for the guidance counselling and the elaboration of individualised professionalization plans; - Ability to design professional projects; - Ability related to flexibility and motivation towards the users - Sociological and psychological knowledge; - Linguistic and technological skills. Read more at: http://project-neet.eu
GOALS
In this section participant will discover the general goals of the e-learning course with
expected outcomes to be covered during the realization of the course:
GOALS
The course focuses on the following areas: - Guidance psychology,
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- Operational and procedural techniques,
- Welcoming techniques,
- Communication techniques,
- Acquaintance with and interpretation of the different communicative registers and behaviours used by the NEETs (verbal, non verbal, digital and social media jargon),
- Ability to read and define the individual need and the request for guidance, Knowledge and sociology of guidance practices. On the basis of these general areas the following skills will be developed during the training course: - read and understand the guidance needs expressed by the demand (especially the
young NEET) more and more difficult to understand, for different factors related to psychological, personal, social and cultural filed;
- use an innovative and digital communicative language, based on the use of tools and web and social networks’ terminology, close to the way of communication and expression used mainly by young people;
- organize information and tools that respond to the different needs and guidance
requests expressed by the young NEET.
INSTRUCTION
In this part the participant will receive the detailed information about how to use the
platform and run the course. The course will be divided into two general modules – each
module will include specific content (lessons) - the participant will be informed how to pass
each section to complete each module and receive feedback about achievements.
INSTRUCTION
The course consists of two modules:
I - NEET SUPPORT METHOD
II - PROFESSIONAL NEET ASSISTANCE AND UPDATING INFORMATION
Each module includes several lessons. Enter each lesson. There, you will find the
layout which is a structure of the lesson. You will be informed about the goals of the lesson
with expected outcomes. You will also find the instruction about how to follow the lesson in
a correct order. Read all the documents provided in pdf; word, ppt.
When you go through all the lessons in the module you are obligated to complete the self-
assessment test that will include the questions from all module content. After completing
the test you will receive the results:
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ECTS GRADES ECTS DEFINITION
A Excellent
B Good
C Satisfactory
D Sufficient
F Fail
When you complete all the course with evaluation papers from each module you will receive
the final score that includes short explanation related to the quality of knowledge that you
will gain.
MODULES
As it was described above the course will deliver two MODULES:
area of activity/unit of learning outcome 1 – Neet support method
area of activity /unit of learning outcome 3 – Professional neet assistance and updating
information
MODULE 1 - NEET SUPPORT METHOD
The layout of the module 1 would have the following structure:
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INTRODUCTION INTO THE MODULE
In this part there would be short information about general foundation of the module –
what the module is about.
MODULE 1
INTRODUCTION
In this module you will find information related to the complex support methods
necessary in your work with NEETs. The module starts with the methods that can be used in
the process of psychological assessment of NEETs. Then you will go through the techniques
that allow to conduct effective relation based on counselling as well as recognition and
problem solving. The important part of this module is dedicated to the hard and soft skills
that are essential in working with NEETs.
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The module consists of 3 lessons:
1. Assessment of psychological and social profile
2. Social case management problems
3. Hard and soft skills assessments
4. Factors affecting individual wellbeing and distress
Go through all the lessons and enjoy!
Each lesson will have the same organizational structure. For example:
Lesson 1 - Assessment of psychological and social profiles
INTRODUCTION
Short introduction into the problem – what participant will learn from this lesson
INSTRUCTION
Information about the steps in this section that participant has to cover to complete the
lesson.
LEARNING MATERIALS
The material for the course content will be provided in the following formats:
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Word file
Ppt
Layout of learning materials
Sample of the layout of learning material (Module 2 lesson 3)
FINAL SELF-ASSESSMENT (EVALUATION) OF THE MODULE 1
When the participant goes through all the lessons in the module he/she is obligated to
complete the self-assessment quiz/test that would include the questions from all module
content. After completing the test the participant would
receive the results: ECTS GRADES ECTS
DEFINITION
A Excellent
B Good
C Satisfactory
D Sufficient
F Fail
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QUIZ
It will be a self-assessment tool that would allow to assess the level of achievements in
learning.
Sample of quiz layout:
When the participant finishes the quiz she/he receives feedback from the quiz results.
We propose the following scale
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The interpretation of the results:
ECTS GRADES ECTS DEFINITION
A Excellent
B Good
C Satisfactory
D Sufficient
F Fail
The results would also include short explanation related to the quality of knowledge that
participant has gained. For example:
RESULTS OF DESCRIPTIVE ANALYSIS OF THE DATA – sample related to module 1
RESULTS OF DESCRIPTIVE ANALYSIS OF THE DATA from the evaluation of module 1
RESULTS DESCRIPTION
GRADE A You represent in-depth knowledge about the assessment of psychological and social profiles. You are aware how to use the tools in the respect of the specific client needs. You can recognize social case management problems and you can adapt the knowledge in real life situations. You can identify the factors that affect individual wellbeing and distress and you can use the knowledge selecting appropriate supportive methods. You know variety of hard and soft skills eg. active listening, communication, adaptability, trust building ability, ect. and you are aware how use them successfully.
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GRADE B You represent grounded knowledge about the assessment of psychological and social profiles and you can provide information how to use the tools in the respect of the specific client needs. You know social case management problems. You can name the factors that affect individual wellbeing and distress. In the area of hard and social skills you can name and describe the skills with the information on how to use them in real situations.
GRADE C In the area of NEET Support Method you are able to provide general knowledge about: assessment of psychological and social profiles, social case management problems, as well as variety of soft and hard skills that are crucial in operators` profession. You can provide basic information about the way that the NEET support methods should be adapted into real life situations related to your work.
GRADE D You represent basic knowledge about NEET Support Method like: assessment of psychological and social profiles and social case management problems. You can provide general information about the main hard and social skills. It is recommended to revise the content of the module to learn more about NEET Support Method.
GRADE F Although you have gone through the content of the module it is suggested to start the lessons again to revise and extend the knowledge about the NEET Support Method.
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MODULE 2 - PROFESSIONAL NEET ASSISTANCE AND UPDATING INFORMATION
Module 2 would present the same organizational structure as module 1, including following
lessons:
INTRODUCTION INTO THE MODULE
In this part there would be short information about general foundation of the module –
what the module is about.
MODULE 2
INTRODUCTION
This module provides grounded information about active labour market policies. You will be
intruded about current labour market situation and trends as well as the way of using community
resources in your work. You will also learn about the way that employers’ selection process is led.
This information would help you to prepare more effective counselling to your client. The last part of
the module is dedicated to psychosocial competences of the operator. You will go through the
competences that affect your work, what is more, you will find the information about the way that
you can develop them.
The module consists of 3 lessons:
1. Current labour market situation and trends
2. Employers selection process
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3. Psychosocial competences of the operator
Go through all the lessons and enjoy!
Each lesson would have the following layout:
Lesson 1 - Current labour market situation and trends
INTRODUCTION
Short introduction into the problem – what participant will learn from this lesson
INSTRUCTION
Information about the steps in this section that participant has to cover to complete the
lesson.
LEARNING MATERIALS
The material for the course content will be provided in the following formats:
Word file
Ppt
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FINAL SELF-ASSESSMENT (EVALUATION) OF THE MODULE 2
When the participant goes through all the lessons in the module he/she is obligated to
complete the self-assessment quiz/test that would include the questions from all module
content. After completing the test the participant would
receive the results:
The results would also include short explanation related to the quality of knowledge that
participant has gained.
RESULTS OF DESCRIPTIVE ANALYSIS OF THE DATA –module 2
RESULTS DESCRIPTION
GRADE A You represent in-depth knowledge about the current labour market situation and trends. You can provide detailed description about employers selection process. You can transfer the information into the real-life situations related to your work. You have grounded knowledge about psychosocial competences that are necessary in operators`proffession. In the area of these specific competences e.g: communication and counselling skills; motivation, coping with stress, trust building ability/reliability you are able to adapt them to your professional contact with NEETs.
GRADE B You represent grounded knowledge about the current labour market situation and trends. You can provide the detailed information about the employers selection process. You are also aware how to use the information in your professional work. You can describe the psychosocial competences that are crucial in operators` profession. You can also provide the information about the way that the skills can be used in real situations with your client.
ECTS GRADES ECTS DEFINITION
A Excellent
B Good
C Satisfactory
D Sufficient
F Fail
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GRADE C You have general knowledge about the current labour market situation and trends. You can provide general information about the employers selection process. You can describe the crucial psychosocial competences in operators ‘profession with basic information about the way that they can be implemented.
GRADE D You represent basic knowledge about current labour market situation and trends. You are able to point to the main steps of the employers selection process. You can provide the description of psychosocial competences related to operators`work. It is recommended to revise the content of the module to learn more about Professional NEET assistance and updating information.
GRADE F Although you have gone through the content of the module it is suggested to start the lessons again to revise and extend the knowledge about the Professional NEET assistance and updating information.
FORUM
On the e-learning platform there would be a space for the participants to share their
opinions, exchange good practice sample, ask some questions, ect.
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LEARNING MODULES
Project partners shared their responsibilities in collecting the learning materials for each
lesson within each module. They prepared the content according to the following layout:
LAYOUT FOR DIDACTIC MATERIALS for ON LINE TRAINING COURSE
LESSON 1 TITLE:
GOALS
EXPECTED OUTCOMES
Knowledge: E.g Participant would know….
(Optional) Skills: Participant is able to… Participant can analyse….
INSTRUCTION
Information about how to navigate the module and its content – the parts that it consists of.. Technical instruction on the way the lesson should be learnt and completed.
LEARNING MATERIALS
PDF (title1) WORD (title2) PPT (title3) VIDEO
RESOURCES
The participants of the online course would go through the following content delivered by
the two modules with individual lessons.
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MODULE 1: NEET SUPPORT METHOD
Lesson 1: Assessment of psychological and social profiles
LESSON 1 TITLE: Assessment of psychological and social profiles
GOALS
The goal of this lesson is to get the career counselors familiarized with the techniques of counseling and interview. To be able to apply the appropriate techniques according to the needs of their clients, so as to get in touch with the personal and social characteristics of their clients. The operators will also have the chance to know and use the personality questionnaire Polar T, which helps them to assess the psychological traits of their clients. Lastly, they will get the appropriate knowledge regarding the techniques and steps of coaching, empowering the clients and help them making changes and improvements.
EXPECTED OUTCOMES
Knowledge: Participant would know how to conduct an initial interview, which are the main techniques of counseling and interview. He/she would also know how to administer and interpret the results of the personality questionnaire and how to empower and motivate the client.
Skills: Participant can:
a. express empathy through reflective listening.
b. develop discrepancy between clients' goals or values and their current behavior.
c. avoid argument and direct confrontation.
d. adjust to client resistance rather than opposing it directly.
e. support self-efficacy and optimism.
INSTRUCTION
The lesson “Tools and methods for conducting a guidance interview with a NEET” is divided in three topics – each one will include specific content. The “Counseling and interview techniques” consists of a pdf file with Career Counselling Techniques, a ppt with interview techniques, and useful videos on youtube. Additional, there is a file with exercise for practical application of the techniques. The trainee will have to go through files with theory and techniques, then watching the videos with career counseling interviews and after all these, he/she will have to go on conducting the interview by himself/herself and apply the techniques on it. The “personality assessment” includes files, where the trainee will be presented the questionnaire of Personality Polar_T and will get the appropriate information on how to interpret the results of the questionnaire. After the trainee having studied the above mentioned files, he/she will have to look at an exercise, where he/she will have to see a diagram of the personality questionnaire and give proposal on specific career orientation. Laslty, the trainee, in the topic “coaching methodology” will have to go on a file, where the basic steps of coaching are presented.
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LEARNING MATERIALS
PDF* - L.1.T1a
2_Career counselling techniques
- L.1.T1c _Counseling Techniques: Practice and Case Study - L.1.T2a_PersonalityQ_PolarT_questionnaire*** - L.1.T2c_PersonalityQ_PolarT_interpetation*** - L.1.T1d_ PersonalityQ_PolarT_Case Study*** - L.1.T3_Coaching methodology
PPT
- L.1.T1b_Interview techniques - L.1.T2b_ PersonalityQ_PolarT
VIDEO – youtube
https://www.youtube.com/watch?v=LJmKauNNT3Y
https://www.youtube.com/watch?v=jQR-OuzGu1w
https://www.youtube.com/watch?v=WrNaE0Agdbo&index=31&list=PLsidkcoHzZUM
m7kNMmqezEqqkdsJmKeEh
*In the platform we should upload the files in pdf format, but I send the word files in case any partner want to make any change on them *** This is an Ison’s tool that we provide for free to greek counselors to get the psychological profile of their clients. We will include it in the elearning training, but we are not sure if it’s useful for other partners, as it is in greek and English and you can do it only online.!!!!
RESOURCES Bibliography 1. Bastress, R and Harbaugh, J Interviewing, Counselling and Negotiation (Little
Brown, 1990) 2. Bexraki K., Parents’ School, Experiences – Perspectives, Ellinika Grammata,
Athens 2002 3. Binder, D and Price, S Legal Interviewing and Counseling (West Publishing,
1977) 4. Binder D, Bergman P & Price S Lawyers as Counsellors: A Client-Centered
Approach (West Publishing, 1991) 5. Charis T. I am ok, you are ok. Psychology of interpersonal relationship with
the language of communicational language. Kastaniotis, Athens 1998 6. Chourdaki M., Family Psychology, Leader Books, Athens 2000 7. Dimitropoulos E.G., Counselling and counseling psychology, Gregoris, Athens,
1992 8. Herbet M., Psychological care of child and its family, Ellinika Grammata,
Athens 1998 9. Ivey A et al, Counselling: Basic skills of influence, Ellinika Grammata, Athens
1994 10. Ivey A et al, Counselling: Method of practical approach, Ellinika Grammata,
Athens 1992 11. Kalanzi Azizi A. (2002) Self – knowledge, Self – understanding, Self – control,
Difros, Athens 1984 12. Kalanzi Azizi A. (2002) Self – knowledge and Self – management, Cognitive –
2 L=Lesson, T=Topic
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behavioural approach, Ellinika Grammata, Athens 1996 13. Κataki Χ., The three identities of the greek family, Ellinika Grammata, Athens
1998 14. Kosmidou – Hardy Ch & Galanoudaki – Rapti Ath., Counselling: Theory and
practice, P. Asimakis: Institute of Personal Development, Athens 1996 15. Kourti E., Interpersonal Communication: Theoretical approaches. Magia,
Athens 1995 16. Malikiosi – Loizou M., Counselling Psychology, Ellinika Grammata, Athens
1993 17. Malikiosi – Loizou M., Counselling Psychology in Education, Ellinika
Grammata, Athens 2001 18. Papadaki – Michailidi E., The silent language of emotions, Ellinika Grammata,
Athens 1997 19. Piperopoulos G., I communicate so I exist, Ellinika Grammata, Athens 1996 20. Polemikos N. & Kontakos A., Non – verbal Communication. Contemporary
theoretical and research approaches in Greece, Ellinika Grammata, Athens 2002
21. Satir Virginia, Human Communication, Diodos, Athens 1989 22. Sophie C., The basic “Tools” of an Adult Educator, Metexmio, Athens 2000 23. Skynner R., Family cases, Ellinika Grammata, Athens 1997 24. Trivila S. & Chimienti G., Conflict control program. Ellinika Grammata, Athens
1998 25. Winnicott P., Discussions with Parents, Ellinika Grammata, Athens 1995
Online articles
Graham Robson: How Client Interviewing Skills Can Raise the Stakes LSG 2015
Clark Cunningham: The Client's Perspective on the Initial Interview (2001)
Law Society: Practice Notes on Initial Interviews (2011)
Videos https://www.youtube.com/watch?v=JNPD6TF98a4
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Lesson 2: Social case management problems though guidance interview
LESSON 2 TITLE: Social case management problems though guidance interview
GOALS
To start a process of awareness about his own role of guidance practitionner that
works with NEET and to improve some methodological and trasnversal skills useful for
the social case management concerning NEET.
EXPECTED OUTCOMES
At the end of the lesson, participants will have:
acquired new dynamics concerning the focus on social cases
acquired and used new methodologies referring the processo of management of a guidance interview with NEET
evaluated the importance of the problem expressed by the customes and summarized the actions that have to be adopted in order to reach the project goal.
INSTRUCTION
The lesson “Social case management problems though guidance interview” is divided in two topics, each one will include specific contents. “The tools for a Guidance Interview: the value of question and the management of social cases” consist of a pdf file describing the concept of guidance assistence, the tecnniques and strategies of Active Listening, of interpretation of the question and of the needs that caused the request of interview and that legitimate it. Finally the tools to motivate and the questions during the guidance interview are described. “The guidance interview” consist of a ppt file describing the concept of guidance interview, the role of the guidance practioner and the Methodological aspects. Details on the phases of guidance interview and on user’s needs are provided. Finally there are exercises about "personal power", Active Listening, and case study about guidance interview.
LEARNING MATERIALS
PDF - title: “ The tools for a Guidance Interview: the value of question and the management of social cases" WORD - titles: “Exercices and Study Cases”; “Bibliography”; “Final questionnaire” PPT - title: “The guidance interview”
RESOURCES BIBLIOGRAPHY L’orientamento e la relazione di aiuto: teorie, metodologie e strumenti,
Pistoia 2005 - Scaramuzza M.S. Manuale di psicologia dell’orientamento e career counselling nel XXI
secolo – 19-maggio-2010 – Anna M. Di Fabio Psicologia dell’orientamento professionale. Teorie e pratiche per
orientare la scelta negli studi e nelle professioni. 10-02-2003 , Jean Guichard e Michel Huteau
Psicologia dell’accompagnamento. Il senso della vita e del lavoro nell’orientamento professionale. 17-12-2005, Jean Luc Bernaud
Dall’analisi della domanda alla valutazione della consulenza di orientamento, ISFOL - 2007
Il colloquio di orientamento, M. Luisa Pombeni – maggio 1996 Il colloquio orientativo nei Centri per l’Impiego, M. R. Mancinelli – 2002 La consulenza orientativa, Consolini M., Pombeni M. L. – 2001 Franco
Angeli MI Autoefficacia nella scelta. La visione socio cognitiva dell’orientamento,
Nota L. , Soresi S. – Edizioni Iter -2000 Manuale per orientatori, Federico Batini – Erickson - 2008
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Lesson 3: Soft and hard skills assessment tools
GOALS
The goal of this lesson is to prepare career counselors to recognize the soft, hard and technical skills of their clients, to get them familiar with assessment tools and exercises for improvement of skills.
EXPECTED OUTCOMES
Participant would know: a. the basic soft and hard skills and their content b. the tools to assess skills c. exercises for improvement of 2 skills: communication and teamwork
INSTRUCTION
The unit is consisted of three sub – units: a. basic theory on skills b. assessment of skills c. exercises of improvement The trainees will go on studying the theory on skills and afterwards get in touch with an assessment tool, so as to be able to find out which skills lack their clients and on which they need exercise. The 3
rd step is to get familiar with the exercises given to
improve the skills of communication and teamwork.
LEARNING MATERIALS
Files: a.Hard and Soft Skills: theory c.Communication Skills d.Teamwork_Information&Activities b.Soft skills_assessment test Video: Animation video for teamwork https://www.youtube.com/watch?v=osNrBLH374A
RESOURCES Bibliography
1. Harris, P. R., & Harris, K.G. (1996). Managing effectively through teams. Team Performance Management: An International Journal, 2 (3), 23-26.
2. Katzenbach, J.R. & Smith, D.K. (1993). The Wisdom of Teams: Creating the High-performance Organization. Boston: Harvard Business School.
3. Manzoor, S. H., Ullah, H., Hussain, M., & Ahmad, Z.M.(2011). Effect of Teamwork on Employee Performance. International Journal of Learning & Development, 1 (1), 110-126.
4. Mickan, S. & Rodger, S. (2000). Characteristics of effective teams: a literature review. Australian Health Review, 23 (3), 201 – 208.
5. Miller, C, B. (2007). More Quick Team-Building Activities for Busy Managers. AMACOM. New York
LESSON 3 TITLE: Soft and hard skills assessment tools
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6. MIT Information Services and Technology (no date) "Guide for Creating Teams: Definition of Teams"http://web.mit.edu/is/competency/guide/definitions.html
7. Muna, A, F., Mansour, N. (2005). Leadership lessons from Canada geese. Team Performance Management: An International Journal, 11 (7/8) 316 – 326. doi.org/10.1108/13527590510635189
8. Osterman, P. (1994). How common is workplace transformation and who adopts it? Industrial and Labour Relations Review, 47, 173–188.
9. Scott-Ladd, B., Chan, C.A. (2008) Using action research to teach students to manage team learning and improve teamwork satisfaction, Active Learning in Higher Education, 9 (3), pp. 231-248
10. Tarricone, P. & Luca, J. (2002). Successful teamwork: A case study. Retrieved from http://www.deakin.edu.au/itl/assets/resources/pd/tl-modules/teaching-approach/group-assignments/case-studies/case-study-edith-cowan-university.pdf
11. Waterson, P., Clegg, C., Bolden, R., Pepper, K., Warr, P. and Wall, T. (1997). The Use and Effectiveness of Modern Manufacturing Practices in the United Kingdom. Sheffield: Institute of Work Psychology.
Online articles
http://www.mindtools.com/page8.html http://www.ehow.com/way_5401743_effective-communication-teamwork.html
Videos
https://www.youtube.com/watch?v=Tiy2LONr050
https://www.youtube.com/watch?v=qwJIhZcAd0I
https://www.youtube.com/watch?v=BXT2STtm_54
https://www.youtube.com/watch?v=PSjNDIxCFzs
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Lesson 4: Factors affecting individual well-being and distress
LESSON 4 TITLE: Factors affecting individual well-being and distress
GOALS
The goal of this lesson is to get the operators familiarized with the psychological aspects affecting individual in his/her life cycle, especially factors that influence individual well-being and distress. Although there is no an unified definition of wellbeing or agreement on how to measure it, the operators will understand that it is a multidimensional theme with specific factors. Operators will comprehend that stress consists of physiological, psychological and behavioral symptoms. They will also figure out the concepts of eustress and distress.
EXPECTED OUTCOMES
Knowledge and Skills:
Understanding the meaning of health and wellbeing
Identify the lifestyle factors over which people have control and also the genetic, social and economic factors which people may not be able to change
To understand what factors have a positive effect on our health and development
To understand what factors have a negative effect on our health and development
Know what area of our life psychological distress can affect
Identify health risks of long-term stress
Understand the difference between good stress and bad stress, explain eustress and distress and compare/contrast the two
INSTRUCTION
The lesson “Factors affecting individual well-being and distress” is divided in two topics – each one will include specific content. The “Well-being definition” and “Factors affecting individual well-being” explores the concept of psychosocial health includes a state of well-being in many areas of our life, including mental, emotional, social. It explains some general findings on associations between well-being and its associations with other factors as Genes and Personality, Age and Gender, Income and Work, Relationships
The second topic is composed by “Understanding stress and its sources” and “Factors affecting individual distress”. With this topic we will learn more about the reasons behind feeling stressed, about stress and its effects on the human body. This part explains that stress is the psychological and physiological response to any real or imagined disruptions, demands, stimulations, or changes in life. Stress that occurs as a result of unpleasant events and lowers the quality of life is known as distress. This is in contrast to eustress that enhances a person's quality of life.
LEARNING MATERIALS
PDF*
L.4.T.1_WELL-BEING DEFINITION
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L.4.T.1_FACTORS AFFECTING INDIVIDUAL WELL-BEING
L.4.T.2_UNDERSTANDING STRESS AND ITS SOURCES
L.4.T.2_FACTORS AFFECTING INDIVIDUAL DISTRESS
*In the platform we should upload the files in pdf format, but I send the word files in case any partner want to make any change on them
RESOURCES Bibliography
https://www.cdc.gov/hrqol/wellbeing.htm
CDC Healthy Living - CDC Physical Activity Basics
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collected works of Ed Diener. New York: Springer; 2009:67–100.
Frey BS, Stutzer A. Happiness and economics. Princeton, N.J.: Princeton
University Press; 2002.
Diener E, Lucas R, Schimmack U, and Helliwell J. Well-Being for public policy.
New York: Oxford University Press; 2009.
Dunn HL. High level wellness. R.W. Beatty, Ltd: Arlington; 1973.
Kahneman D. Objective happiness. In: D Kahneman, E Diener, and N
Schwartz (eds.) Well-being: the foundations of hedonic psychology. New York:
Russell Sage Foundation; 1999:3–25.
Lyubomirsky S, King L, Diener E. The benefits of frequent positive affect: does
happiness lead to success? Psychol Bull 2005;131(6):803–855.
Pressman SD, Cohen S. Does positive affect influence health? Psychol
Bull 2005;131:925–971.
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(eds). The science of subjective well-being. New York: Guilford Press; 2008.
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evaluation of well-being scales for public health and population estimates of
well-being among U.S. adults. Applied Psychology: Health and Well-Being 2010;
Kahneman D, Deaton A. High income improves evaluation of life but not
emotional well-being. Proceedings of the National Academy of Sciences,
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Luncheon C, & Thompson WW. Monitoring population health for Healthy People
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Satisfaction with Life instruments. Qual Life Res. 2013;22:1201-1211.
Kobau R, Bann C, Lewis M, Zack MM, Boardman AM, Boyd R, Lim KC, Holder T,
Hoff AKL, Luncheon C, Thompson W, Horner-Johnson W, Lucas RE. Mental,
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Implications for public health research and practice, 2010 Behavioral Risk Factor
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of children and young people: models of effective practice in educational
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of education and communities
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Children’s Society, London.
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Childhood and Family Education Unit, UNESCO, Paris.
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MODULE 2: PROFESSIONAL NEET ASSISTANCE AND UPDATING INFORMATION
Lesson 1: Current labour market situation and trends
LESSON 1 Current labour market situation and trends
Introduction The three topics that are part of this lesson intend to address the problem of the integration of young people into the labor market that has been aggravated by the crisis, especially in the European Union, according to the International Labor Organization. Thus, the introduction of this lesson appeals to the participant to raise awareness of the current youth employability problem as well as a future look at the future strategies and competencies expected to be placed on young people.
GOALS
LESSON 1 MAIN GOALS: Increase the knowledge of the perspective of the evolution and
transformation of the actual labor market to the participants Extending the knowledge to participants on employability with a
particular focus on young people Provide information to participants on the new perspectives
expectations in the near future inherent to the Fourth Industrial Revolution.
EXPECTED OUTCOMES
KNOWLEDGE:
Participant would know or have a better understanding of the actual labour market situation and trends
Participant would have more Knowledge of the demand inherent to the Fourth Industrial Revolution as well the future competencies and Skills expectations
To have more knowledge about the employability inherent of the demands of the Fourth Industrial Revolution
SKILLS: SPECIFIC SKILLS
Participant is able to inform, search and analyze in the context of the labor market and according to the user profile
Participant can analyse to identify a range of community resources (people, places, things, etc) that can assist youth
TRANSVERSAL SKILLS
Trust building ability/ reliability
Innovativeness / creativity
Guidance-oriented
Adaptability
Flexibility
INSTRUCTION
In this issue of the lesson 1 from the module 2, the participant will receive a short description how this lesson is organize in the platform. This particularly lesson 1 it's divided into three topics – each one will include specific content as mentioned in the next point – Structure of the lesson. In the end of this lesson composed by three topics, the participant will have to answer to a short quiz. When the participant finishes the quiz she/he receives feedback from the quiz results. Once after the quiz the participant has successfully passed, the participant will move to the next module lesson.
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STRUCTURE OF THE LESSON
The structure of this lesson 1 from module 2, is composed by this three topics: Topic 1 – title: Rethinking the Job Market Employment VS Unemployment Topic 2 – title: Employability with a Specific Focus on Young People () Topic 3 – title: Jobs Employment Future: Skills & Workforce Strategy for the Fourth Industrial Revolution
LEARNING MATERIALS
Three word files with exposure for reading the three topics that make up lesson 1. 10 Videos for topic 1; 8 Videos for topic 2, and; 8 Videos for topic 3.
BIBLIOGRAPHIC AND DIGITAL RESOURCES RESOURCES BY TOPICS
LESSON 1 - CURRENT LABOUR MARKET SITUATION AND TRENDS
a) Rethinking the Job Market Employment VS Unemployment
Compendium of Resources
Marques, A. (2000). Repensar o mercado de trabalho: Emprego VS Desemprego. Sociedade e Cultura1, Cadernos do Noroeste, 13(1), 133-155
Valente, A. C. (2014). Novos Mercados de Trabalho e Novas Profissões – Estudo Prospetivo. Lisboa: Alves & Albuquerque. https://issuu.com/forumestudante/docs/novos_mercados_de_trabalho_e_novas_
Why Europe's Job market is Growing as Young People Struggle to Find
Work: https://www.youtube.com/watch?v=BArYu5rx5_E
NEED TO KNOW | Generation jobless: 'Millennials' struggle with unemployment | PBS: https://www.youtube.com/watch?v=OLlrn3_G1ZQ
Unemployment & Find a jobs: https://www.youtube.com/watch?v=K1J3diJsD9U
Global Employment Trends for Youth 2015: https://www.youtube.com/watch?v=zeOjbD5eDI8
The 5 Trends Shaping the Future of Work:
https://www.youtube.com/watch?v=LrhmHbDLM8o
Future of Jobs: https://www.youtube.com/watch?v=-MiHr16Xrsg
Digital transformation: are you ready for exponential change? Futurist Gerd Leonhard, TFAStudios:
https://www.youtube.com/watch?v=ystdF6jN7hc
Millennials in the Workforce, A Generation of Weakness - Simon Sinek: https://www.youtube.com/watch?v=QXWNChoIluo
What Does the Workplace of the Future Look Like ? | From Future
Workplace: https://www.youtube.com/watch?v=HPedKi-5k6o
Office of Today, Workplace of Tomorrow: https://www.youtube.com/watch?v=K-pJxlChXKw
b) Employability with a Specific Focus on Young People
Compendium of Resources
Bureau Internacional do Trabalho. (2012). A crise do emprego jovem: Tempo de agir. (Tradução de A Santos) Lisboa: Soartes - artes gráficas, lda. https://issuu.com/forumestudante/docs/novos_mercados_de_trabalho_e_novas_
Why Can't Young People Find Jobs?: https://www.youtube.com/watch?v=7c4H_J1YCMU
Addressing the Youth Skills Crisis - Young people on employability skills and career prospects: https://www.youtube.com/watch?v=a5Y-ONvC2rM
Creating employment opportunities for under-served youth | Arthur Langer
| TEDxTeachersCollege: https://www.youtube.com/watch?v=2DwJFY34_yY
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Community and Transitional Education:
https://www.youtube.com/watch?v=970Ju-UsarI
Employment, skills and education:
https://www.youtube.com/watch?v=7g8OpiWR83Y
What is Employability?: https://www.youtube.com/watch?v=8kXdgrjHpyM
Education and Training in a Changing World: What Skills Do We Need?: https://www.youtube.com/watch?v=Ui_rzJ8OYNc
Employability explained: https://www.youtube.com/watch?v=xIGEt4NKkwo
c) Jobs Employment Future: Skills & Workforce Strategy for the Fourth Industrial Revolution
Compendium of Resources
World Economic Forum. (2016). The Future of Jobs Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution. Geneva. http://www3.weforum.org/docs/WEF_Future_of_Jobs.pdf
Employability skills: https://www.youtube.com/watch?v=wr_o1Yy2S9w
Addressing the Youth Skills Crisis - Young people on employability skills and career prospects: https://www.youtube.com/watch?v=a5Y-ONvC2rM
Want Job in 2025? Learn these skills: https://www.youtube.com/watch?v=KnokBXDT9Qg
The 10 skills you need to thrive in the Fourth Industrial Revolution: https://www.youtube.com/watch?v=TZRyCrTX9oQ
How the Internet of Things Drives the Fourth Industrial Revolution: https://www.youtube.com/watch?v=QYtfMOaSTNY
What is the Fourth Industrial Revolution? by Prof Klaus Schwab: https://www.youtube.com/watch?v=7xUk1F7dyvI
The 4th Industrial Revolution Has Arrived: https://www.youtube.com/watch?v=dkddSaOOZcs
The 2020 Workplace: https://www.youtube.com/watch?v=gFd_q7Qq7z8
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Lesson 2: Social case management problems though guidance interview
LESSON 2 TITLE: Social case management problems though guidance interview
GOALS
To start a process of awareness about his own role of guidance practitionner that
works with NEET and to improve some methodological and trasnversal skills useful for
the social case management concerning NEET.
EXPECTED OUTCOMES
At the end of the lesson, participants will have:
acquired new dynamics concerning the focus on social cases
acquired and used new methodologies referring the processo of management of a guidance interview with NEET
evaluated the importance of the problem expressed by the customes and summarized the actions that have to be adopted in order to reach the project goal.
INSTRUCTION
The lesson “Social case management problems though guidance interview” is divided in two topics, each one will include specific contents. “The tools for a Guidance Interview: the value of question and the management of social cases” consist of a pdf file describing the concept of guidance assistence, the tecnniques and strategies of Active Listening, of interpretation of the question and of the needs that caused the request of interview and that legitimate it. Finally the tools to motivate and the questions during the guidance interview are described. “The guidance interview” consist of a ppt file describing the concept of guidance interview, the role of the guidance practioner and the Methodological aspects. Details on the phases of guidance interview and on user’s needs are provided. Finally there are exercises about "personal power", Active Listening, and case study about guidance interview.
LEARNING MATERIALS
PDF - title: “ The tools for a Guidance Interview: the value of question and the management of social cases" WORD - titles: “Exercices and Study Cases”; “Bibliography”; “Final questionnaire” PPT - title: “The guidance interview”
RESOURCES BIBLIOGRAPHY L’orientamento e la relazione di aiuto: teorie, metodologie e strumenti,
Pistoia 2005 - Scaramuzza M.S. Manuale di psicologia dell’orientamento e career counselling nel XXI
secolo – 19-maggio-2010 – Anna M. Di Fabio Psicologia dell’orientamento professionale. Teorie e pratiche per
orientare la scelta negli studi e nelle professioni. 10-02-2003 , Jean Guichard e Michel Huteau
Psicologia dell’accompagnamento. Il senso della vita e del lavoro nell’orientamento professionale. 17-12-2005, Jean Luc Bernaud
Dall’analisi della domanda alla valutazione della consulenza di orientamento, ISFOL - 2007
Il colloquio di orientamento, M. Luisa Pombeni – maggio 1996 Il colloquio orientativo nei Centri per l’Impiego, M. R. Mancinelli – 2002 La consulenza orientativa, Consolini M., Pombeni M. L. – 2001 Franco
Angeli MI Autoefficacia nella scelta. La visione socio cognitiva dell’orientamento,
Nota L. , Soresi S. – Edizioni Iter -2000 Manuale per orientatori, Federico Batini – Erickson - 2008
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Lesson 3: Psychosocial competences of the operator
LESSON 3 TITLE: Psychosocial competences of the operator
GOALS
- To know the importance of psychosocial competences in operator`s work - To learn the techniques for developing selected competences
EXPECTED OUTCOMES
Knowledge: Participant would know: - The definition of the competence - The definition of: motivation, stress, counselling - The techniques of effective communication - How to motivate the client - The techniques of dealing with stress - How to build positive relation and trust in the contact with the client
INSTRUCTION
Read all the materials in the following order: 1. Psychosocial skills – introduction 2. Communication and counselling skills 3. Motivation techniques 4. Science of motivation 5. Motivation goals setting 6. How to cope with stress 7. Trust building ability
LEARNING MATERIALS
8. Psychosocial skills – introduction (word) 9. Communication and counselling skills (word) 10. Motivation techniques (pdf) 11. Science of motivation (youtube) 12. Motivation goals setting (word) 13. How to cope with stress 14. Trust building ability
RESOURCES Mike Schmitz, 6 Types of Communication, www.conovercompany.com Guidebook for Adult Trainers and Managers, CESSIT- Creativity and Entrepreneurship Seeds for Social Inclusion Trainers, 503718-LLP-1-2009-1-PT-GRUNDTVIG-GMP www.skillsyouneed.com/learn/counselling.html Academic Success Center, Oregon State University, 2012 https://www.youtube.com/watch?v=pZT-FZqfxZA
INFOABLE, Project N°. 2014-1-UK01-KA200-001801 Guidebook - Skills for True Well-being. (527797-LLP-1-2012-1-RO-GRUNDTVIG) http://www.wikihow.com/Develop-a-Relationship-With-a-Customer
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ASSESSMENT AND EVALUATION PROCEDURES OF E-
LEARNING COURSE The initial version of the platform will be tested by 5 participants from each partners`
countries. The purpose of the initial testing is to check the:
Navigation of the platform
Clarity of course content
Accessibility of the course content
Correctness of the content layout
After the initial testing the content of the course will be translated into the partners`
languages. Then, project partners will test the platform with the Guidance Practitioners
working with NEET, who will use the platform by logging in. The testing will include 30
operators from each project partners countries.
The testing phases will give us the possibility to do some revisions thanks to participants’
feedback, collected through evaluation and monitoring questionnaires.
After each module the participant is asked to complete the final self-assessment. This is the
quiz related to the lessons delivered by each module. The participant receives the score (%)
with the definition of the grade. Except the score he/she receives description of the
achievements in learning (showing the quality of learning outcomes)
After completing the course participants receive the certificate (generated automatically by
the system) that includes information about the module that was completed with the score
received.
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In testing phase participants will be also asked to answer monitoring questions (feedback
from the participants about e-learning course) (forum).
Proposed questions:
1. What did you like about the course?
2. What would you suggest to change?
3. Did you find the interface (layout) of the course easy to navigate/clear?
4. Did you find the instruction clear?
5. What was the most difficult for you?
6. Do you find the e-learning course beneficial for you?/Why?
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The website would also collect statistics information, for example about the number of
visitors, course participants from each country, ect.