pes role in guidance and counselling: an ......guidance and counselling’ is able to present a...

CASE: Web-Based Guidance Tools Web-Baserte Veiledningsverktøy AETAT

Expert Group Personalised Services with Special Focus

on Guidance and Counselling

PES ROLE IN GUIDANCE AND COUNSELLING:AN INSIGHT INTO CURRENT THINKING

AND PRACTICES

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The Expert Group Personalised Services with Special Focus on Guidance and Counselling

PresidentGaston De Man VDAB

MembersHildegunn Forsund AETATCon Shanahan FÁSRobert Nicholson FÁSCristina Ribeiro IEFPElvira Gonzales Santamarta INEMVéronique Deprêtre ORBEMIda Dequeecker VDAB

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FOREWORD

The fact that the expert group on ‘Personalised services with special focus onGuidance and Counselling’ is able to present a document like ‘PES role in guid-ance and counselling: an insight into current thinking and practices’ after oneyear, is really encouraging. For two reasons.

Firstly, six partners, who each have their own specific national contexts to dealwith, have conducted fruitful cooperation in a fairly short time. That in itselfdeserves congratulations! They started realistically by bringing in their owninnovating good practices and comparing them. This allowed them to quicklygain insight in each other's contexts, which was a necessary condition todemarcate a joint discussion field.

Secondly, they have succeeded in defining a number of relevant challenges forthe PES in the field of guidance and counselling and presenting an interestingsynthesis of it. This involves on the one hand a diversification of the PES-offercovering the largest possible range of the largest possible spectrum of cus-tomers on the labour market, that is through the web and by the local offices.On the other hand, this assumes thinking of creative methodologies to inte-grate the weaker groups on the labour market and therefore also society, inwhich face-to-face contact continues to play a central role. It is no surprise thatincreasingly higher and changing demands are being placed on staff.

Of course, the work produced only represents a limited experience, that isthose of the six PES that constitute the expert group. Nevertheless, I think itis interesting and relevant enough to test it against other PES partners inEurope.

The expert group on "Personalised services with special focus on Guidance andCounselling" has without any doubt laid the basis for possible further cooper-ation, both in the form of bilateral exchanges of experience and joint develop-ment of tools.

Yvan BostynAdministrator-General VDAB

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CONTENTS

1. Background 7

1.1 What is Guidance and Counselling? 71.2 Work of the European Commission 81.3 PES Expert Group Methodology 9

2. Evolution of the Labour Market: a Case for Personalised Guidance and Counselling 10

3. Developments within the Public Employment Services 123.1. Customer-oriented Approaches 133.2 Training of Staff 19

4. Future Challenges in the Field of Guidance and Counselling 204.1 Guidance and Counselling – a Core Task of a Modern Labour Market Agency 204.2 Changing Customer Profiles 204.3 Expansion of Service Delivery Methods 214.4 Requirement for Accessible, Customer-friendly Services 224.5 Staff Qualification Needs – the Learning Organisation 234.6 Management and Quality Issues 23

Compendium of Good Practices 251. Face-to-Face Initiatives for Job-seekers (Individual Guidance and Counselling) 272. IT-based Initiatives for Job-seekers (Guidance, Information, Training) 433. Group-oriented Initiatives, Enhancing Motivation, Empowerment and/or

Personal Skills – On-the-job Training – Job-seeking Activities 534. Favourable Initiatives towards Guidance

(Specific Networks, Measures, Employment Project) 815. Quality of Counselling Service and Personnel 92

Appendix 'Brief Framework of Guidance Services within each Public Employment Service' 117AETAT 119FAS 124IEFP 129INEM 134ORBEM/BGDA 138VDAB 143

Appendix 'Cases according to Specific Target Groups' 1491. Actions 1492. Training of Staff 149

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Within the established ‘PES PARTNERS IN DEVELOPMENT’ project, co-opera-tion on the topic of ‘Personalised Services with a Special Focus on Guidance andCounselling’ was investigated by an expert group comprising of representativesfrom the following European Public Employment Services;

• AETAT - Norway• FÁS - Ireland• IEFP - Portugal• INEM - Spain• ORBEM/BGDA - Belgium• VDAB - Belgium

VDAB co-ordinated the organisation of the project. The group decided toexplore the question of how to activate the motivation of job-seekers, especial-ly those belonging to marginalised target groups. This question is relevant tothe entire guidance and counselling process. The overall objective of the projectwas to identify common problems, test new tools and share experiences andgood practices in order to enhance the empowerment of targeted job-seekers byenabling them to take the necessary actions to find and retain a job independ-ently.

1.1 What is Guidance and Counselling?

For clarification purposes, what exactly is meant by the term ‘guidance andcounselling’ will be defined. ‘Guidance and counselling’ is a core activity for allPES-partners involved in the provision of services to adults in the labour mar-ket. In considering the ‘guidance’ concept, the group adopted the broad defini-tion from the document, ‘Communication from the Commission: - Making aEuropean Area of Lifelong Learning a Reality’ (November 2001): "Guidance isseen as a range of activities designed to assist people to make decisions abouttheir lives (educational, vocational, personal) and to implement those deci-sions". Although the ‘counselling’ concept is not defined in this Communication,in the expert group's interpretation of the concept, counselling is ‘a purposefulrelationship in which one person helps another to help him/herself and influ-ences voluntary behavioural change on the part of the customer (customerwants to change and seeks practitioners’ help to change)’. The purpose of coun-selling is to provide conditions that facilitate voluntary change (conditions suchas the individual’s right to make choices, to be independent and autonomous).As these distinctions are not considered exclusive, the good practices are notseparated between counselling and guidance categories. Guidance and coun-selling must be distinguished from the ‘placement’ function, which is the task ofassigning the job-seeker to a specific job. In most PES, this task is performed bythe counselling and guidance practitioner, (hereafter referred to as the counsel-lor) and is an inseparable part of his/her activity. However, in INEM and IEFP theplacement function is performed independently by a ‘placement technician’.

1. BACKGROUND

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The European Commission also discusses its vision and future actions in theLifelong Learning Communication, which the expert group considered relevantto its project. These proposals principally contribute to, or involve: 'facilitatingaccess to learning opportunities', 'creating a learning culture' and 'partnershipworking'. The consultation feedback process on the ‘Communication’ confirmedthe crucial fact that information, guidance and counselling should play a roleboth in facilitating access to learning and in motivating potential learners. Opendialogue between guidance systems, provision of lifelong learning at all levelsand labour market actors are a prerequisite for fulfilling this role. Guidanceservices should promote equal opportunities by being accessible to all citizens,particularly those at risk of exclusion and tailored to their needs through sys-tems that are coherent, cohesive, transparent, impartial and of a high quality.Information and Communication Technologies (ICT) based services, in tandemwith other local services, e.g. libraries, may serve as access points. To this end,existing resources should be evaluated in order to ensure transparency andcoherence of provision, and networks of services should also be developed inorder to overcome existing service deficits. The consultation process recom-mended partnership at a European level to improve the exchange of ideas andgood practice in this field. Promoting real active citizenship and mobilityassumes that counsellors are able to deal with other member states’ education,training and guidance systems, labour market systems and programmes.

1.2 Work of the European Commission

By the end of 2002, the Commission will launch an internet portal on ‘Jobs andLearning Opportunities’, providing information on lifelong learning in memberstates and candidate countries. The Commission has invited the member statesto ensure the availability of relevant national online databases, which can benetworked through the portal. By the same date the Commission will also con-vene a European Guidance Forum, involving representatives of serviceproviders, to encourage dialogue, facilitate an exchange of good practice andidentify solutions to common problems. Building on the review on guidance,which is taking place in the member states and candidate countries, and in co-operation with the OECD, the Forum should develop a common understanding ofbasic concepts and underlying principles of guidance. It should then focus onspecific issues such as the definition of principles, quality of delivery, consumerinterest/involvement, the effectiveness of tools and practices, the training ofguidance workers, and how best to meet the needs of groups at risk of exclu-sion. The Forum will also consider the quality of guidance provision, with a viewto developing common guidelines and quality standards for guidance servicesand products.

The Commission will, by the end of 2003, examine existing European networksand structures in the field of information, guidance and counselling provision(e.g. Euroguidance, EURES, Eurodesk, Fedora, EQUAL, Mobility Centres forResearches) for both education and training, with a view to establishing a coher-ent and cross-sectoral lifelong learning framework for the scope and activitiesof these networks(1).

(1)(Communication from the Commission, Making A European Area of Lifelong Learning aReality, November 2001, p. 17, 18)

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1.3 PES Expert Group Methodology

The expert group decided to proceed on the basis of identifying recent goodpractices, which were submitted by each of the participating PES, that illustrat-ed the latest innovations and developments in the field of guidance and coun-selling in their respective areas. This idea evolved from a group consensus thatan approach, which is founded on real practice, as diverse as it might be, wouldbe more beneficial than a general theoretical approach. Becoming acquaintedwith and studying each PES’ practices would not only identify shared chal-lenges, but would also provide a forum where each could learn from each other'sinnovative practices and tools.

This option proved to be a very interesting one. Across mutual differences,analysis of the 74 submitted cases, (ca. 12 from each PES), indicates a commonfocus on diversified customer services on the one hand and on competencyenhancement of PES staff providing those customer services on the other.

The bulk of the submitted cases relate to methodologies and processes, whichinvolve in-depth individual guidance and a wide range of specialised group-ori-ented initiatives for the increasing number of specific target groups that thePES now encounter (long-term unemployed, job-seekers in disadvantagedareas, non nationals and job-seekers who have little or no knowledge of thenational language, older job-seekers, people re-entering the labour market,young job-seekers, disabled job-seekers, guaranteed minimum income benefici-aries, persons with substance abuse problems in rehabilitation, ex-prisonersetc.). As far as the new tools are concerned, the submitted cases often involvesuccessful new IT-based career choice instruments broadening the means ofaccess to the services for the more self-reliant customers. Remarkably, all theparticipating PES submitted one or more cases on the quality of the servicesrendered, and more specifically in the area of staff training. Finally, within theirown contexts, some cases also illustrate the need for initiatives that promoteguidance, including actions that are established through co-operation betweenthe PES and other public and/or private partners.

After discussion on the submitted good practices, and following a number of vis-its to local PES offices, the expert group was able to identify the recent devel-opments within the six partner-organisations. Some of the good practices arealready being exchanged between certain partners. The FÁS good practiceCareer Directions will, for example, be the basis for a similar tool that VDAB isdeveloping for Flanders. VDAB may also participate in a FÁS programme inves-tigating ‘Core Competencies in the Provision of PES Career Information,Guidance and Counselling’.

Although the results of this project are only directly representative of thosePES participating in the expert group on ‘guidance and counselling’, this paperconcludes by identifying what has emerged as the challenging goals for devel-oping services, that are efficient, customer-oriented, competitive and costeffective. Achieving these goals will demand investment by all of the partnersparticipating in the expert group.

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The objective of the expert group was not to extensively investigate the evolu-tion of the labour market in general, but to identify those factors that make acase for personalised guidance and counselling.

Rapid technological changes and an increasing complexity characterise today'slabour market. They contribute to the fact that, across regional and cyclicalfluctuations, harmonisation of supply and demand is becoming increasinglyimportant. The decreasing supply of available jobs for the low-skilled, as well asthe chronic shortage, in certain sectors, of skilled labour, the shift fromemployment in industry to employment in the services sector and the growingtrend of temporary jobs, all highlight the need for adaptability and flexibility ofthe labour market. The problems of adaptation are more acute for marginalisedgroups in the population of jobless persons i.e. low-skilled persons, long-termunemployed, older people and non-nationals/ immigrants.

‘Knowledge’, in the broad sense of the word, increasingly determines employa-bility. Not only individuals’ accreditation and training levels, but also their will-ingness to continuously update their knowledge, together with their personaland social competencies/skills, determine employability. The ‘knowledge socie-ty’ threatens to become a two tier society in which low-skilled persons and othermarginalised groups increasingly struggle to maintain a place in the labour mar-ket. Labour market participation is an essential lever to counter this exclusionand improve social cohesion, at least if that participation is sufficiently qualita-tive. This highlights the need for lifelong learning.

While considering the growing unbalance between the active and the non-activepopulation and the migration issue, an increasing labour market participationrate is also an important concern from a demographic point of view(2) .

The underlying political view backing this departs form the recognition of theintrinsic autonomy and capacity for empowerment of the individual citizen onthe one hand and his/her taking responsibility on the other. Instead of a pater-nalistic approach that may encourage the passivity and disengagement of thecitizen, the government uses an activating approach with a whole range of spe-cific measures and initiatives for target groups where otherwise the naturalfunctioning of that labour market threatens to exclude these groups.

Stimulated by these different developments, employment services have movedfrom a more directive approach to a customer-related/service-minded approach.The employment agent has become a counsellor who offers the job-seeker customised pathway guidance. Counsellor and job-seeker have a ‘serviceprovider – customer relationship’. This is the key to motivating the customer.

2. EVOLUTION OF THE LABOUR MARKET: A CASE FOR PERSONALISED GUIDANCEAND COUNSELLING

(2)(cf. European Employment Strategy: LLL increasing labour participation in general inparticular target groups such as women and older persons ( horizontal objective A 70%by 2010 (50% for older persons) intermediate objective 67% by 2005 (57% for women))(horizontal objective B: quality of employment)

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It is clear that personalised guidance and counselling is about giving the cus-tomer maximum autonomy and responsibility whilst ensuring that the customeris in a position to assume this responsibility. In summary, the expert group con-sidered the importance of guidance and counselling provision with regard to:

• maximum enhancement of autonomy and empowerment of the customer, i.e.he/she takes the responsibility for his/her action plan

• providing support, only when necessary, in:- the recognition of prior learning, skills, talents and competences of the

customer- creating a realistic understanding of the customer's opportunities in the

labour market and the development of a realistic job goal- the implementation of an action plan which leads to sustainable employ-

ment- the identification of the needs of the customer, as an individual and as

someone belonging (if applicable) to the target groups for whom specific guidance methodologies and actions are provided

• a pro-active approach, which encourages the integration of the citizen, is,where possible of course, better than a remedial approach, which allows dis-engagement.

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The challenge in the approach to guidance and counselling lies in successfullycombining the communal response to general common trends on the one hand,co-ordinated through activity at a European Union level, and the specific nation-al member state environment as expressed in the social/economic structure,employment policy and the institutional landscape on the other hand.

The PES represented in the expert group all have a strong guidance and coun-selling service, although there are large differences regarding the number ofjob-seekers per counsellor and as a consequence, the resources allocated to thefunction. All participating PES are very experienced in the development andcontinuous adjustment to, and innovation of, a customer-oriented service. Theyhave also concentrated on personalised guidance and counselling, tailor-madework and pathway guidance of job-seekers (and of specific target groups in par-ticular), including special attention for adjusted methodologies and employmentinitiatives. As PES, they intervene where the spontaneous functioning of thelabour market fails and have as such, a clear social and economic mission.Therefore, they all have leading positions as providers of counselling and guid-ance services.

All PES are quite experienced, as contractors of services and as partners, in co-operation with other public and private actors. They have also developed realnetworks related to guidance and counselling. ORBEM/BGDA for instance sub-mitted the development of such a network in a case called Network for LocalEmployment Platforms, which allows identification of the progression of a cus-tomer who carries out parts of his/her pathway in different partner organisa-tions that form part of the platform.

The increasing tendency for liberalising the guidance and training landscape andthe decisions of governments in this respect, have in the meantime increasing-ly determined the position of the PES and the forms of co-operation they enterinto. For example FÁS was strengthened as a central co-ordinating agency,since it was allocated responsibility for the management and delivery of theLocal Employment Services(3) in Ireland. The recent FÁS Statement of Strategy2002-2005 highlights that FÁS should form alliances with other organisationsand be a broker of services, as well as enable customers in “Using the employ-ment services as a "gateway" to labour market services which will also enablemore efficient information capture that will subsequently be used to inform pro-gramme development(4) ”. The commercial activities of VDAB are now managedindependently. In the near future it will be split into two independent agencies:a director agency, which creates a pathway for a customer and contracts with

3. DEVELOPMENTS WITHIN THE PUBLICSERVICES

(3) In Ireland there is a Dual Stranded National Employment Service comprising of FÁSEmployment Services on the one hand and the Local Employment Services on the other.Since 2000 FÁS has been responsible for the co-ordinating the operation of the LocalEmployment Services.

(4) FÁS Statement of Strategy 2002-2005, Dublin 2002

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the actor agency for the delivery of certain services, which allow progressionwithin this pathway. Moreover, local VDAB services are now integrated and localgovernment and NGO-services are delivered in one location, the 'local jobshops'. ORBEM/BGDA operates in a complicated institutional framework of acapital region within a regionalised country and has to take into account a num-ber of external private and public partners that are involved in the integrationof job-seekers into the labour market. In addition to the provision of guidanceand counselling to job-seekers, AETAT is also responsible for the administrationand payment of unemployment benefits. IEFP has complemented its own net-work of services, within the ambit of training, through co-operation with otheragents (namely, social partners and non-profit organisations). This is doneeither by establishing partnerships and/or by co-financing their activities. IEFPalso promotes the creation (by several public, private and co-operative entities)of other support structures to employment - Units for Integration into WorkingLife (UNIVAs) and Job Clubs – through a three-year period of technical andfinancial support to their activities, after which financial autonomy is expected.INEM has a process of transferring powers in the administration of activeemployment policies from the central administration to the regions, whichmeans that each region can create its own public employment service. Theadministration of unemployment rests with the central administration.

3.1 Customer-oriented Approaches

The attention paid by the PES to the development of a customer-oriented approachand customised services is revealed in developments in a number of different areas.

3.1.1 Diversification of methods of access to services at the cus-tomer's disposal

In many cases there is no longer an absolute need for the customer to attend aPES office for information. Instead, he/she can independently use public IT-based systems, i.e. the internet and call/contact centres. All PES highlightedthe development of their websites, which are designed to provide a modern andefficient service to employers and job-seekers. For job-seekers, using a websitemeans increased empowerment as ORBEM/BGDA emphasised in the case‘Developing the ORBEM/BGDA website and improving online services for job-seekers and employers’. The IEFP website has been fully restructured in orderto provide users with an information source oriented towards the main targetgroups’ specific needs and concerns (job-seekers and commercial/non commer-cial employers) and includes details on employment, training opportunities,other supports and relevant legislation. A range of self-service based internetservices, 'IEFP NETemprego', has also been integrated (with the support of aContact Centre, specifically created for this purpose), which allows advertisingof, and search for, job vacancies and CVs. This type of service meets the needsof the more autonomous job-seekers, contributes to successful integration intothe labour market and optimises matching and recruitment opportunities.Proof of the importance of using the internet for these purposes is evident inthe success of the VDAB jobsite, which has been the most visited website inFlanders since September 2001. In October 2002 VDAB will launch a new andthoroughly personalised web based service "My VDAB".

Several of the PES have developed web-based guidance tools, by means ofwhich the customer analyses his/her interests and matches them with a selec-tion of possible career options. Examples of IT-based guidance tools in practiceare Career Directions (FÁS), Web-based Guidance Tools (AETAT) and Phone-based Guidance Counselling Call Centre (AETAT). They aim at a broadening ofthe guidance process.

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Web-based guidance tools enable PES to supplement the face-to-face guidanceservices. AETAT, for instance, does not have the capacity to meet the increasedguidance demands through face-to-face services and wants to complementthem with both web-based and phone-based guidance and counselling services.ORBEM/BGDA has developed an integrated approach of IT-based technologyand face-to-face services (the Job Consult project). FÁS felt the need for a reli-able and comprehensive tool for specific career information, Career Directions,which is available to the public at large over the internet and is distributed inCD-ROM version to guidance counsellors nationally. The results are extremelypositive. Users see it as a tool that gives an unbiased list of suggested careers,where they may not be prepared to listen to their immediate guidance counsel-lor.

By enabling the autonomous integration of a larger number of individuals, theseIT-based services allow for a more rational and effective use of time by the tech-nical staff, who as a result will be able to promote in-depth interventions withindividuals facing more serious employability deficits, as well as a more pro-active approach towards employers.

3.1.2 The continued importance of accessibility to face-to-faceguidance

Notwithstanding the enhanced accessibility of the PES to the public at largethrough the application of IT-based technology, open access to face-to-faceservices remains crucial, particularly for the guidance of specific target groups.This kind of service should be organised as close as possible to the customerand in locations where, alongside the whole range of contact channels, servicesare accessible to anyone who may wish to utilise them. The members of theexpert group visited local offices of this kind during the programme of work, e.g.in Dublin and Oslo. The level of activity observed in these locations was consid-ered by the group to be in itself a proof of the success of those initiatives. Allparticipating PES have either already organised, or are in the process of organ-ising, delivery of counselling and guidance services at a very local level as anumber of good practices in the Compendium illustrate.

With the Network for Local Employment Platforms, ORBEM/BGDA aims todevelop a full range of local services. Training/Employment, a case submittedby ORBEM/BGDA, aims at local co-operation in the field of training and employ-ment of low-skilled and long-term unemployed job-seekers. Integrated Servicesfor Employment (SIPES) is carried out by INEM or non–profit associated entitieswho collaborate with INEM and may be subsidised for delivery of services relat-ing to the agreement. This programme is comprised of two aspects; analysingthe labour market to identify the requirements of particular job types, and pro-vision of measures intended to increase, through a personal plan, the knowledgeand the ability of customers in finding employment. There are also examples ofvery specific co-operation, usually to address the needs of specific targetgroups. The FÁS programme High Unemployment Areas Response (HUA) dealswith processes to ensure delivery of counselling and guidance to the long-termunemployed in unemployment blackspots in a targeted way. The Integration/Employment Programme of IEFP is a temporary co-operation programme topromote the socio-professional integration of minimum income beneficiaries.

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3.1.3 Standardised operation models and quality guidance

During the course of the project the expert group considered the issue of ‘qual-ity’ and broached the following questions:

• What should the ‘customer’ expect of the PES and vice versa? • How is the quality of the operation assessed? • Do the PES need to play an exemplary role for the other service providers?• Do the PES set a quality standard? • Are they competitive? • An increasing number of service providers are operating in a field once dom-

inated by the PES. What impact does this have on the quality policy of thePES?

Quality is also part of the contract with the government commissioning the PESand it must therefore meet the expectations of several stakeholders. All PESare working to a particular quality standard. The basis for establishing quality isproviding standardised operational models. AETAT highlighted, for instance,that before 1996, the different PES offices did not provide uniform services tothe job-seeking customer, which obviously led to unequal quality in the deliveryof services. In the case Quality Assurance in the Job Hunting Process, AETATdescribes the set up of a programme for quality assurance of guidance includ-ing a standard routing for the guidance process. In Training of Active Job-seek-ers Partners, ORBEM/BGDA decided to train all relevant AJS-staff to a commonmethodology in order to provide a standard quality service to all job-seekers. Inthe Operational Guidelines for FÁS Employment Services introduced in1998/99, FÁS also considered the importance of a uniform code of practice. Inline with the FÁS Statement of Strategy 2002-2005, a full review of these oper-ational guidelines is planned (in consultation with different interest parties) inorder that they reflect the current operational environment. FÁS also achievedthe national quality standard, the ‘QualityMark’ awarded by Excellence Irelandin all its public offices. Some offices pursued and achieved the internationalquality standard ISO 9002.

Several PES mentioned their concern with quality. In recognising the impor-tance of standardisation in the services provided, as a pre requisite for quality,IEFP explained that it has prepared a Manual that works as a guide in the activ-ities developed by the Job Centres’ network. In addition, the concern with serv-ice quality patterns has led IEFP to develop, with the support of an external con-sultant, a Model of Quality Assessment of the services provided by Job Centres.This model, based on ISO 9001 as well as on quality management and manage-ment by goals approaches (in particular, those addressed to public services),should be applied in each Job Centre, on a self-assessment basis, with the pur-pose of diagnosing opportunities for improvement and providing the managersof Job Centres with tools for improvement planning. VDAB applies the EFQM-method (European Foundation for Quality Management), which includes mod-ules for self-appraisal, appraisal by external parties and actions for improve-ment. It has been awarded the ‘C – label’, a recognised quality standard. INEMrequires that its guidance professional has a university degree, preferably inpsychology or sociology, to execute its specific regulations and methodology inguidance interventions.

3.1.4 Target group approach and individual customised work

In their current environment, all PES have allocated increased resources andattention to a range of marginalised target groups, who have, due to a numberof shared characteristics, fewer opportunities in the labour market. For thesetarget groups, opportunities were appearing in the labour market as a result of

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a decrease in unemployment (at least up to the end of 2001) and an increasedshortage of labour. Concurrently, governments have introduced various meas-ures to activate these target groups. Considering the above, all participatingPES are faced with the challenge of integration of target groups into the labourmarket. This is the case whether the PES is confronted with a large jobless pop-ulation in which some target groups are over-represented, e.g. ORBEM/BGDA(which is responsible for a region with a high rate of unemployment, two thirdsof whom have a low education level), or with a low unemployment rate, e.g.AETAT (unemployment was measured at 3.6% in 2001 combined with a highparticipation rate including women). AETAT was commissioned by the govern-ment to access ‘all labour reserves’ i.e. those working in the home, non-nation-als, job-seeking non-nationals, disabled persons with an unemployment benefit,the occupationally handicapped and the long-term unemployed. VDAB's remitis to deal with the labour market integration of non-nationals within the frame-work of the ‘integration policy’, which was started a number of years ago. InIreland, the provision of labour market services to people with disabilities wasmainstreamed and is now the responsibility of FÁS. IEFP also enables the sus-tainable integration of people with disabilities into the labour market – for whichit provides, in addition to a large range of specific measures, two VocationalRehabilitation Centres, where individuals are supported in the definition ofsocio-professional pathways and where they can attend training if it is required.Thereafter, they are integrated in a protected labour environment (also with thesupport of IEFP) or, whenever possible, in the normal labour market. In Spain,the National Action Plan for Employment pays special attention to the profes-sional insertion of disadvantaged groups in the labour market, principallywomen, older people, young people and persons with a disability.

The successful guidance of customers from target groups to facilitate sustain-able integration and enhance their independence requires a specific approachand methodology. A complex combination of factors needs to be considered:• the problems of integration into the labour market• the (possible) lack of suitable attitudes to work and social skills• the particular problems that arise from a customer’s specific situation in the

different target groups, e.g. disability, substance abuse problem, etc.• related to the previous factors - the reduced personal empowerment of

these customers is often combined with an increasing occurrence of moti-vational deficit

If it can be said that a maximisation of the autonomy of general PES customersis a key factor in increasing their motivation, this should also apply to customersbelonging to marginalised target groups. This said, guidance should give specialconsideration to the specific ‘target group characteristics’ as well as the indi-vidual characteristics/requirements of each customer. Therefore, a target groupapproach would not conflict with individual customised work, but may requireadjusted methodologies to complement it. The cases submitted by each PESreflect their responses to recent challenges with respect to new target groups,to new methodologies and to a preventative approach to unemployment, in addi-tion to remedial approach innovations, to address the needs of those who arelong-term unemployed.

Concerning guidance methodology in general, AETAT presented its modelAETAT Employment Counselling which incorporates the guidance of job-seekerswho have difficulties in connecting to the labour market of their own accord.The model includes a combination of individual and group guidance. AETAT alsofocuses on the importance of the empowerment of the customer with two othercases: Development of the ‘Actor's Perspective’ in Vocational Rehabilitation,which intends to facilitate a more successful reintegration to the labour marketof the customer and ‘Counselling and Action Plan’, which invites the customerto develop a more effective action plan for himself/herself. This action plan-

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methodology is shared by all partners of the expert group. In INEM’s pro-gramme Individual Tutorial, the guidance counsellor agrees with the customerthe optimal development path for his/her individual professional itinerary toallow the user to identify and choose options, take decisions and evaluatehis/her own results.

In the area of integration of specific target group customers, a first series ofexamples involves persons with a disability. AETAT provides special units assupplementary services for the individual guidance of persons with sensory loss(case Vocationally-oriented Rehabilitation of Persons with Sensory Loss).Likewise, IEFP’s Dynamic Balance programme, applied with the support of anoperator (with a degree in Psychology or Social Services), has the purpose ofconceiving and implementing, together with the disabled person, an individu-alised socio-professional integration plan. The implementation of these individ-ualised plans and programmes is only possible due to the establishment of co-operation contracts between IEFP services and external partners. With its pro-gramme Supported Employment Programme for People with Disabilities begunin June 2000, FÁS supports the mainstreaming of services, including the provi-sion of career information, counselling and guidance, to people with disabilities.INEM facilitates the incorporation of the disabled into the labour marketthrough ‘Special Employment Centres’. The objective is to establish their per-sonal and social adaptation to the normal labour market, while carrying out aproductive and remunerated job.

A second series of examples involves non-nationals who do not speak the lan-guage of the host country. AETAT Intro, for instance, is a programme for job-seeking non-nationals who speak a language other than Norwegian. VDAB pres-ents the SAIDA project, which involves the development of a methodology forcareer orientation with portfolio, within the framework of general individualguidance, which intends to allow an individual to create a realistic career plan.Recently, the improvement of services for older job-seekers has also beenfocused upon. VDAB addresses the problem of a lack of opportunities for thiscategory through its project Job Coaching and Job Hunting for Job-seekersOver 50. INEM presents its programme for Integration of the Long-termUnemployed in Need and Over 45 Years of Age, that combines financial assis-tance with an adequate and personal plan to facilitate the job-seeker in his/herreturn to the labour market. ORBEM/BGDA offers guidance to job-seekers over40 training in its New Information Technology programme. Another target group addressed is the long-term unemployed, for whom FÁShas designed an intensive guidance programme, Connections, which includescontinued support during the initial period after the recruitment. Principally for low-qualified workers, ORBEM/BGDA created a service, DirectIntervention for Employment Services, which makes the labour market moreaccessible to job-seekers.

3.1.5 Motivational training programmes

Although motivating job-seekers is undoubtedly an essential element of individ-ual guidance, this may not be the optimum environment for increasing motiva-tion within certain customers. As an alternative, group activity can create afavourable dynamic to address motivation. In support of, and as a complementto, individual guidance and counselling, there is also a large range of group train-ing courses that respond to the various problems the customer encounters.They are often inspired by pedagogic methodologies. A thorough screening anddiagnosis of the problems of a customer may often precede a referral to a moti-vational training programme. Indeed the range of problems, which can be reme-died by motivational programmes, is broad, each type demanding a specificapproach. There is little benefit in referring a customer to a job or training pro-

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gramme if he/she is not ready to enter a labour market or training environment.Initially, certain customers will derive greater benefit from gaining an insightinto their possibilities in the labour market and creating a strategy that will helpthem attain their employment aspirations. For these customers, there are ori-entation training courses and programmes that lead to the development of apersonal action plan. Other customers need to develop their personal effec-tiveness and self-confidence with the help of person-oriented programmes inorder to change their employability status. Others still need a period in a shel-tered work environment, often provided by work experience programmes.Customers confronted with specific challenges, i.e. substance abuse, ex-prison-ers, disabled persons etc. may benefit from training programmes which meettheir specific needs.

The PES represented in the expert group submitted a wide range of motivation-ally based programmes. The cases have been classified in the Compendiumunder the heading, "Group-oriented Initiatives, Enhancing Motivation,Empowerment and/or Personal Skills – On-the-job Training – Job-seekingActivities".

For example a number of the INEM and IEFP cases are highlighted. The collec-tive programme of INEM, Development of Personals Aspects towardsEmployment (DAPO), is designed to improve positive attitudes, identify the per-sonal resources and capacity and to encourage certain groups in the search foremployment. Another programme of INEM, Interview Workshops (TE), improvesthe competencies of customers for interview purposes, principally persons look-ing for the first job and long-term unemployed job-seekers with a poor employ-ment history. IEFP, although promoting individual guidance and counsellinginterventions, invests in the development of group interventions, based on thepremise that the group will communally benefit from individual motivationalimprovement. Examples are the Self-esteem Promotion programme, which isdelivered to groups of unemployed people who have low self-esteem and wouldbenefit from developing confidence in themselves and their capabilities, and thePersonal and Social Skills Development programme, delivered to the unem-ployed persons who have skill deficits which compromise their employability.

3.1.6 PES consideration of the existing social and economic envi-ronment

The specific labour market situation in their regions forces some PES to intro-duce specific initiatives for customers to support their participation in the guid-ance process. The existence and utilisation of different languages in theBrussels region lead to the ORBEM/BGDA initiative to create a dedicated loca-tion where job-seekers can test their knowledge of Dutch, French, English andGerman and where they can obtain information on how to work on one or sev-eral languages. Another specific ORBEM/BGDA initiative is the provision ofchildcare, for parents who receive pathway guidance that includes a vocationaltraining course.

Additionally, the local/regional political environment may give rise to very spe-cific initiatives, such as the cases highlighted by INEM Projects and CompaniesClassified as I and A and Employment and Local Development Agents, thatrespond to the regionalised structure of Spain. The objective is to promote incollaboration with the local corporations or the autonomous communities, thecreation of economic activities and consequently the generation of employmentin the local areas.

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3.2 Training of Staff

As a result of the substantive and organisational developments in the field ofguidance and counselling described above, increasingly higher demands arebeing placed on guidance staff, who must have a broad knowledge base andcompetency across an ever increasing number of disciplines. The good prac-tices in the Compendium reveal that all PES who are represented in the expertgroup are conscious of this fact. A number of training and further training ini-tiatives are in place, both for the staff of the PES and for the staff of partnersof the PES. The job descriptions and skill levels of staff are constantly beingrevised. This revision demands that constant attention is afforded to both theformal and informal qualifications and competencies of staff, and the ‘manage-ment of guidance’ capacity of managers. It also demands that an organisation-al understanding of quantitative and qualitative outputs exists and thereafterthat models for competency development are designed through training and anongoing exchange of experience.

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4.1 Guidance and Counselling - a Core Task of a Modern Labour Market Agency

Continuing socio-economic, technological and political developments compelthe PES to continuously rethink their role in the labour market. Current devel-opments include, for instance, a bigger emphasis on the role of the co-ordina-tion of services delivered by the PES and other agencies. Besides the PES,other NGOs and the private sector increasingly participate in the training andguidance environment. It is the PES' responsibility to assume, in addition totheir own role and if necessary separated from it, the role of directors.

In this capacity, the PES have a central role to play in serving both the interestsof the labour market and the interests of the individual customer. As a director(5),the PES will not only have to show their capacity as a network organisation(gateway concept) that organises different co-operation projects, but also as aquality controller (quality labels) and as a qualitative and quantitative evaluator.It is the PES’ task to ensure that recognition of the customer’s perspective is tothe forefront and that the necessary ethical guidelines and professional rulesare generally applied and respected. This assignment also places high demandson the quality of the PES in the delivery of its own services.

4.2 Changing Customer Profiles

The Compendium of Good Practice reveals that the PES participating in theexpert group are presently placing a strong emphasis on the ongoing develop-ment of a scientifically justified guidance and counselling offer that takes intoaccount the needs of different job-seeking customer groups. In this regard, animportant challenge is the newly emerging target groups. The first group con-sists of employees who are looking for another job, i.e. job-changers who wantto keep up to date to develop their career or to meet the challenges of a chang-ing labour market. Within the framework of a rising employment rate in the EU,it is also in the employers' best interest to control the outflow of employeeswithin their company in order to prevent a loss of competitiveness. For thesepurposes, many employees and their employers benefit from career guidanceand counselling. This requires an adjustment of all kinds of methodologies, suchas career orientation /guidance with portfolio, assessment and certification ofcompetencies, etc. and the creation of an adjusted service. It also places a hugestrain on scarce resources as the potential demand from this customer group isinfinitely more substantial than available resources could possibly satisfy.

4. FUTURE CHALLENGES IN THE FIELD OFGUIDANCE AND COUNSELLING

(5) The term director is used to cover a number of functions, seeing the PES as the directservice provider, as the broker of service provision or as a referral agency for service pro-vision by other service providers

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The second group comprises of the many different foreign nationals who are nowentering Europe seeking employment. Whilst many of these may not be eligiblefor employment, nonetheless they are entitled to a comprehensive informationservice in relation to the workings of the labour market and how they relate to it.

Future employees, for whom the transition between school and the labour mar-ket should be as smooth as possible, must also be considered. Harmonisationbetween guidance at school and guidance offered by the PES and more system-atic co-operation between the two become necessary.

In adjusting to the new customer groups, the services allow an interesting cross-reference with respect to traditional customer groups. Eventually, the PES maywell evolve towards a total concept of career development and planning for thecustomer, no matter what his/her social status is.

4.3 Expansion of Service Delivery Methods

In order to meet the desires and expectations of very diverse customer groups,the PES need to increase their accessibility substantially. Customers should beable to choose from a number of possibilities, the manner in which they wish toaccess services e.g. by using the latest ICT-developments, through the internet,via call/contact centres, via face-to-face contacts. The facilitation of twenty-four hour accessibility must now be considered.

The development of ICT-applications has enabled the PES to personalise theirservices, allowing a more customer-oriented approach in the range of informa-tion and services that are made available to the public. Ongoing ICT-develop-ments over the coming years will provide even greater potential for improvingPES service delivery and utilisation. One example of this personalised serviceis the customer's own homepage, where he/she may upload his/her CV, match itwith vacancies, obtain information about training opportunities that may beavailable or source interesting web-page links, etc. Because of these develop-ments, the electronic services have evolved beyond facilitating simple informa-tion provision and the customer can now process real transactions on the web,e.g. e-government.

Also, specifically for guidance and counselling purposes, an important coreactivity of the PES, these applications provide numerous interesting possibili-ties. PES are encouraging maximisation of the use of self-service, where appro-priate, self-diagnosis and self-assessment by the customer. Development ofthese new IT-based tools should be based upon systematic research to ensurethere is a consistency, in terms of suitability and quality, between the cus-tomer’s needs and the tools/information available to him/her. In order to pro-mote a convergence in utilisation levels of IT-tools, between IT-literate cus-tomers and customers who have little or no previous IT-experience, it is impor-tant that a broad range of services are developed, in co-operation with guidancestaff, which accommodate all skill levels.

These applications do not only respond to the growing demand of an increasingnumber of customers for self-service tools, but also enable the PES to optimisethe use of their resources with maximum impact. Self-service tools create thepossibility for the face-to-face services to give priority to the pathway guidanceof customers who have more significant challenges to face in entering thelabour market and who require personal guidance to succeed. Moreover, face-to-face services will be able to spend more time on those aspects of guidancethat are directly related to employment (job hunting, matching of supply and

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demand, guidance of employers, after care and on-the-job guidance of job-seek-ers, etc.) activities only sporadically undertaken at present. It is vitally impor-tant to realise that ICT can never replace the traditional face-to-face servicerequired by those who are most distant from the labour market.

This diversified provision of services however, allows for a more creativeapproach, with maximum involvement of the customer and customised actionsas a result. The customer's choices range from self-service to guidance with acounsellor. This range of choices is at the customer's disposal and in an inte-grated way, he/she can make combined use of these choices, depending onhis/her needs, at any particular point in time.

4.4 Requirement for Accessible, Customer-friendly Services

In order to ensure that all customers benefit from the expansion of servicedelivery methods discussed above, a network of accessible user-friendly andfunctionally organised offices is required, where the entire range of services areoffered and all tools are available for the customer. A number of the PES part-ners have reached this point.

Again the central element is the principle of self-service. A local office exists toserve the job-seeker in the first instance. He/she should be able to register atthis office, carry out tests, access occupational information, draw up a job appli-cation letter/e-mail and send it, consult a training guide and utilise guidancetools (both in paper format and online versions). An important condition of self-service is the availability of computer terminals for customers who otherwisewould not have access to a PC or to the internet. Ensuring the availability of‘learning zones/areas’ within each office is important in this regard.

A local office might house several partners, bringing together several services,each with a special discipline (e.g. the local job shop in Flanders). This formatoffers a number of advantages, for example where specialised advice is com-bined with a good management and referral system it is likely the customer willobtain a quicker and more qualitative service within the same location.

In order for job-seekers to present themselves at a local ‘job shop’ spontaneous-ly, the physical environment itself should be conducive to making them feel com-fortable. Mutual contacts between staff and customers should be stimulated.People with children can be better received and helped in a professional way ifthere is a playing area. Finally, reception by customer-friendly and motivatedstaff is the most important factor in guiding customers quickly to the appropri-ate service.

The PES should also have cognisance of the importance of periodic evaluations(both internal and independent) of their offices and the services provided.Audits should involve the entire functioning of each office. It is considered thatonly by taking into account in any review the opinions of customers can deci-sions be taken to make the processes of information, advice and pathway guid-ance more efficient and effective.

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4.5 Staff Qualification Needs - the Learning Organisation

The expert group agreed on the importance of having in place staff that have arelevant qualification and the correct personal attributes to properly executetheir demanding role as counsellors. Staff should have an appropriate jobdescription and be utilised on a day-to-day basis in a manner consistent with thespecification.

The PES in the expert group are devoting increased attention to this area, as isillustrated in the Compendium of Good Practices. Education and training pro-grammes are in place, both for counsellors and for PES management, who areresponsible for overseeing the quantitative and qualitative objectives of theorganisations. However, the level of investment in this activity by PES varied and some members feel that the available resources are inadequate.

The challenges regarding the human resource policy of the PES in the field ofguidance and counselling are many and complex. In the first instance, the for-mal qualification levels of the staff should be considered. All PES representedin the expert group have in place education/training courses, permanent train-ing courses, refresher courses, retraining courses, motivation courses, peercoaching and so on. These courses range from short familiarisation programmesto formal third level academic university programmes. The expert group agreedthat ongoing review of these programmes and an analysis of their benefits toeach organisation is necessary. The PES should have cognisance of how practi-tioners, through accessing training and education programmes, are respondingto the new demands placed on them. Finally, each PES should consider the ‘per-son’ profile of the staff employed as guidance and counselling practitioners andto what extent the HR policies support the service. This would include boththeir professional and academic qualifications but also importantly, identifyingpersons with the appropriate personal characteristic traits necessary and con-ducive to their sensitive role. The expert group identified the varying degreesof staff qualifications within and across the PES, and supported an increase inthe investment levels of staff training.

4.6 Management and Quality Issues

In addition to the importance of staff training and development it must also berecognised that the average ‘caseload’ of guidance staff (i.e. the number of cus-tomers they are responsible for) may influence the quality of service that cus-tomers will receive. In this regard, the situation of the PES represented in theexpert group is very different. A number of PES mention the shortage of (qual-ified) staff, which results in very large caseloads. Over the long term this mayhave organisational consequences in that it is threatening demoralisation andburnout of the counsellor with consequent implications for the customer.

There is also a need to ensure the adequate utilisation of PES staff. If, forinstance, less qualified staff are used, this can compromise the quality of theservices provided and the results obtained. Attention should be given to ensurethat members of staff are being effectively used in delivering the guidance serv-ices for which they were recruited. Appropriate utilisation of administrative/clerical support to counsellors is required, if the PES are to reduce the admin-istrative burden on practitioners, which in turn allows best use of resources intheir core role as counsellors. The maintenance of a large database of cus-tomers by the counsellor may well be an inefficient use of scarce resources.

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There is the tendency, mentioned by different PES, to make quantitative meas-urement more important than qualitative output. The new developments, e.g. inthe field of ICT-applications, emergence of specific target groups etc., make itnecessary to reconsider all the above issues thoroughly. The developments thatare introduced to accommodate the changing economic and social environmentin which PES services are delivered must be of a quality that ensures the coun-sellor is in a position to provide person oriented individual guidance. One of thedifficulties the PES are facing at the present time is the fact that a decliningunemployment rate is very often perceived as an acceptable basis for reducingthe resources allocated to guidance and counselling activity. This misconcep-tion fails to recognise the increasing marginalisation of those job-seekers leftbehind in a tightening labour market. As unemployment decreases, the work ofthe guidance counsellor becomes increasingly focused on the more difficult toplace unemployed person such as the early school leaver and the long-termunemployed person. Interventions for these customer groups are significantlymore time consuming and labour intensive than is necessary for the more high-ly motivated customers. Furthermore the steps required for a disadvantagedcustomer to achieve the ultimate goal of employment take longer and requiremore resources as in many instances bridging programmes are required. Anineffective guidance process or a lack of guidance may also result in inappro-priate training and other interventions, which are more costly to the guidanceprocess itself. Finally, an important consideration in this process is the man-agement issue, both the management of organisational change and morespecifically the management of the guidance service itself. It is imperative thatPES evolve polices that are built upon a concrete knowledge of the labour mar-ket, the target groups, the inflow methodologies as well as the organisationalrequirements.

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COMPENDIUMOF GOOD PRACTICES

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CASE: AEC - Aetat EmploymentCounselling

Aetat ArbeidsradgivningAETAT

Context:

The local PES office's fallback service consists of adepartment in every county, abbreviated ‘Aa’ inNorwegian (‘AEC’ in English for Aetat EmploymentCounselling).

This service was established about 10 years ago; itwas designed to function as countywide skills centresfor the Aetat district employment service, helpingthese local employment offices provide assistance toapplicants with needs beyond those that the Aetatdistrict employment service can offer.

The expertise of these departments is also utilised invarious kinds of methodological developmental workin the field of labour market policy, coordinated bythe Aetat Directorate of Labour.

Department employees function in part as instruc-tors for Aetat’s internal training programme in thefield of counselling. They also assist the countylabour offices in training employees at the localoffices of their respective counties.

Objectives:

AEC has the same overall goal as Aetat. More specif-ically, AEC provides a service that strives to helpthose with vocational disabilities and other job-seek-ers who are having difficulty dealing with the labourmarket to lead a more occupationally active life.Here are some of the key areas of commitment:

• In consultation with the applicant, to:- Clarify the qualifications and opportunities for

work.- Find realistic work goals.- Find solutions and development options for

achieving these goals.

• Make suggestions and assist in implementingmeasures that bolster job-seekers’ opportunitiesto choose, obtain or keep a job.

• Systematic assistance:Developing methods and skills whereby Aetat canfulfill its obligations towards job-seekers.

Target Group:

AEC provides service to those with occupational dis-abilities; defined here as persons who on account ofphysical, mental or social disabilities encounter barri-ers and limitations with respect to employment andeducation.

AEC also provides services to job-seekers who,though they do not have occupational disabilities,nevertheless have difficulty dealing with the job mar-ket. These are people on whose behalf Aetat feels theneed to receive extra assistance.

The target groups for the Aetat employment coun-selling service are job-seekers with occupational dis-abilities and other job-seekers referred by the Aetatdistrict employment service. In general, applicants’occupational disabilities take the form of mental ill-ness, muscle and skeletal complaints and reading andwriting disabilities. Occupational disabilities are oftencomplex, involving a wide range of problems, includ-ing those just mentioned.

Programme:

AECs departnents are a part of Aetat’s regular organ-isational structure; they have tasks that are appli-cant-oriented and relatively stable over a period oftime. The emphasis and scope of the various types oftasks and ways of working can vary at times.

The increased level of counselling that is offered bythese departments is based on the general principlesthat apply to Aetat’s applicant-oriented activities. Inline with a pronounced user-oriented perspective, thecounselling offered is tailored to the individual candi-date’s needs and qualifications. The emphasis is onthe applicant’s capacity for active involvement in thelabour market, even in cases where relatively com-prehensive occupational disabilities are involved.

Primarily, services take the form of individual coun-selling, although there are group-based activities aswell. Conversation is the most important tool. Incases where it is deemed appropriate to support a

FACE-TO-FACE INITIATIVES FOR JOBSEEKERS(INDIVIDUAL GUIDANCE AND COUNSELLING)1.

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report on applicants’ qualifications, Aetat personnelalso make use of various kinds of psychological testsand other aids.

In conclusion, a report is written, recommending fol-low-up by the local employment office that initiallyreferred the applicant. Continued follow-up of theapplicant is the purview of the Aetat district employ-ment service.

At times, the departments put special emphasis onspecific areas of development. Due to the prevalenceof reading and writing disabilities among the generalpopulation, which is continually increasing, nation-wide development work is afoot which aims toimprove service to applicants with such difficulties.AEC participates actively in this work.

Organisational Model/Method:

AEC is organised as distinct departments in 18 coun-ties. Technically and administratively, these units areunder the jurisdiction of the county employmentoffice, which is Aetat’s regional governing arm.

The departmental activities are planned, executedand followed up by means of Aetat’s managementand reporting system. Part of the organisationalmanagement takes place in meetings between themanagement at different levels in the organisation,where such matters as the achievement of results arediscussed.Authority is widely delegated, which means that thecounties, in accordance with general guidelines andbased on local needs, decide what to emphasise.

Each unit is organised with a leader who is chargedwith professional and administrative responsibilityfor the unit’s tasks. Besides their leadership role, thescope of leaders’ professional work will vary from unitto unit. Each unit is staffed by psychologists, educa-tors and other academically trained personnel. Theirskills supplement those of the Aetat district employ-ment service.

Results:

Annual reports are made to the Aetat Directorate ofLabour within the framework of its general manage-ment and reporting system. The reporting is quanti-tative in part and qualitative in part. Also, additionalreports on specific subjects are solicited from thevarious departments as they are needed.

Contact Person:

Jorunn SøbyE-mail: [email protected].: +47 23 35 24 00Fax: +47 23 35 27 51

CASE: Counselling and Action Plan Veiledning og Handlingsplan

AETAT

Context:

There is an ongoing need for improvement in thecounselling services. Accurate, effective action planshelp reach the goal quicker, which is suitable employ-ment. Thus the issue is this: How does one help job-seekers design accurate, effective action plans?

Objectives:

For job-seekers who require training, it is importantto choose an employment goal that is appropriateand realistic and to select measures that meet thisgoal in the most effective manner. The goal is toenable the job-seeker to get a job consistent with hisor her wishes and interests, his or her state of healthand his or her abilities and strong points, a job thatwill provide lasting employment and make the job-seeker self-supporting.

Target Group:

Job-seekers who need training in order to qualify forwork. First and foremost, this means job-seekers withoccupational disabilities and the long-term unem-ployed, but it also includes young people and job-seekers with immigrant backgrounds.

Programme:

All job-seekers in Aetat undergo a process describedin the PES document ”Quality Assurance in the JobHunting Process”.

Job-seekers who need to do more than merely lookfor work are given guidance in how to plan for workby devising an action plan.

The actor’s perspective in the guidance model isdescribed in the PES document "Development ofActor’s Perspective in Vocational Rehabilitation". Inbrief, this involves providing the job-seeker, by meansof a counselling session, with the necessary skills inmaking choices for his or her vocational future and indevising his or her own action plan. The basic guid-ance counselling method is based on one-on-one ses-sions.

Concepts have also been developed for group coun-selling, for which training is provided. We believe thatgroup counselling provides the best basis for accu-rate, effective action plans. The use of groups inacquiring information and training job-seekers can becompared with regular school classrooms in adulteducation. Participants are faced with a commonfuture challenge; establishing a vocational presence.Although individuals vary, as do results, the focus ison those elements which are common to all.

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Research with groups has highlighted a number offactors that contribute to behavioural change on thepart of participants in different kinds of groups. Thefollowing 6 factors have a direct bearing on the use ofgroups in the labour market agency’s service to job-seekers:

• Establishing hopeParticipants in groups often report that observingactivity and progress in others is a crucial ele-ment in one’s own activity and progress.

• UniversalityMany who are in a difficult situation often regardtheir own ”misery” as unique. For many, this canhamper their activities and limit their options. Ina group situation, it becomes clear that otherscan have a similar background and share similarexperiences, which can be a relief.

• Exchange of information or counsellingAdvice and counselling among participants in agroup can be more effective than that provided bya group leader or “expert”.

• AltruismIn groups, it becomes clear that participantsreceive by giving. When a member of a group dis-covers that he/she can make a positive contribu-tion to the others, this bolsters his or her self-confidence and self-image.

• Learning from one anotherParticipants learn from one another in a numberof ways:- By imitation – direct or indirect.- By sharing actual knowledge and networks.- By testing their own arguments.

• By a sense of group identityIn a group with a strong sense of group identity,participants will accept and support one another;they will be receptive to each other’s argumentsand potential and be willing to run greater risks,i.e. take vocational decisions and live with theconsequences.

Group counselling is a suitable offer first and fore-most for job-seekers who are having trouble findingout what they want or what they are capable ofaccomplishing.

The result of the counselling process is incorporatedin the action plan, which specifies the vocational oremployment goal and the specific initiatives that areenvisioned for achieving it. Each initiative is given astart-up and completion date, and the date whentraining is completed shall also be specified. Follow-up timetables are also designated. The action planmay also include alternatives – both alternativemeasures and alternative goals. The follow-up willshow whether there is a need to alter the plan orchoose an alternative. The plan is signed by the job-seeker and the case manager. This does not involve a

legal right to a specific initiative, but is meant as anagreement on the intentions in the plan and what onewill be aiming at, where feasible.


Individual guidance counselling takes place on a one-on-one basis. It can also take place in a 3-way con-versation, with an expert in the field sitting in. Theuse of an employment psychologist is not uncommonin such cases.

Individual counselling can also be provided, in combi-nation with information meetings where generalinformation is provided in a plenary assembly.Questions can be prepared in small groups andanswered in plenary assembly, and individual follow-up counselling can subsequently be given.

When group counselling is employed, groups of 5-8participants are established. Each group is led by 2instructors. The group counselling should last for atleast 3 days of meetings, with duration adapted tothe needs of the group, but each session should lastno less than 3-4 hours. Furthermore, there should beat least 2 personal activity periods between eachgathering, of at least one week’s duration.

Results:

The use of action plans is well established for job-seekers with occupational disabilities, and partly forthe long-term unemployed as well.

Individually-based counselling methods are the pre-dominant method at Aetat. Group-based counsellinghas been tried at a number of sites, with good results.Feedback from local Aetat offices that have used thismethod indicates that job-seekers find a straighterpath to their goal – that their action plans are moreaccurate and effective – with this method. Group-based counselling is not widespread, because it isrequires large resources.

Contact Persons:

Bjørg Wigaard E-mail: [email protected], Tel.: +47 23 35 25 70Hildegunn Førsund E-mail: [email protected], Tel.: +47 23 35 25 83Fax: +47 23 35 27 51

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CASE: Individual TutorialINEM

Tutor’ia Individualizada

Context:

Individualised process of professional guidance,where the expert and the user agree on the steps tobe taken to attain the optimal development of theitinerary towards professional incorporation, provid-ing the most adequate means for the qualification inan autonomous search for employment.

Objectives:

To facilitate the development of the resources andcompetence of the user that will enable him/her to:• Identify options and choose between them. • Take decisions in order to plan out proceedings. • Evaluate his/her own results in an autonomous

manner.

It is up to the Public Employment Services to assistthe citizen to achieve his/her professional goals:• Providing him/her with up to date information.• Co-operating with him/her in the planning of his

/her incorporation into the professional world.• Training and motivating him/her in the task of job

hunting.

Target Group:

Job-seekers.

Programme:

Will be given by:

• Holders of higher education degrees, preferablywith degrees in Psychology, teaching with or asimilar background and/or experience in: - Conducting personal interviews. - Professional guidance.- Motivation and communication techniques.

• Medium level experts: Holders of diplomas inSocial Work, or similar with demonstrable experi-ence in the imparting of information activities,guidance and job-seeking.

The contents of the activity will deal with, dependingon the professional profile of the job-seeker and hisdemands:- Active job hunting.- Development of personal aspects for employment.- Interview workshop.

The Individual Tutorial helps the incorporation fromfour basic working areas:

• Planning: activities directed towards helping theuser to construct attainable professional aims.

• Information: activities that help the user toobtain the data and knowledge necessary to setforth in job hunting.

• Skills: training in the techniques of job huntingthat the user and the technician consider mostadequate for his/her incorporation into the labourmarket.

• Motivation: activities directed towards improvingthe expectations of the users who show a degreeof discouragement in the search for employment.

Organisation Model/Method:

A series of individual interviews that span over amaximum of six, one hour interviews over a period ofsix months. In this activity we can determine threedifferent phases:

• Beginning: At this first stage, the user and theexpert shall decide on the type of work that willbe done in the future and the basic elements thatwill be dealt with in the tutorial.

• Development: Where efforts will be made to focuson those aspects considered to be more useful forthe users’ incorporation into the labour market.

• End: The activity will be considered to be finishedonce both parts decide that the person who isunemployed is ready to take charge of his/herown itinerary for incorporation.

Results:

Qualitative and Quantitative.

Contact Person:

Subdirección General de Promoción de Empleo, INEME-mail: [email protected] Tel.: +34 91 58 59 749Fax: +34 91 58 59 735

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CASE: CONNECTIONS -For the Long-Term Unemployed

FÁS

Context:

This programme is called Connections because Long-term Unemployed people most often have lost theirconnections with work and are cut off from networkswhich can assist people into work. The programme'saim is to re-establish a network through a supportedsystem of Connections. The programme seeks totake into account the realities for people who arelong-term unemployed and where a large number ofthese come from poor social circumstances with littleformal education and low levels of confidence andesteem.

As the modern workplace is moving away from suchconstraints as fixed starting times, then programmesaimed at training for long term unemployed peopleshould move with this trend also. The timing andscheduling of this programme is aimed at minimisingdifficulties that the long-term unemployed encounter.Such difficulties include educational disadvantageand years of absence from a structured training andeducation environment, which leads to shorter con-centration spans.

Objectives:

Connections aims to help each participant to;• Develop his/her personal effectiveness and self

confidence.• Decide what he/she wants to do.• Develop he/she individual plan to build up a port-

folio of employability of both technical and non-technical skills.

Connections is an approach based on the needs ofthe individual that combines and integrates advice,vocational education and training skills along withwork experience, set in a context of additional sup-port and more intensive provision of sustained dedi-cated guidance and counselling to enhance his/heremployability and prospects of re-integration into thework force.

Target Group:

The long-term unemployed.

Programme:

Connections is a programme catering for the needsof the long-term unemployed. It is principally a per-sonal and employability skills, development pro-gramme that builds networks, which assist peopleback into work. It is a programme that helps partici-pants to build an employability portfolio of transfer-able skills and work ethic.

‘Employability skills are the attributes of employees,other than technical competence, that make them an

asset to the employer’. (LL Buck and RK Barrick).

At the centre of the Connections-programme, whichis a pick and mix approach, there are twoDevelopment/Training Plans that are agreed witheach participant.

The initial Development/Training plan involves issuessuch as participation on the programme initially forInformation, Guidance, Counselling and PersonalDevelopment Training (STEPS). This process alsointroduces the participant’s instructor/mentor for thesecond part of the Connections-programme wherethey develop he/she individual plans. The plan alsocovers the issues of attendance, punctuality, workrate and behaviour. The key outcome at this stage ofthe programme is that the participant makes a deci-sion as the direction that he/she wish to pursue.

The second Development/Training plan is developedbetween the participant and he/she instructor/mentorcoming after the initial confidence building measuresof the STEPS programme. This contract is where theindividual's training and development plan is set.This plan will look firstly at any deficiencies in basicskills such as literacy, numeracy and assertiveness.It will then detail the technical and employabilityskills that the individual requires training in, how andwhere these are to be delivered, along with agreedcertification and the type of work experiencerequired. The plan sets out agreed targets and mile-stones for progress including reviews with the partic-ipant and the instructor/mentor and the Connections-co-ordinator.

As long-term unemployed people will often not haveaccess to the same networks that can assist peopleinto work, guidance, information and job-seekingassistance, the Connections- programme will advo-cate on their behalf with employers and serviceproviders to help them overcome these types of diffi-culties. They will continue to support them in theearly stages of their employment. The use of sup-ported part-time work experience and part-time workcan be used to gradually re-introduce people to workand the changes that have taken place since theywere last employed. This approach of supported part-time work experience can be used to either lead theparticipant down the road of work or as part of confi-dence and stamina building in preparation for full-time training or work.


The programme is flexible in its approach in facilitat-ing the long-term unemployed in taking up traininginterventions that meet their needs, rather thanbeing directed towards programmes which are themost accessible.

Requirements such as full-time delivery and earlymorning starts are unhelpful particularly in the earlystages of any development programme. Indeed it is a

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barrier to long-term unemployed people taking uptraining and development options. The Connections-programme recognises this difficulty with short flexi-ble inputs at the start and a gradual increase in theattendance and time spent in training each day overthe duration of the programme, which ultimatelyleads to the participant being ready to access labourmarket or full-time training.

After the initial period of information guidance andcounselling the Connections-programme will last fora period of up to 34 weeks over the two stages plus afurther period of supported outcomes over 8 to 10weeks which should be extended if the participantsrequire more intensive support.

The following modules, which interrelate in a flexiblemanner, form the standard Connections pathway;• Referral to Connections co-ordinator and Employ-

ment Services officer.• Connections co-ordinator – initial development plan.• Personal development phase.• Individual skills development phase.• Employability and basic skills development phase.• Customised training/progression to mainstream

training.• Work experience andjobs.

Results:

Qualitative and Quantitative. Throughput of partici-pants into mainstream training and employment pro-grammes and into the labour force.

Contact Person:

Frank FaganE-mail: Frank.Fagan@FÁS.ieTel.: 00 353 1 6070590

CASE: Vocationally-orientated Rehabilitationof Persons with Sensory Loss

Yrkesrettet Attfering for Pensoner med Sansetap

AETAT

Context:

Persons with sensory loss (vision impairment andhearing impairment) constitute a small group inNorway. At the same time, there is a great need forprofessional insight into functional disabilities and topotential solutions for fostering vocationally-orient-ed rehabilitation. It is difficult to achieve this degreeof professionalism at each and every PES office,because few cases arise during the course of a year.It was recognised early on that helping these groupsto find employment would require a specialisation ofservices at Aetat. For this reason, special units wereestablished on a regional basis within the Aetatorganisation to help these applicants and to assistthe local employment offices in their guidance coun-selling.

Objectives:

The goal is to exploit whatever means and opportuni-ties there are for assisting those with hearing andvision impairment in getting work.

Assigning this service to regional centres makes itpossible to develop and maintain the required profes-sional skills with respect to functional disabilities andthe opportunities for aid.

For the individual, the goal is that each applicant shallgain insight into his/her own work capacity andassume personal responsibility for developing andimplementing his/her own action plan.

Target Group:

• Job-seekers with sensory loss.• Case managers in the local employment offices

who will be counselling job-seekers with sensoryloss.

Programme:

Applicants are referred to the centralised units bytheir PES office, where they are offered counsellingsessions, guidance counselling, educational mapping,information and technical aids and preparation/fol-low-up at the workplace, at school or by governmentremedial programme.

These special units may also visit the local Aetatoffices and provide on-site guidance for job-seekerswith sensory loss. Such counselling sessions maytake the form of three-way conversations, with a casemanager from the PES office sitting in.

Besides providing guidance counselling to job-seek-ers, these special units work up a report for the PES

33

office, which is responsible for approving the actionplan and implementation (see more about the actionplan in the document on counselling and action plan).


There are 4 regional departments providing servicesfor those with sensory loss:

Aetat Centre for Vocationally-oriented Rehabilitation(Norwegian acronym: SYA) in Oslo (eastern Norway),and Aetat employment counselling in westernNorway, central Norway and northern Norway,respectively. Aetat SYA is under the auspices of theAetat Directorate of Labour; the other departmentsare under the auspices of their respective Aetatcounties. They assist the PES offices in their respec-tive regions; taken together they cover the entirecountry.

Aetat SYA has national responsibility for researchand development work and skills distribution. Skillsdistribution takes place through collaboration onindividual cases, information work, in-service train-ing, participation in professional networks, publica-tions etc.

Teams are established for each of the target groups(a hearing team and a vision team) for each depart-ment (Oslo, Bergen, Trondheim, Tromsø).

Each unit collaborates with the PES offices in itsrespective region, both in individual cases and inbroad-based skills development. These units, in turn,collaborate with others, especially the remedial aidcentres, which possess the expertise and the finan-cial wherewithal to service both rehabilitation andwork sites.

Results:

Those with hearing and vision impairments areoffered counselling that cannot be provided by thelocal Aetat office because the target groups are smalland the need for assistance is great and highly spe-cialised.

Contact Person:

Hildegunn FørsundE-mail: [email protected].: +47 23 35 25 83Fax: +47 23 35 27 51

CASE: Supported Employment Programmefor People with Disabilities

FÁS

Context:

Key concepts of Supported EmploymentIn Ireland’s labour market, there is a need to developemployment initiatives that provide opportunities forpeople with disabilities who traditionally have haddifficulty accessing employment. SupportedEmployment is a way to move people with disabilitiesfrom dependence on a service delivery system toindependence in the open labour market. It encour-ages people to work within their communities andencourages work, social interaction, and integration.

Supported Employment seeks to facilitate the inte-gration of people with disabilities, who traditionallyhave had difficulty getting into paid employment inthe open labour market, by providing supports on thejob. Supported Employment identifies existing jobs,matches suitable individuals with those jobs andassists them to integrate into the workforce by pro-viding on-going supports in the workplace, asrequired. In addition to providing the supports thatan individual may need to do a specific job, supportmay also be given in relation to adapting to the workenvironment.

Pilot Supported Employment projects for people withdisabilities had proven effective in Ireland over theperiod 1994-1999 and over 1,000 people were inSupported Employment as a result of these projectsin 1999. As a result of these positive indictors, theTanaiste and Minister for Enterprise, Trade andEmployment launched Supported Employment on anational pilot basis in July 2000.

Objectives:

The objectives of the Supported EmploymentProgramme are to:• Facilitate the integration of people with disabili-

ties into paid employment, in the open labourmarket.

• Provide support to assist with this integrationprocess.

• Meet the labour requirements of employers.

Target Group:

Launched in June 2000, the Supported EmploymentProgramme provides support to people with differenttypes of disability and varying degrees of disabilitywho genuinely need the initial support of a job coachto obtain and maintain employment. It focuses onwork that would be done by any other member of theworkforce. Work performed is compensated with thesame benefits and wages available to other workersin similar jobs. It excludes work that has been artifi-cially created for a person with a disability and is not‘vocational training’, ‘work experience’, ‘work prepa-ration’, or ‘employer-based training’.

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For many people with disabilities, the SupportedEmployment Programme will be a progression optionfrom an existing training placement. Participants arerecruited through external organisations, FÁS andLocal Employment Services (LES).

Programme:

Supported Employment typically involves four keystrands which are normally carried out by a singleindividual, usually referred to as a Job Coach. Thesestrands involve:

• A needs assessment with the individual to identi-fy the type of employment that is most suitable tohim or her, taking account of the individual’s pref-erences.

• Job sourcing and development, involving contactwith local employers and job analysis.

• Matching the job-seeker with a suitable employerand providing the employee with necessary sup-port and coaching in the workplace.

• Decreasing the amount of support provided bythe job coach over time as the employee learnsthe skills required for the job and adapts to theworkplace.


FÁS, through its Community Services Unit, adminis-ters the Supported Employment Programme. FÁS’srole is to select and approve projects, provide fundingand guidance and monitoring. FÁS also provides JobCoach Training.

Individual Supported Employment projects are oper-ated by consortia of organisations, the majority ofwhich have a background in providing services topeople with disabilities.

These organisations service a geographical regionadopting a co-ordinated approach. Each consortiumhas a lead organisation, which is responsible for theoverall management and administration of theSupported Employment Programme. However, allorganisations within the consortium are responsiblefor:

• Providing quality supports, assisting integrationinto the labour market and facilitating progres-sion.

• Providing the development and training of theemployee with a disability in the workplace bybuilding on the employability of the individual inthe open labour market through clear targets anddefined supports.

• Administering the Supported EmploymentProgramme satisfactorily in relation to achievingperformance targets, finances, financial and non-financial records, statutory obligations, etc.

Results:

Evaluation and indicatorsInformation from the programme is monitored atlocal and national level to inform the current out-comes and future development of the SupportedEmployment Programme. Projects are expected tomaintain detailed records of activity and outcomes. The Supported Employment Programme is currentlybeing evaluated and further funding and develop-ment will be assessed in the light of this review. Theaim of the evaluation will be to provide an assess-ment of the operation and impact of the SupportedEmployment Programme to date and to identifyareas that can be built upon to ensure that theProgramme achieves maximum effectiveness inmeeting its objectives.

The evaluation will focus on:• Basic programme data.• Terms of employment for people with disabilities

employed under the programme.• Programme delivery and operation.• Costs, benefits and recommendations.

Monitoring and Quality AssuranceSuccessful projects are required to enter into a con-tract of service with FÁS, which outline detailedrequirements for quality assurance in the delivery ofthe Supported Employment programme.

FÁS staff responsible for monitoring the programmecarry out at least two formal reviews per annum. Themain focus of these reviews is to:• Discuss progress against the expected outcomes

and projected targets as outlined in the applica-tion.

• Obtain participants and employer feedback on thequality and effectiveness of the SupportedEmployment Programme.

• Review records.• Identify issues of concern in the conduct of this

Programme.

Contact Person:

Shira MehlmanE-mail: [email protected].: 00 353 1 6080400

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CASE: ‘Dynamic Balance’ ProgrammePrograma Balanço Dinâmico

IEFP

Context:

Dynamic Balance is a working tool developed withinthe ambit of the Leonardo da Vinci programme, moreparticularly for the START project.

After a pre-experimental stage and a more gener-alised application stage (within the ambit of theabove-mentioned project), this tool is presently usedby the Alcoitão/Ranholas Rehabilitation Centre in theimplementation of guidance processes with disabledpeople (whatever the type of disability may be).

Objectives:

Dynamic Balance is aimed at conceiving and imple-menting individualised projects of socio-professionalintegration for disabled individuals. Its specific goalsare:• To prepare a curriculum vitae.• To assess skills and potentials – areas of activity.• To conceive an individualised plan and programme.

Developed with the support of an operator (having adegree in psychology or social services), with whomthe individual preferably dialogues, this programmeintends to guarantee:

• The promotion of knowledge on his/her own pro-file (personal features – self-consciousness).

• The definition of one or more projects for person-al change.

• The identification of resources and interventionsrequired to the fulfilment of those projects.

• The project fulfilment.

Target Group:

• Disabled job-seekers

Programme:

The programme includes the following stages:

• Welcome and method presentation by the opera-tor to the disabled job-seeker; the issue of thecommitment and contractualisation must beapproached at this stage, as it should lead thewhole process in the Dynamic Balance implemen-tation.

• Curriculum vitae, divided in 12 items covering thewhole life pathway performed by the individual upto the present, as well as his/her present situation.

In this same document, and based on an assess-ment scale – which includes such criteria as thesatisfaction level, the importance and yearningsfor a change in each of the 12 items – the individ-ual’s opinions are registered, as well as those ofthe local environment (e.g. their escort person)

and those of the institutional environment (PESagents, for instance). This document allows, in theend, for a synthesis of agreements and disagree-ments which were registered.

• Confrontation sessions of opinions and synthesis,between the operator and the individual; duringthis session, some observation data and otherinformation is shared, agreements and disagree-ments are analysed and priorities are definedaccording to a scale going from 1 (priority change)to 5 (maintain status quo).

• Research by domain: assessment in the areas ofautonomy, socialisation, work, cognitive, and per-sonal functioning. By facing the results, it is thenpossible to determine the need for an externalassessment.

• Priority classification: as in the CV-stage, theoperator and the individual classify priorities pre-viously identified in the 5 domains. The last wordin the classification is always for the individual.

• Definition of an individualised plan and programme:this step must have into account:- General goals, corresponding to the priority

domains.- Specific goals, corresponding to the items in

each domain.- Desired programme described through specific

goals.- Feasible programme, or available resources.- Scheduling/assessment results.

The definition of the individualised plan and pro-gramme may lead to the establishment of acting con-tracts with external partners.


This programme is based on some fundamental prin-ciples and guidelines, of which the following standout:

• The disabled person is considered to be an actorin his/her own process of integration by assuming,where possible (e.g. his/her own restrictions),his/her pathway. PES agents and other interve-nients must be regarded simply as facilitators inthis process and as resource persons, who helpthis/her face reality.

• Dynamic Balance is assumed as a Unitarianapproach and a process of interactive change. Itsimplementation is twofold: on the one hand, itrequires an individualised approach; on the other,it presupposes a permanent interactivity in theprocess which may guarantee the individual’s sin-gularity and participation during the wholeprocess, whatever may be his/her type of disabil-ity, goals and projects.

This programme’s model of intervention is based on adialogue, interactive method, as well as on theresearch that is developed in the sequence of theconfrontation between data on the individual, collect-ed directly or indirectly.

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Results:

Development of socio-professional integration itiner-aries for disabled job-seekers, promoting equality ofopportunities as regards social integration.

Quantitative data referring to the application of theDynamic Balance to people with mental, sensory andmotor disabilities, as well as to mentally ill patients,during the pre-experimental stage of the project,show, as regards their present situation, that:

• 50% are employed (integrated in the labour mar-ket).

• 10% are involved in courses with educationalequivalence.

• 10% have concluded their training courses andtheir integration in the labour market is now beingworked on.

• 30% have given up.

Contact Person:

Francisco SalgadoE-mail: [email protected].: +351 21 460 37 20

CASE: Aetat Intro - the Aetat IntroductoryProgramme for Foreign Nationals

Aetat Intro - Aetat Introduksjons Program for Innvandrer

AETAT

Context:

Aetat Intro comprises special units within Aetat thatprovide assistance to job-seekers with immigrantbackgrounds who are in need of guidance and some-times theoretical and practical training and workexperience. Aetat Intro has offices in Oslo, Bergen,Kristiansand and Trondheim, but its services are alsoavailable to applicants outside their own counties.

Aetat Intro is a fallback service; one of its tasks is toassist “Aetat Lokal” (the district employment servic-es) in its work with job-seekers with an immigrantbackground.

Aetat Intro was established as a distinct group ofunits based on experience which shows that job-seek-ers with immigrant backgrounds have more difficultythan others in entering the labour market. Thus,many applicants with an immigrant background willbenefit from increased guidance and speciallydesigned initiatives.

The following factors can hamper immigrants’ partic-ipation in the workforce:

• A lack of documentation of their Norwegian lan-guage skills.

• A lack of documentation of their education and/oroccupational experience from countries otherthan Norway.

• Limited vocational experience.• Limited or interrupted education from abroad.• A lack of evaluation and approval of their educa-

tional record.

Aetat Intro directs much of its guidance and its tailor-made labour market initiatives towards mitigating orcompensating for such hindrances.

Objectives:

Aetat Intro’s overall goal is to make job-seekers withan immigrant background more competitive, both asjob applicants and employees.

The following are some of Aetat Intro’s more specificgoals:

• To provide guidance, determination of qualifica-tions and potential and action plans for job-seek-ers with an immigrant background, possibly com-bined with the testing of Norwegian languageskills.

• To initiate and follow up labour market initiativesthat help job-seekers become more competitiveand that bolster their chances of getting a job.

37

Target Group:

1. All job-seekers with an immigrant background

Aetat Intro regards all registered job-seekers with animmigrant background as its target group and iseager to see as many of them as possible benefitfrom its Norwegian language test and guidance serv-ices, for the following reasons:

• Since all immigrants, regardless of their back-ground or qualifications, can experience difficultybreaking into the labour market, they will benefitfrom Aetat Intro’s guidance and qualification clar-ification programmes and from an array of cours-es on offer.

• Aetat Intro’s Norwegian test, when coupled withan interview and counselling, can serve as a gen-eral clarification of candidates’ qualifications, aswell as their shortcomings and their potential inthat respect.

• Few candidates can document their Norwegianlanguage skills. Aetat Intro’s Norwegian languagetest, coupled with an interview and guidance ses-sions, provides a quick determination of the levelof a candidate’s Norwegian language skills.

• The more candidates there are who take AetatIntro’s Norwegian language test, along with aninterview and guidance sessions, the more infor-mation Aetat Intro and Aetat district employmentservice will have on the target group’s qualifica-tions and potential training needs.

• Based on the foregoing, Aetat and Aetat Intro willbe well-situated to tailor specific labour marketmeasures to meet specific needs.

2. Aetat Intro as a special unit also targets groupssuch as the following:

• Other offices in Aetat, in the form of skills disper-sion and collaboration.

• Collaboration with other offices and institutions,such as the following:- Institutions that provide basic Norwegian lan-

guage instruction.- Norwegian language test.- Social security and welfare offices.- Government ministries.- Municipalities.- Norwegian Directorate of Immigration,

Research centres, etc.

Programme:

Aetat Intro provides a two-pronged approach forassisting job-seekers with an immigrant background,one that involves counselling and a determination ofqualifications.

1. Guidance

Job-seekers with an immigrant background arereferred by Aetat district employment service for askills appraisal, guidance and a better, closer follow-up. Aetat Intro has special skills in this area, and itprepares courses for the suitable candidates.

The following issues are addressed during the inter-view and the guidance session:• Education and work experience.• Certification of education.• Occupational goal.• How realistic each candidate’s goals are potential

means for achieving those goals.• Relevant family situation and financial status.

Aetat Intro ascertains whether the job-seeker:• Can apply for a job himself.• Can be referred to Aetat-district employment

service for placement in a job or some other labourmarket initiative.

• Is a candidate for job-hunting assistance by Aetat-Intro or Aetat-district employment service.

• Needs to be better qualified before he/she can beexpected to find a job, or must be referred to themunicipality authority or, in the larger cities, to aparticular municipal district.

The appraisal involves the following:• Written results of a Norwegian language test.• The gradual development of Norwegian language

skills.• Spoken Norwegian.• Length of residence.• Educational and practical experience.• Activities performed during the search for work.• Clarity and realism in occupational aspirations.• Motivation (with respect to choice of occupation

or education).

The appraisal results in a concrete action plan inwhich goals and partial goals are pursued and, if needbe, adjusted. Each candidate, based on the guidancereceived, shall be equipped to make independent andrealistic choices that figured prominently in thedesign of the action plan.

2. Examples of courses under the auspices of AetatIntro

2.1. Preparatory Labour Market Training (AMO-cours-es)Preparatory AMO-training can constitute a satisfac-tory qualification in itself; it can also be the first linkin a chain, followed by the next link: vocationally spe-cific training or more education, followed in turn bythe last link in the chain: an Aetat Intro course includ-ing job searches and practical experience. The overallgoal of these AMO-courses is to better job-seekers’chances in the labour market through improvedknowledge about society and the workforce, throughimproved Norwegian language skills and by providingan opportunity for further qualification.

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These courses range from the simplest level (Step 1)to the most difficult (Step 3). Candidates start at thelevel that best suits them linguistically and vocation-ally – not necessarily at Step 1.

Step 1: Norwegian, social studies, studies of workinglife, the elements of job hunting, and action plans.Since most candidates start at this level, moregroups are established at this level than at any other.

Step 2: Norwegian, civics, recent Norwegian history,English for beginners, and possibly training directedtowards the higher-level Bergen Test, as well asaction plans. The level of Aetat Intro’s Norwegianlanguage test: from 70 to 90/95 points.

Step 3: Norwegian, English, civics, mathematics,action plans. The level of Aetat Intro’s Norwegianlanguage test: From 70 to 90/95 points, as well asbetter English proficiency than at Step 2.

2.2. Vocationally-oriented AMO-coursesBasic course in health and social studiesFor many years, Aetat Intro in Oslo has offered abasic course in health and social studies. The syl-labus is consistent with the current curriculum forupper secondary education. The course lasts 2semesters. One or two courses are started each year,depending on the number of applicants. The finalexamination qualifies the successful candidate toapply for upper secondary courses in health andsocial studies.

VK 2 nursing assistance and vk 2 pharmaceuticaltechnicianIf there are enough candidates, Aetat Intro in Oslocan offer other courses at the upper secondary level:Nursing auxiliary and pharmaceutical technician. Thegoals and syllabus are in accordance with the subjectplans for the upper secondary school.

Other health coursesAetat Intro has offered 2-semester health servicecourses. All applicants except one came from AetatIntro’s ”Preparatory AMO” or Aetat Intro’s basichealth service course. This shows that many need totake preparatory courses before they can proceed tomore occupationally-oriented courses.

2.3. Course in public case managementThe target group is job-seekers with an immigrantbackground with university educations at the lowerdegree level or higher and whose Norwegian lan-guage skills are relatively well developed. This type ofcourse is primarily aimed at positions in state gov-ernment. This type of course can also be viewed inthe context of political goals for the recruitment ofimmigrants to the public sector. The courses some-times contain a theoretical component on publicadministration, and include a period of in-servicetraining.

3. Course in job hunting.

This course may prove to be the only thing a job-seeker will need; on the other hand, it could be thelast link in the chain of qualification. These coursesare geared towards job placement. Participants usu-ally have a solid background in their field beforestarting the course, or at least a well-defined occupa-tional preference. Aetat Intro regards course partici-pants as desirable employees, but they need help inpenetrating the labour market. This can apply asmuch to the well-educated as it does to unskilledlabour.

Norwegian language skills vary from applicant toapplicant; what is important is that the candidate’sskills are judged to be satisfactory for the field inwhich he/she is applying.The course content will vary, to reflect conditions inthe labour market; at present, the courses prioritiserapid job placement.

These courses equip candidates with important jobhunting skills and provide practical training in inten-sive search for work over a period of 6-8 weeks.Those who are unable to find a job within this timeframe will, provided Aetat Intro deems it useful, beallowed to extend their period of practical training viaAetat Intro.

Subjects covered in the job hunting course are thefollowing:• Working life, rules and regulations.• Simple use of PCs.• Job hunting subjects, including CV, ads, job appli-

cation, telephone training and interview training.• Individual efforts at finding relevant jobs to apply

for• Practical job hunting

Other courses under the auspices of Aetat Intro:“Mechanical subjects for non-native speakers”,“Recruitment course for the fishing industry”, a 3-day clarification course (to determine where to directcandidates in their ongoing quest for employment),and a follow-up job hunting course.


The method used by Aetat Intro in dealing with job-seekers with an immigrant background.

Job applicants must be interviewed, undergo a guid-ance session and take a Norwegian language test atAetat Intro. They will be evaluated in terms of the fol-lowing factors:

• Whether they are ready as job-seekers.• Whether they are candidates for different place-

ment projects, e.g. those governed by agreementsbetween Aetat and major employers.

• Whether they need help in their search for work.• Whether they need to acquire additional qualifica-

tions through Aetat’s programme before search-ing for work or being placed.

39

CASE: SAIDA - Successful Integration of Non-Native Speakers Through

Sustainable Labour, SAIDA - Succesvol Anderstaligen Integreren via Duurzame Arbeid

VDAB

Context:

In 2000, the Flemish government started their inte-gration policy of newcomers in Flanders (foreignerswithin the framework of family reunion, recognisedasylum-seekers, regularised foreigners, recognisedrefugees). In view of a definitive decree on integra-tion, there was an experimental phase in 2000-2001.Flanders' integration policy includes an integrationpathway for the newcomer, which consists of severalphases. During the initial integration pathway cov-ered by the community reception offices, the new-comer gets information on Belgian society andattends a basic Dutch course. After the primarypathway, the newcomer chooses a secondary path-way to education or to work. The secondary pathwayto work is VDAB's responsibility.

A new cooperation protocol was concluded betweenVDAB and the reception offices, which will prevailuntil the new decree comes into effect. Substantively,this cooperation covers career orientation of the cus-tomer. Organisationally, the aim is a smooth transi-tion of the primary pathway into the secondary path-way (this is also called "warm transfer").

As soon as the integration policy was started, it wasclear that the portfolio methodology would have tobe used in career orientation. Career orientationinvolves a person's whole course of life, which pre-sumes specific choices in different stages (e.g. edu-cation, work). This methodology would be developedin the experimental phase.

The first year, the cooperation model between VDABand the reception offices was established. Experiencetaught us that, due to a complex series of factors,newcomers found it difficult to make the right choic-es in the career orientation phase. Assuming that theempowerment could very well be a key element inthis and since the occasion was there to submit aproject within the framework of ESF3 (EuropeanSocial Fund guideline 3), the VDAB decided to choosean in-depth exploration of the career orientationmethodology with portfolio.

Objectives:

Qualitative: Qualitative pathways in which the new-comer works on his/her own career orientation fromthe start allowing him/her to make as well-thoughtchoices as possible. The baggage of education, workexperience and other relevant experiences of thenewcomer are immediately highlighted. 'Made-to-measure' services and empowerment of the cus-tomer are focused on. The fact that the newcomers

• Whether an assessment of non-formal learning oroccupational testing should be carried out.

• Or whether the candidate should be referred backto the district or municipal authority for basictraining in Norwegian or for organised district ini-tiatives.

Methodology versus holding courses• Course participants are to be evaluated before

courses are offered, to ensure that the right personparticipates in the right course.

• Course participants are to acquire basic knowledgefirst, followed by an advanced training option.

• Course participants are to receive a detailed, ongo-ing follow-up.

• In the various theoretical AMO-courses, course par-ticipants should preferably work in groups that areas homogeneous as possible.

• Course participants are to satisfy the requirementsfor substantive progress and be evaluated through-out and after each course module.

• Course participants are to receive individual service.• Any in-service openings shall be relevant to the can-

didate’s background and to the current labour mar-ket situation.

• Both in-service trainee and employer are to receivefollow-up throughout a period of training.

• Once they have completed a given labour marketinitiative, course participants shall, when appropri-ate, be provided with additional guidance and theopportunity to make adjustments to the action plan.

Results:

Results from a variety of courses:

• Preparatory AMO-courses: Results are gauged bymeans of feedback from the course provider and anew guidance session and re-test when the course isfinished. A high percentage of candidates improvetheir language skills, bolstering their qualificationfor work through occupational AMO-courses. In fact,many become so well qualified that they land jobson their own.

• Health courses, Nursing assistance: All candidateshad job offers before the course was finished!

• Job hunting courses: Aetat Intro in Oslo estimatesthat 70-80% of candidates conclude some kind ofemployment contract in the wake of these courses(regular job, temporary job, project assignment orsimilar) as a result of their course work.

• Case management courses also produce goodresults: Close to 70% of course participants eventu-ally land some form of relevant work after complet-ing their course work. But it usually takes longer toland a job in the public sector than in the privatesector.

Contact Person:

Geir HovlandE-mail: [email protected].: +47 23 35 24 00

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also learn Dutch in the course of their integrationpathway requires a specific approach of the method-ology of career orientation with portfolio.

Organisational: Targeted cooperation between thepartners in the integration policy is streamlined with-in the framework of career orientation. We apply theconcept of 'ultimate responsibility'.

Target Group:

Newcomers who do not speak Dutch.

Programme:

Working with portfolios offers a structure for contentas well as organisation:• Room for an active contribution of the newcom-

er/motivation.• It makes competencies concrete.• A customer 'file' is developed, which can also be

used as a communication tool between the new-comer and the guiding institutions on the onehand and the between the guiding institutions onthe other hand.

• It is the point of departure for the career choicesof the customer.

• Survey of the topic CO.

Career orientation (CO) per part

CO is initiated within the initial pathway guidance pro-gramme in the reception offices. This programme hasan average duration of 3-6 months with a maximum ofone year. In this period the customer follows a basicDutch course, a social orientation course and 20 hoursCO. At the end the customer makes a choice out ofthree outflow options: work, school, social participation.

Those who opted for work continue in the secondarypathway programme of VDAB:

1. CO (24h.) combined with a further Dutch course(48 h.). This programme lasts 4 weeks. After com-pletion the customer makes a further choice outof the following options: direct outflow to a job,with or without further support of the pathwaycounsellor; participation in further VDAB trainingprogrammes, after having made a choice for oneof three sectors and having put down his plans ina provisional step-by-step plan.

2. Subject-oriented Dutch course, lasting 5 to 8months, combined with further CO (20h.). Aftercompletion the customer specifies his/her choice,which is in harmony with his/her knowledge levelof Dutch; he/she knows what his/her possible jobperspectives may be as well as which trainingcourses will be necessary; he/she puts downhis/her plans in a concrete step-by-step actionplan.

3. Outflow pathway: all kinds of VDAB-training cours-es and services, oriented towards the labour mar-ket. As a result the customer is ready to find a job.


The project is implemented in a pilot region. Thisincludes:• A development phase.• A development phase combined with training.• An implementation phase in the pilot region.• An implementation phase for the entire integra-

tion policy.

Results:

The development phase has recently been started.

Contact Person:

Ida dequeeckerE-mail: [email protected].: +32 2 506 29 51Fax: + 32 2 506 04 81

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CASE: Programme for the Integration of theLong Term Unemployed (PLD) in Situations

of Necessity, over 45 Years of Age INEM

Context:

This programme combines the receipt of an incomewith the active search for employment. It providespersonalised advice from the Public EmploymentServices for job-seeking, for courses on professionaltraining, employment workshops, etc., for thoseunemployed persons older than 45 who wish to inte-grate themselves into the programme.

Objectives:

• To increase the opportunities for the long-termunemployed workers, in a state of necessity, olderthan 45 years old, to facilitate their return to thework market.

• Provide economic assistance, called active inser-tion income, which shall consist of 75 percent ofthe Minimum Inter-professional Wage during amaximum of 10 months.

Target Group:

Long-term unemployed workers who fulfil the follow-ing requirements:• Who have reached 45 years of age.• Who have no incomes greater than 75 percent of

the Minimum Inter-professional wage, excludingthe proportional part of the two extra payments.

• Who are under the retirement age.• Who have extinguished, by the time of the appli-

cation, an unemployment benefit of a contributiveor subsidy level, or in case they have not had theright of protection for this contingency, to havehad uninterrupted registration in the EmploymentOffice during at least 12 months.

Programme:

Comprises the following activities:

• Individual tutorials: the worker will be at the dis-posal of an employment tutor, who will assess himat all times.

• Itinerary of incorporation into the work market: apersonal incorporation plan shall be elaboratedfor the worker, together with a calendar and theactivities to be developed.

• Management of placement offers: the tutor shallpromote the selection and participation of the jobseeker in the management processes of the place-ment offers of the Public Employment Services.

• Inclusion in employment and training plans: if theworker, after 45 days, did not find a position thePublic Employment Services shall manage as a

top priority, the inclusion of the job-seeker intoone of the following plans:

a. National Plan for Training and ProfessionalIntegration: to provide the worker with the nec-essary qualification, when the latter is insuffi-cient or inadequate.

b. Programme of Employment Workshops: profes-sional training and practical work experience.

c. Employment Plans for the hiring of unemployedpersons to carry out work and services of gen-eral and social interest, to provide those unem-ployed persons with an adequate professionalpractice.

• Inclusion in schemes of social collaboration workand voluntary activities.


• In the 15 days following the incorporation into theprogramme, an interview will be arrangedbetween the tutor and the worker to define moreprecisely his professional profile.

• The most adequate plan for the job-seeker shallbe established, with the calendar and the activi-ties to be developed, to facilitate his/her returninto the labour market.

Results:


Contact Person:

Subdirección General de Promoción de Empleo, INEM.E-mail: [email protected].:+34 91 58 53 749Fax: +34 91 58 59 753

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CASE: Job coaching and Hunting for Job-seekers of over 50 years of age

Job coaching en Job hunting voor 50-Plussers

VDAB

Context:

In the framework of the active welfare state policy inBelgium, it has been decided that the employmentrate of job-seeking people over 50 needs to rise forthis target group is under-represented on the labourmarket. Specific activation actions using an appropri-ate methodology are therefore required.

To that end, the VDAB started a 6-month pilot projectin January 2002: job coaching and job hunting forjob-seekers over 50.

Objectives:

• Raising awareness of the target group and of theemployers.

• Placement of the persons over 50 through inten-sive personal guidance and active job matching.

• Evaluation of the methodology.• Inventory of the bottlenecks related to the place-

ment of older job-seekers + formulation of policyproposals.

Target Group:

• Job-seekers in the age group between 50 and 54.• Employers (cf. raising awareness).

Programme:

• Individual and collective actions towards job-seekers:- Organisation of (collective) information sessions:

information about the action job coaching.- Individual guidance of the job-seekers with

strength/weakness analysis and related reme-dying actions.

- Job hunting = job matching and prospect of vacancy offer adjusted to the job-seeker.

• Specific collective training programmes for thetarget group:- orientating module + CV; basic ICT-skills.

• Individual and collective actions towardsemployersIndividual approach by the job coach/job hunterwithin the framework of job matching; collectiveawareness raising action: aimed at SMEs includinge.g. publication of the action and collecting vacan-cies for older job-seekers.


• 2 job coaches/job hunters are responsible for theguidance of the job-seekers and for active jobmatching (approach of the employers).

• development of a case load of 100 target groupjob-seekers during the project.

There is a coordinating steering committee and proj-ect leader (on the spot) for the steering of the proj-ect.

Results:

Recent pilot project (January – June) evaluation isforeseen.

Contact Person:

Christine van RillaerE-mail: [email protected].: +32 2 506 29 07Fax: +32 2 506 29 52

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CASE: Web-based Guidance Tools Web-baserte Veiledningsverktøy

AETAT

Context:

In the early 1990s, Aetat had an electronic guidanceprogramme called “Veivalg,” which it decided to ter-minate a few years later. As a replacement, it wasdecided that Aetat should develop different web-based development programmes for different targetgroups. Because of the so-called “competencereform”, a marked increase in the mobility of theworkforce and the Parliament’s desire for administra-tive services that would be available 24-hours a day,the demand for occupational and educational guid-ance counselling is set to rise in Norway in the imme-diate future. Because Aetat does not have the capac-ity to meet this increased demand through tradition-al one-on-one counselling, it is seeking to develop aweb-based guidance counselling service.

“Interessetesten” (The interest test):In the late 1990s, Sweden’s ”Arbeidsmarkedsstyrelsen”developed a basic interest test, which was based on120 questions spread over 15 interest categories. Thiswas a paper-based tool. As Aetat wanted to make useof this test, Norway and Sweden agreed that Norwaywould develop and pay for a web-based version of theprogramme and Sweden would be given the program-ming code without charge. This programme has beenavailable free of charge at www.aetat.no since 2000.

“Veivalg” (Pathways):The original “Veivalg” programme was developed byAetat in the early 1990s. The programme consistedat that time of two parts. 1: An occupational choicepart. 2: An information part on occupations and edu-cation in Norway; but since the programme was notproperly updated, in time it proved to be of little helpto those guidance counsellors using it. So it wasdecided to update the occupational choice portion ofthe programme and integrate it with a new databaseof occupations and educational options (called YoUfor “Yrkes og Utdannings-databasen” [occupationaland educational database]). This programme hasbeen available free of charge at www.aetat.no since2001.

“Akademia”:Although Aetat has traditionally not focussed itscounselling services on those with a higher educa-tion, it recognises that it must now do so. Aetat haspurchased the licence to the electronic guidance pro-gramme entitled “Gradplus”. This programme wasdeveloped at a number of institutions, including theUniversities of Sussex, Helsinki and Limerick. Aetat iscurrently developing this programme from a techni-cal, linguistic and guidance service standpoint inorder to adapt it to Norwegian conditions. The pro-gramme will be available free of charge atwww.aetat.no in 2003, and the Norwegian version iscalled “Akademia”.

Objectives:

“Interessetesten”:The purpose of this interest test programme is to pro-vide users with simple, concise vocational guidancevia the Internet. The programme has the followingadvantages:

• It gives users a chance to consider a range ofoccupational options, based on their interests.

• It provides users with information on the kind ofeducation needed to qualify for the occupationsthey have chosen.

• Compared with other guidance counselling pro-grammes, the questions take little time to answer.

“Veivalg”:This programme was developed to give those seekingguidance and guidance counsellors a more compre-hensive guidance tool. By using “Veivalg”, one canget help:• Considering which occupations to choose from

based on one’s interests, skills and working lifevalues.

• Gaining information on the kind of educationrequired for a given occupation.

“Akademia”:“Akademia ” is a relatively comprehensive vocationalguidance programme whose goal is to help the userto do the following:• Find out what is important for him/her in a job sit-

uation.• Have a realistic view of the possibilities.• Set personal goals – prepare a plan or plans.• Put those plans into action.

IT-BASED INITIATIVES FOR JOB-SEEKERS (GUIDANCE, INFORMATION, TRAINING)2.

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Target Group:

In general:Aetat shall offer guidance counselling to a broad tar-get group. All users have individual needs. A differen-tiation of target groups calls for a differentiation ofweb-based guidance tools based on the varyingneeds of these target groups.

“Interessetesten”:This programme is best suited for those who are veryunsure of their choice of occupation. One tends tofind this kind of insecurity among younger people.Those who have been in the workforce for a numberof years will have less benefit from this tool.

“Veivalg”:Since this programme is more comprehensive than“Interessetesten”, it can also be useful for those whohave already given some thought to their work situa-tion and future prospects. Younger people and pupilsin upper secondary school should benefit from usingthis programme. Some who have given much thoughtto their personal situation in relation to work andeducation, as well as those with long occupationalexperience, will no doubt feel that this programme istoo superficial to meet their needs.

“Akademia”:The target group for ”Akademia” is:• Those who want to get a higher education.• Those who are in the process of pursuing a higher

education.• Those who have completed a programme of high-

er education.

This tool can help users make a thorough study of anumber of factors that are important in finding thekind of job they want.

Programme:

“Interessetesten”:“Interessetesten” consists of two parts:

Part One: Question:120 questions categorised in 15 interest groups.Users rank each question on a 5-point scale. Basedon users’ answers, a profile emerges in relation to the15 interest groups. These groups are as follows:• Make things, produce.• Install/repair.• Run/drive machinery and vehicles, manage

processes.• Prepare food, work with foodstuffs.• Plants and animals.• Monitor, protect.• Construct, measure, draw.• Experiment, investigate.• Report, analyse, plan, carry out research.• Purchase, sell, market.• Personal and administrative service.• Care, treatment.• Provide counsel and support.• Inform, instruct.• Images, shapes, theatre, music.

Part Two: Outline of occupations and educationaloptions:By clicking on the interest group that scores highest,the user gets a general description of the hallmarksof that group. In addition, the user is given a relative-ly long list (25-30) of possible occupations within thisinterest group. By clicking on one of these occupa-tions, the user can get information on it, as well asfind out what kind of education is required.

“Veivalg”:The “Veivalg”programme consists of three mainparts:

Part One: Test your interests:72 questions on your interests in working life, spreadover 6 categories. These groups are based on“Holland categories”; they are:• Practical.• Theoretical.• Artistic. • Social.• Initiatives.• Systematic.

The user’s answers to these questions yields a pro-file. By clicking on the category that scores highest,the user gets a list of various occupations that relateto a given field of interest.

Part Two: Test your skills:This part consists of 72 questions spread over 8 cat-egories; these are:• Tension. • Harmony.• Specialisation.• Diversity.• Freedom.• Security.• One’s own ideas.• Helping others.

The user’s answers to these questions yields a pro-file. By clicking on the category that scores highest,the user gets a list of various occupations that relateto the skill in question.

The interests and skills profiles can be compared.Doing so will enable you to see whether your person-al skills and interests are in agreement.

Part Three: Test your career values:This part consists of 48 questions spread over 8 cat-egories; these are:• Tension. • Harmony.• Specialisation.• Diversity.• Freedom.• Security.• One’s own ideas.• Helping others.

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The user’s answers to these questions yields a pro-file. By clicking on the category that scores highest,the user gets a description of the personality traitsthat often characterise people in a given group. Nolists are provided of occupations or educationaloptions on the basis of career values.

“Akademia ”:“Akademia ” consists of 16 modules spread over 2parts:

Part One: Mapping:• This is what I have achieved thus far.• What is important to me in a job?• Personal skills.• Skills in working life.• What kinds of jobs at work interest me?• Personal style.

Part two: Action:• What are my career alternatives?• How can I evaluate different job alternatives?• What is the nature of my tasks at work?• What opportunities for learning do I have?• How is the labour market?• Job hunting strategies.• Summing up my career goals.• Make your own CV.• Devise your own action plan.• Evaluation of my work, using the “Akademia” pro-

gramme.

The user of this programme is free to choose whichmodules to work through, as well as the order inwhich they are dealt with. The modules vary in lengthfrom 10 minutes to 1 hour. The programme builds on“the actor’s perspective” – that is, the programme’susers are personally responsible for the choices theymake in locating suitable jobs. The programme helpsthem in this process, but does not suggest specificjob options.


“Interessetesten”:A web-based vocational guidance programme that isavailable free of charge on the Internet. The user canstore the answers given with the aid of a user nameand password.

The programme can be used alone or together with aprofessional guidance counsellor, friends, colleaguesor others.Counsellors can also use this programme in theirwork.

“Veivalg”:A web-based vocational guidance programme that isavailable free of charge on the Internet. The user canstore the answers given with the aid of a user nameand password.

The programme can be used alone or together with aprofessional guidance counsellor, friends, colleaguesor others.

Counsellors can also use this programme in theirwork.

“Akademia”:A web-based vocational guidance programme that isavailable free of charge on the Internet. The user canstore the answers given with the aid of a user nameand password.

The programme can be used alone or together with aprofessional guidance counsellor, friends, colleaguesor others.

Counsellors can also use this programme in theirwork.

Results:

“Interessetesten”:The programme has not been formally tested inNorway. Based on feedback from counsellors, itseems that the programme is being widely used andis relevant to the target group for which it wasintended.

“Veivalg”:The new version of ”Veivalg” has not been formallytested. Based on feedback from counsellors, it seemsthat the programme is being widely used and is rele-vant to the target group for which it was intended.

“Akademia ”:Before this programme is put on the web, it is toundergo thorough testing from a technical and pro-fessional guidance standpoint. Close to 100 peoplewith varying backgrounds are to be selected to testthe programme for approx. 2 months. The pro-gramme is also to be evaluated by guidance counsel-lors. The feedback from these tests will be used toimprove the programme before it is officiallylaunched in early 2003.

Contact Person:

For all tests: Petter Meyer, E-Mail: [email protected].:+47 23 35 24 00Fax:+47 23 35 27 51

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CASE: Career DirectionsFÁS

Context:

Career Directions is an interactive multimediacareers database made up of a careers interestInventory and a Careers Database of over 700careers. Using this system, job-seekers and jobchangers can analyse their career interests through aquestion and answer session on the careers interestinventory. The system matches key aspects fromthese answers with key aspects of particular careersand produces a list of possible career options.

Career Directions is a useful tool to enhance the guid-ance process by the systematic analysis of job-seek-er’s interests, which will then be available to theGuidance Counsellor. This can provide the EmploymentServices Officer with a platform from where thecareer information, guidance and counselling processcan evolve.

Objectives:

The package is designed to be used as a tool to assistin the guidance process, and to assist the clients to“broaden their mind”. The objective of Career Directionsis to provide career and employment information, tofacilitate, through the use of a front-end individualassessment instrument, for the evaluation of occupa-tional interests and preferences which is then used tohighlight possible occupational or career paths.

Through the interest inventory (self-assessment tool)clients can analyse their interests and match thesewith the careers database. There is both a CD andInternet version (www.careerdirections.ie) of the soft-ware, which include a direct link to live jobs and train-ing courses on the FÁS JobBank.

Target Group:

Career Directions is in use throughout the NationalEmployment Service (FÁS and the Local EmploymentService) and by job-seekers and job changers, secondlevel schools and publicly funded careers services inthird-level institutions.

Programme:

The analysis of careers to produce lists of theaspects of work types, and the algorithm by whichusers are matched to careers in the database, arebased on techniques that have been refined anddeveloped over a period of some 30 years.

Unlike psychometric tests, where users are typicallynever shown or told how their answers have beenused to match them to careers, Career Directionsusers can see immediately how their answers relateto the careers in their list. Each job contains Aspectsof Work (such as 'working with children'). These are

grouped into 'Central', 'Secondary' and 'Other'depending on how important they are in the career.These Aspects are listed in the career description forthe user to see. The user's chosen response to eachaspect (whether he/she likes, dislikes it etc.) areshown next to the aspect. The software is completelyopen and simple to understand - if the user likes theaspects of work, the job is suggested. If the user dis-likes some aspects, particularly the more importantones, the job is less likely to be suggested. This is allexplained to the user in the program help category.

The client is made aware that there is no right orwrong answer. The package is designed to be used asa tool to assist in the guidance process, and to assistthe client “broaden his/her mind”. The user canchange any of their answers to the aspects and be re-matched to all the careers in the database. Thismeans they can immediately find out the effect thatchanging his/herresponses makes to the suitability ofthe careers.

The user can also view careers that he/she is inter-ested in that haven't been suggested to them.He/she can compare the aspects in these currentcareer ideas with his/her own responses to theaspects and see why the careers haven't been sug-gested. This is a feature unique to Career Directionsand answers the question clients often ask whenusing careers software "Why haven’t I got job x on mylist?"

Each career provides information on the specificduties involved; any qualifications or trainingrequired; contact details of relevant organisationsand a photo file image of the career. Having examinedthese career suggestions in more detail, the job-seek-er can refine his/her original answers in the CareersInterest Inventory to further narrow down his/hersearch. The career option list produced can also besaved for future reference and access.

Career Directions examines careers under the follow-ing broad levels:Unskilled/semi-skilled careers, skilled careers, semi-professional/technical careers and professional/man-agerial careers.


Typical aspects of a job would include:Working with children; Being active; Using machinery;Working long/shift hours.

Derivation of aspects of workEach aspect has been worked out using the followingcriteria:

In relation to careers:• It is an essential feature of, or occurs frequently

in, a number of careers.• It differentiates between careers.• It is of consistent prominence within any one

career.

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In relation to clients:• Each client has the same perception of the mean-

ing of the aspect.• This perception is consistent, although the aspect

occurs in different careers.• No two aspects regularly produce the same

response pattern from an individual.

All our data, each career, are checked regularly forrelevance using primary sources of information. Allcareer descriptions are sent to at least two inde-pendent experts for their approval.

Relationship to theories of occupational choice:A model commonly applied to Career Guidance inschools is the DOTS model - Decision Making,Opportunity Awareness, Transition Skills and Self-Awareness. The use of an interest inventory such asCareer Directions helps clients with all these factors:

• Self-awareness - What interests them and do thethings they like make up for the things they don'tlike when thinking about suitable careers?

• Decision making - What is important to me? Howdo I decide between two or more jobs that areequally suitable?

• Opportunity awareness - What careers are outthere and what do I need to be able to do them?

• Transition Skills - what study and training do Ineed to do to reach my goal?

Results:

There has been a very positive reaction to CareerDirections. It is firstly a very reliable tool for specificcareers information. It has also been very effectivewith clients as it is seen as a tool which gives an “unbiased” list of suggested careers to clients, wheresometimes clients are not ready to listen to theirimmediate guidance officer. Clients have beenimpressed by the easy way they can find out the rea-son why their own career choice has or has notappeared on their list.

All 720 careers have been researched and editedrecently by the FÁS team. It is imperative that thedatabase is kept up to date to ensure our clients arereceiving the correct information. This will be done ona monthly basis on the Internet version, but will haveto be quarterly or half yearly on the CD-version due tocost factors. CD-users will be informed that the inter-net information is the most reliable source of currentup-to-date information. Development of the productwill continue and some of this development will bebased on feedback from our clients, who will give sug-gestions on how they see the product being enhanced.Promotion of the product is high priority to ensurethat schools/colleges etc. are not using an older ver-sion of the product with outdated information.

Contact Person:

Beverley Talbot E-mail: [email protected].: +353 1 6070590

CASE: Phone-Based Guidance Counselling(Call Centre)

Telefonbasert Veiledningstjeneste (Call-Senter)

AETAT

Context:

Aetat wishes to establish a phone-based guidancecounselling service. This will require additional appro-priations from the Parliament. A political decision inthe matter is expected by summer/autumn 2002.

The background for this wish is Aetat’s plan to estab-lish a guidance counselling service that is readilyavailable to everyone. A call centre would enableAetat to integrate its other guidance counsellingservices (guidance tools on the Internet as well astraditional face-to-face guidance counselling).

Objectives:

An Aetat call centre is designed to increase contactwith Aetat’s users in several ways:• Extended opening hours.• Improved accessibility through the use of the

telephone – not personal attendance.• A guidance counsellor can inform and counsel

individual users based on their unique needs.• The call centre can integrate Aetat’s various guid-

ance counselling services.

Guidance counsellors who work at the call centreshall primarily inform and provide guidance withrespect to the following:

• Information about various types of education andoccupations in Norway (and abroad, where relevant).

• Provide information about which guidance coun-selling services Aetat and other organisations canprovide.

• Provide advice and guidance in the job huntingprocess.

Target Group:

The call centre’s target group is everyone who wantsinformation and guidance on occupations and educa-tional options. Experience from other countries –from Learn Direct in Great Britain, in particular –shows that a broad cross-section of the populationwould phone such a call centre.

Programme:

A call centre is an organisation or unit whose primarytask is to promote contact by telephone. The functionof such a call centre is to increase contact betweenAetat and its clients with respect to opening hoursand to make its services more accessible.

It must be emphasised that this service is not meantto replace “face-to-face” guidance counselling, butrather to supplement current services at the PES

48

offices. Employees who work at such a call centremust determine, on a case-by-case basis, whetherthey can help the user directly or refer the user toanother Aetat department. If the latter, users can beasked to contact Aetat in person or by phone, mail orsome other means.

Guidance counsellors who work at call centres mustmake a professional evaluation of what best serveseach user’s interests. This might involve:

• Providing assistance over the phone.• Making referrals over the phone or transferring

the call to another Aetat department or someother relevant office.

• Requesting the user to visit another Aetat depart-ment, or some other relevant office, in person.

People who work at a call centre must be knowledge-able in their field; they must also be familiar withAetat’s other services.


Aetat wants to establish a call centre manned by 10-12 guidance counsellors.

One of the challenges Aetat faces is the scarcity ofqualified guidance counsellors in Norway. Aetatwants to be a driving force in the establishment anddevelopment of training in the field of counselling.

The Vocational Guidance Office feels that it might beappropriate to place the call centre in the vicinity ofjust such a training facility, for the following reasons:

• The call centre would have ready access to quali-fied manpower in the form of graduating students.

• Such a call centre would provide evidence thatthere are, in fact, interesting workplaces in thefield of guidance counselling, and this in turnmight help generate interest in it.

• A call centre, in conjunction with a training facili-ty, could be the heart of a Skills centre for coun-selling in Aetat and in Norway.

Provided it is practical, Aetat wishes to localise itscall centre outside a heavily populated area, for polit-ical reasons.

Results:

The final decision to establish a centre for phone-based counselling has not yet been taken.

Contact Person:

Petter MeyerE-mail: [email protected].: +47 23 35 24 00Fax: +47 23 35 27 51

CASE: Developing the Website and Improving Online Services for Job-seekers and Employers

ORBEM/BGDA

Context:

The ORBEM website has existed since 1997. Recently,it has undergone a major facelift. Its looks and navi-gation have been improved and more information hasbeen added.

Services already available:• Online database with job offers.• Online database with CVs of candidates.• Registration with ORBEM of school-leavers.• Online transmission of vacancies for employers.• Information on employment services for both job-

seekers and employers.

Objectives:

The aim is to develop the website continually in orderto provide job-seekers and employers with a modernand efficient service.

In the short term:• To increase the job-seeker’s autonomy by means

of multiplying the tools he/she can use to consultthe job vacancies.

• To make the job seeker less dependent on the job-service for administrative procedures.

• To make procedures more time-effective, so as toreduce the time and energy devoted toautonomous job-seekers in order to spend moretime on the more demanding target group.

• To provide employers with a professional service.

Target Group:

• Job-seekers registered with ORBEM or future job-seekers who can handle modern technology.

• Employers in the Brussels Region.

Programme:

In the near future we have planned to:• Extend the online registration to all job-seekers

who were already registered before.• Add the possibility to communicate a relocation

(change of address).• Create a job-seekers account (with the possibility

to receive vacancies by e-mail).• Add the possibility for employers to select CVs by

means of introducing criteria.• Provide the possibility to download official docu-

ments.


All developments are planned and carried out by amultidisciplinary internal task force consisting of spe-cialists from the information-technology department,

49

the communication department and the employment-department.

Applied technology:Script ASPScript PERLESQL-server

Timing of job-seekers account first semester 2002,of other developments second semester 2002.

Results:

Qualitative.Quantitative: less visitors for administrative proce-dures.

Contact Person:

Sarah DelafortrieE-mail: [email protected].: +32 2 505 14 55

CASE: Language Zone - TaalhoekEspace Langues ORBEM/BGDA

Context:

Bilingualism and multilingualism mean economicpotential for the “Région de Bruxelles-Capitale”Authority and an excellent personal selling point forthe individual to be able to command such skillseffectively. Job-seeker consultants are confrontedwith this reality daily when supplying the best match-es to meet with the demands of the labour market. However, the evaluation of a person’s command oflanguage is not wholly straightforward. Notional, ele-mentary, basic or school-level knowledge, or a practi-cal, fluent, proficient, extremely proficient command,fluid conversation and even bilingualism... are alllabels subject to interpretation.

Objectives:

• The intention of this initiative is to initiate anobjective measurement of a person’s command oflanguage based on a computer-generated testsystem devised to achieve unambiguous descrip-tions of linguistic accomplishment.

• However, in using the language zone, the ORBEMdoes not wish to concentrate solely on the evalu-ation of an existing command of language. Theaim is broader than that; in fact, we also wish tostimulate further development in this area. Forthat reason, the language zone has been providedwith an extensive documentation unit containinga variety of information relating to languagecourses and other relevant initiatives.

Target Group:

The initiative is not only targeted at job-seekers whowish to evaluate and/or improve their command of alanguage but also at people in jobs (in that sense, thisinitiative goes beyond the ORBEM’s traditional targetgroup). Interested parties go to the Language Zoneeither on their own initiative or else are directedthere by an internal or external employment consult-ant, a job training body or employer, etc.

Programme:

An (external) multi-disciplinary team of languageexperts, educational staff and IT-workers were com-missioned by the ORBEM to develop the necessarysoftware. The application is based on an adaptive concept.After an initial rough estimate of the user’s knowl-edge, the system automatically adapts the subse-quent questions to meet with that user’s level for thepurpose of making the assessment even more pre-cise.In concrete terms, the Language Zone also offers youthe opportunity to test your level of English andGerman alongside your knowledge of the secondnational language (French or Dutch).

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You can select either a long or short version of thetest for each language being tested. The completeoption measures six aspects: general vocabulary(active and passive), grammatical structures and lis-tening skills. The shorter version limits itself to bothmodules for active vocabulary (general and profes-sional) and grammatical structures. For each aspect,you are given a quantitative evaluation rated on ascale of 9 points, ranging from beginner to bilingual.Moreover, this figure is translated each time intooperational terms.The system is being refined at present, whichincludes a company developing an additional modulefor us, also based on an adaptive concept that isintended to evaluate spoken language skills.


The complete test package is available from 10 PCswith a consultant being present at all times to wel-come you and provide you with information and sup-port.

The consultants also manage an extensive and up-to-date documentation stand; to this end, they keep inregular contact with a variety of training bodies (per-sonally, by telephone and via the Internet and e-mail).Another important feature is the guarantee of astandardised, genuine test situation.

Results:

• In 2001, a total of 1,650 tests were conducted:799 Dutch evaluations; 57 French evaluations;754 English evaluations and 40 German evalua-tions.

• The number of people solely requesting informa-tion was not recorded but it was well in excess ofthe number of people tested.

• More generally, we noted that the initiative wasgaining recognition. A command of languages(and the evaluation and information concerningthis) remains an important issue within recruit-ment. Particularly in a period of economic decline,a command of languages can make all the differ-ence.

Contact Person:

Christa Criel E-mail: [email protected].: +32 2 505 15 11

CASE: Job Application Training on theInternet

Sollicitatietraining op internetVDAB

Context:

Thanks to technological developments, it is possibleto provide job application training on the internet, asa complement to the existing job club offer, with aninteractive learning environment, in which coaching isprovided and in which exchange of experiences/con-tact with other trainees is stimulated.

Objectives:

• Provide job application training and guidancethrough web learning (internet).

• Coaching is included.• Free offer.

Target Group:

• Job-seekers.• Employees.• All persons interested.

Programme:

• Course offer through web learningThe trainee can study the package for 2 months.The course offer is comparable to the Job cluboffer, but in this case adjusted to a web learningenvironment.

• CoachingPermanent coaching is provided. The trainee car-ries out the required assignments and deliversthem to the coach. He/she can ask questions andseek clarifications from the coach. He/shereceives an answer within 24 hours.


• Job application training through the web onwww.vdab.be.

• Staff are called in for coaching + further develop-ment of the web learning course.

Results:

In 2001: 1,026 registrations.

Contact Person :


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CASE: The Job Consult ProjectLe Projet Job Consult

ORBEM/BGDA

Context:

• Respond to a significant public demand for a flex-ible, complete and permanent structure to bemade available to enable job-seekers to organisetheir job-seeking efficiently and independently.

• Facilitate access to information technology toolsand the Internet.

• ORBEM-BGDA does not have the capacity to meetthe increased guidance demands through face-to-face services and wants to complement them withanother customer-oriented approach.

• Optimise the use of our services and give the prior-ity to persons who really need personal guidance.

Objectives:

• Enable the job-seeker to make use of effectiveresearch tools to find employment, to identify anyproblems himself/ herself and to liase with anexpert consultant in the office.

• Identify the gaps or weaknesses of the job-seekerin his/her job-seeking strategy.

• Enable the job-seeker to create and make his/herjob search explicit (e.g. CV, covering letter, target-ing firms).

• Use any methodology which enables him/her toorganise his/her job search better.

• Increase the job-seeker’s motivation and autonomy.

Target Group:

• All registered job-seekers.• Independent job-seekers.• Ability to use information technology tools.

Programme:

Individual learning of job search techniques. Consulting methodological documents for informa-tion on or to produce the following:• CV.• Covering letter.• Telephone use.• Analysing advertisements.• Organisation of targeting.• Preparing job interview.• Clarification of psychological tests.

Use of material and infrastructure.Open space and availability of: • IT-material with connection to the Internet and to

all the methodology of active job search, as wellas the ORBEM website for information and jobadvertisements.

• Printers and photocopiers.• The press (daily, weekly).• Reference sources (to organise targeting).• A private place to use the telephone.• Anything else to facilitate a job search.


• Every day during ORBEM-office hours, availabilityof an area for individual job-seekers or those whothink they are.

• Attendance on site of an expert consultant whocan check work done or give his/her opinion to ajob- seeker who asks for it.

• Develop an integrated approach: the expert con-sultant identifies job-seekers who are in difficultyand gives them direct assistance or sends them toone of his/her colleagues so that the supportwork can be carried out one-to-one, if necessary.

Results:

Ongoing project.

Contact person:

Véronique DEPRETRE E-mail: [email protected] Tel.: +32 2 505 15 14

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CASE: My VDABVDAB

Context:

The labour market and e-recruitment in particular, ischanging very fast. VDAB got on the internet in 1995.In time the website evolved from being a visiting cardto the most important portal site for work, career andtraining.

VDAB offers an online job database, CV-database andtraining database, a great number of informationpages, a collection of interesting websites, e-learning,interactive tools (e-zine, discussion forum), … But ourcustomers want more. Instead of having to lookthrough the mass of data themselves they want apersonal selection offered and self-service tools tomanage their own jobs or CVs, as such asking for adeepening of these services. Online services aremore than only basic self-services.

The new online CRM application ‘My VDAB’ answersto these needs of personification of services. MyVDAB offers to registered clients a personal place onthe website of VDAB. They can save their personalinformation, use some high technological tools tomanage their selection and recruitment process orjob applications and compare their personal data withthe existing data on the labour market, all strategi-cally integrated in one online instrument.

Objectives:

• Increase the transparency of the labour market.• Increase the autonomy of our customers (job-

seekers and employers).• Facilitate the matching between the labour supply

and demand.• Facilitate the selection, recruitment and job appli-

cation process.

Target groups:

Job-seekersEmployers

Programme:

My VDAB for job seekersThis application offers registered customers a per-sonal place on the website of VDAB where they can:• Save and manage their personal data, CVs, docu-

ments and references.• Save interesting job offers.• Consult information and vacancies of the ‘Top 5

companies’: companies that, based on last year'sdata, had the most vacancies that match the pro-file of the job-seeker.

• Compare their own profile with the profile of othercandidates looking for the same jobs or with thedemands of employers (CV-analyses) leading toan objective analysis of one's position and possi-ble training courses to improve this position.

• Generate interesting vacancies by launching anautomatic match of their CV with the job data-base (job matching).

My VDAB for employersThis application offers registered customers a per-sonal place on the website of VDAB where they can:• Save and manage their vacancies.• Save CVs of interesting candidates.• Follow up the success of their vacancies.• Compare their own vacancies with vacancies

posted by other employers looking for the sameprofiles or with the profiles of job-seekers (jobanalyses).

• Generate interesting profiles by launching anautomatic match of their vacancies with the CV-database (CV matching).

Organisation model/method:

My VDAB is available on the web.(http://vdab.be/mijnvdab)

Results:

My VDAB was launched on the 5th of October 2002.On the 9th of October 2002 already 1,996 employersand 4,068 job-seekers registered.

Contact person:

Kris DerieuwE-mail: [email protected].: +32 2 506 15 14Fax: +32 2 506 16 40

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CASE: Intervention for the Definition of thePersonal Employment Plan (PEP)

IEFP

Context:

The use of this intervention has begun within theframework of the new Local Employment Offices’intervention methodology. This methodology wasconceived with the final purpose of contributing tothe execution of the National Employment PlanEmployability improving goal – and particularly ofGuidelines 1 and 2.Guidelines 1 and 2 (of the original 1998 version of theNEP – and of the European Employment Strategy) areaimed at providing a new opportunity to all youngpeople (aged between 16 and 24) and adults (25years of age or more) before they reach 6 or 12months, respectively, in an unemployment situation –by means of training, retraining, work practice,employment, individual follow-up of vocational guid-ance and/or any other suitable measure designed toincrease their employability.This intervention was conceived having in mind anactive involvement and participation of all the job-seekers registered at the Local Employment Officesin their own employment problem tackling.

To contribute to the sustained socio-professionalintegration of unemployed people, through an inter-vention strategy which is personalised and complete,being implemented through the definition and imple-mentation of Personal Employment Plans.

All the job-seekers who, during a placement interview– developed in the sequence of being summoned for apresentation to a particular job vacancy – or withinthe ambit of flow handling, do not present a suitableprofile for the vacancies available at the LocalEmployment Office or in the labour market, partici-pate in this intervention for the definition of theirPersonal Employment Plans.

Objectives:

This is an intervention aimed at stimulating individu-als’ motivation towards the tackling of their ownemployment problem, by actively involving them inthe establishment, development and implementationof their own Personal Employment Plans.

It also allows the individuals to perceive the interestand diligence of the Local Employment Offices’ serv-ices as regards their socio-professional situations, asthey also share responsibilities with individuals in thesupport to the definition and implementation of theirPersonal Employment Plans.

It is driven by Integration Teams, generally composedof a Vocational Guidance Counsellor and anEmployment Agent, and provides the individuals with:

• A consistent reflection on their present situation.• Favourable conditions for new personal invest-

ments in the fields of training and employment.• The unblocking of some inhibiting aspects in the

(re)organisation of their professional integrationprojects.

Target Group:

All unemployed job-seekers registered at the LocalEmployment Offices.

Programme:

This is an intervention developed in groups and struc-tured around the following 3 thematic units:• Identification of personal yearnings and needs.• Professional paths.• Definition of Personal Employment Plans.

Within the framework of these units, the followingissues are worked on:• Identification of personal and professional experi-

ences.• Reflection on present preferences and future

yearnings, or expectations.• Identification of obstacles and main difficulties in

socio-professional integration and putting in per-spective of the suitable strategies to overcomethose obstacles.

• Available employment and vocational trainingmeasures and opportunities and concentration onthose who appear most suitable to each individual’semployability problems.

• Promoting awareness of labour market demandsand changing trends, on occupational profilesdevelopment and on the need to search for long-life learning opportunities.

• Strategies for the definition of the job-seekers’integration paths, which are some of the maincomponents of Personal Employment Plans.

GROUP ORIENTED INITIATIVES, ENHANCINGMOTIVATION, EMPOWERMENT AND/OR PERSONAL SKILLS - ON-THE-JOB TRAINING -JOB-SEEKING ACTIVITIES

3.

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• Assumption of a contractual relationship betweenthe Local Employment Offices’ services and theunemployed job-seeker, as regards the establish-ment and implementation of Personal EmploymentPlans, by means of a follow-up agreement.


Two group sessions, during which group dynamictechniques are used and where the integration teamfrequently utilizes the development of activities insub-groups.

Total Duration: 6 hours and 30 minutes.Group size: maximum 12 participants.

Results:

Qualitative: Integration Paths are consciously definedand increases in motivation are observed.

During 2001, 86.163 job-seekers were covered by thiskind of intervention, at the Local EmploymentOffices.

According to the several stages established in theirIntegration Paths, these job-seekers were afterwardsintegrated in vocational guidance, employment ortraining programmes; others were placed in thelabour market, either as employees or through thesupport of programmes to the creation of their ownjob or business.

Contact Person:

Hélia MouraE-mail: [email protected].: +351 21 861 41 49Fax: +351 21 861 46 05

CASE: Project Revalidation Stage IEFP

Context:

The Project Revalidation procedure was establishedat the Vocational Training Centres as a way of ascer-taining the suitability and feasibility of the previous-ly developed guidance process, at the LocalEmployment Offices’ level, with those unemployedjob-seekers who need to acquire occupational qualifi-cations.

After the development, at the Local EmploymentOffice, of a comprehensive process which necessarilyincludes psychological tests and a guidance inter-view, the job-seekers participate at the VT-Centre ina group of structured activities, confronting themdirectly with the tasks and environment linked to acertain occupation profile (to which they have beenguided), as well as with other training courses offeredby the VT-Centre. These activities are aimed at con-solidating (or, otherwise revising) the decision previ-ously taken as regards the training course for whichthey applied.

Objectives:

To allow for the increase of motivation of those whoapply for vocational training, as well as the commit-ment to participate in a training action.

Target Group:

All individuals who apply for vocational trainingcourses in IEFP.

Programme:

The project revalidation procedure is developed bythe training support technical team, co-ordinated bythe vocational guidance counsellor, and includes thefollowing activities:• Mutual presentation technical team/training

applicants.• Visit to the VT-Centre, focusing particularly on

the direct contact with the socio-professionalarea which has framed the application motive; itmay as well contemplate other, alternative, socio-professional areas for which the VTC may alsohave a training response.

• Reflexive balance.• Definition of the guidance interventions to pro-

mote with the trainees, which may be the mostsuitable to improve their personal and socialskills.

• Confirmation (validation) of admission to thetraining course for which the applicant had beenpreviously guided.


Guided visit to the Vocational Guidance Centre andgroup activities.

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Total Duration: 2 days.Group size: 15 participants.

Results:

Qualitative: an increase in investment and assump-tion of responsibilities by those who integrate thetraining courses.

The large majority of applicants who participate atthis stage end up in the training courses to whichthey had been guided. Some others decide to applyfor other courses existent in the same VT Centre.Others, although very few, must face new guidanceinterventions at the Local Employment Offices, andend up being directed towards other training oremployment programmes and measures.

Contact Person:


CASE: Personal and Vocational Skills BalanceIEFP

Context:

This programme was conceived to allow for therenewal of individual skills and, as a consequence, ofthe value that each and every individual attributes tohim/herself – thereby facilitating his/her professional(re)integration.

Individuals who suffer a non-voluntary breach in theirprofessional career path, by becoming unemployed,as well as young people who are trying to enter work-ing life for the first time, are subject to a psychologi-cal impact which inhibits them in changing their situ-ation, and to a growing feeling of integration difficul-ty, namely because they do not possess the workpractice required.

The change of these situations requires a globalrepositioning, simultaneously personal and profes-sional, which may be attained through a personalisedand complete intervention, by considering the indi-vidual as a whole, with his/her own resources andspecific obstacles.

This programme was conceived having in mind thepromotion of favourable conditions to professional(re)integration, through:

• The working out and mobilisation of previouslyacquired learning, either by professional or non-professional experiences.

• The identification of resulting skills.• The development of other core skills to employa-

bility promotion.

Objectives:

This programme intends to regain individuals’ inher-ent dynamics, in a double sense:

• By stimulating individuals’ motivation to under-take or to retake a project;

• By enabling them to adequately overcome thepsychological barriers inherent to their situation.

Driven by a VG-Counsellor, specifically trained for thispurpose, the programme is aimed at:

• Recognising and valuing previous learning result-ing from different individual experiences.

• Identifying personal and professional skills,acquired during their whole life (lifelong learning).

• Promoting personal and professional skills trans-ferability.

• Identifying the core personal and professionalskills needed to ensure employability.

• Building up a professional project, with a view tointegration and employment upkeep.

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A comparative assessment is ensured, at the begin-ning and in the end of the programme, through theapplication of a pre-test and a post-test.

During 2001, the first part of this programme wasapplied to 2,491 job-seekers in the LEOs.

Afterwards, some job-seekers were integrated in dif-ferent training and/or employment programmes,while others entered the labour market.

Contact Person:

Hélia Moura E-mail: [email protected].: +351 21 861 41 49Fax: +351 21 861 46 05

Target Group:

Job-seekers.

Programme:

This is a programme applied in groups. It is divided intwo main parts and is structured in 9 modules:

• Personal and collective Identification.• Personal and professional Itinerary.• Environments/working conditions and

relationship network.• Professional context.• Projection in the Future.• Professional project.• Project building-up – Vocational training.• Project building-up – Entrepreneurial skills balance.• Project building-up – Professional integration.

The first part is composed by the first 6 modules, andcharacterises itself by moments of self-conscious-ness, knowledge assessment, attitude and behaviourdevelopment and reflection on individual profession-al projects.

The second part, made up of the last 3 modules, hasas its main goal the building-up of the project,through an approach to the local environment.


It is a programme developed in groups, which com-bines active and explanatory methods (althoughthese last ones with lesser relevance).

Individual activities, as well as group activities and insubgroups, are used in its implementation. Some ofthe techniques used are:

• Brainstorming.• Case studies.• Simulations.• Reformulations.

The first part of the programme is developed throughdiscussion and reflection on individual experiences.The second part is mainly implemented through theexploration of contact experiences within the localenvironment, providing individuals with the possibili-ty of collecting information, of experimenting andintegrating this newly acquired learning.

Duration: 1st part only - 30 hours; whole programme– 57 hours.Group size: 10-12 participants.

Results:

Qualitative: increases in the awareness of each par-ticipant’s already acquired skills, as well as a moreeffective identification of those skills he/she mustwork on to improve his/her employability, have beensystematically observed.

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CASE: Determining Module of Project (active job seekers)

Formule DORBEM/BGDA

Context:

Assist job-seekers aiming to rejoin the professionallabour market in the medium or long-term and whoseprofessional goal is unclear or non-existent.

Objectives:

• Decide on a professional plan and/or short, medi-um or long-term training.

• Boost confidence in participants by emphasisingtheir professional abilities and personal attrib-utes.

• Be aware of their strengths and weaknesses andtheir needs (e.g. training requirements).

Target Group:

• Every job-seeker registered with ORBEM able toread, write and express themselves in French.

• Every job-seeker keen to participate in groupactivity.

Programme:

This module comprises 3 stages:• Personal and professional assessment.• Deciding the plan.• Familiarisation with the tools of job search.

The personal and professional stage reassesses andreappropriates professional skills and assets.Deciding the plan enables each participant to definehis/her professional goal or his/her chosen trainingprogramme. The familiarisation with the tools of thejob search stage is a theoretical survey of the twoprincipal tools - the CV and the covering letter.


• Setting up a group with a maximum of 6 - 8 par-ticipants, led by two psychologists.

• Deciding the plan based on group dynamics, whichencourages personal expression, listening, andthe involvement of everyone.

• The exercises used (project-style exercises, role-plays, brainstorming, situational exercises) aredesigned in order to progressively define a con-crete and feasible professional plan.

• The group leaders must show that they are par-ticularly good listeners, must be careful to pro-mote an atmosphere of respect, trust and toler-ance and must be able to agree with or challengethe participants, if need be.

Duration: 3 weeks (2 days in the first, 3 in the second,and 2 in the last week). This module is preceded by aninformation session and preliminary interviews.

Results:

Quantitative and qualitative.Definition of a clear professional plan with a view toembarking on professional life, in an active job searchmodule or training leading to qualification.

Contact Person:

Salima NACERE-mail: [email protected].: +32 2 505 11 27

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CASE: STEPSFÁS

Context:

The STEPS Programme was created in response tothe demand for practical educational material, toassist an increasing number of people who are tryingto change their employability status but are poorlymotivated.

Objectives:

• STEPS is a motivational programme designed tohelp people to move from dependence to inde-pendence, from unemployment to employment. Itteaches people to think differently about them-selves, the job market and what they, themselves,can and cannot do. It is designed to build realstrength in the individual to help accomplishgreater tasks, and to tackle and solve criticalproblems.

• STEPS enables people to become independent,self-directed and fully accountable. It shows thatthe greater barriers to success come from insideourselves and, by working through a series ofmodules and concepts, individuals discover thatthey have greater power to take charge of theirfuture.

The Benefits:

With the help of a trained facilitator to deliver STEPS,some of the benefits and outcomes expected whenthe programme is properly implemented are:• Helps people deal with and manage change.• Provides people with the tools for expanding their

awareness, helping them to consider new ideasand options.

• Enables people to recognise barriers (mainly self-imposed), that keep them from achieving goals.

• Shows the advantages of having a "want to"approach to life's challenges.

• Helps increase self-esteem levels which, in turn,enhance performance.

Target Group:

All persons undertaking programmes who have not acareer path.

Those on training programmes, in Job clubs, men andwomen seeking work, women returning to work, peo-ple who have been made redundant, young peopleentering the workforce, participants on CommunityEmployment programmes*, people wishing to starttheir own businesses and others in long-term unem-ployment.

Programme:

The STEPS programme improves the individual.Underlying this process of accomplishing improvedperformance are several fundamental principleswhich are addressed during the course of the STEPS-programme, including:

Beliefs and performance:The STEPS-programme attempts to ensure that par-ticipants clearly understand that they act, work andperform in accordance with the truth as they per-ceive it to be. Their past experiences and conditionedbeliefs affect the choices and risks they take.

How beliefs are established (conditioning)Before people can consider altering or changing theirbehaviour, it is important that they know how theirpresent beliefs, habits and attitudes were formed.They need a clear understanding of how past condi-tioning, their thought process, and how those whothey have listened to in the past, have contributed totheir present perceptions and situations.

Locus of controlIn order to make meaningful and lasting changes,people need to learn that they have the ability tomake things happen for themselves. Exercising one’sown initiative is essential to growth and improve-ment.

Self-imageSince people act in accordance with the truth as theysee it or believe it to be, they then need to under-stand how they reinforce their own character usingself analysis. This provides a tremendous tool forchange. Examining where, and why, they feel com-fortable or uncomfortable, gives them a furtherunderstanding of what they might want or need tochange.

MotivationIn order for people to alter their actions and per-formance without stress, they need to direct theirlives in a positive, constructive, manner. They alsoneed to understand that the only true motivation isself-motivation or inner-motivation.

Vision and current realityAnother important key to creating excellence is tocreate and sustain energy and synergy in goalaccomplishment.

New beliefs and new performances (Affirmation andgoal-setting)Once people have created a vision and understandhow to grow and change on a constructive basis, theythen need to be shown the specific steps to achievingthe goals they have set. ‘Affirmations’ are the toolsto bring about those results.

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Self-efficacyWe do not allow ourselves to want or desire thatwhich we do not think we can make happen. Efficacymeans to make happen, cause or bring about. Self-efficacy is our belief about our ability to cause ormake happen.


Typically Steps is approximately a 3-day programmebut can be delivered with a great deal of flexibility.

Results:

Qualitative and Quantitative. Clearly definedgoals/career paths and increased motivation.Throughput of participants into mainstream trainingand employment programmes and into the labourforce.

Current evidence suggests that the STEPS pro-gramme has returned high success rates when imple-mented within the appropriate parameters. Theselection, training and attributes of the Facilitator todeliver the programme are seen as having a very sig-nificant impact on the outcomes.

Contact Person:

Robert NicholsonE-mail: robert.nicholson@FÁS.ieTel.: 00 353 1 6070590

*Community Employment provides eligible unemployed people andother disadvantaged persons with an opportunity to engage in use-ful work within their communities on a temporary basis.

It helps long-term unemployed people to re-enter the active work-force by breaking their experience of unemployment through areturn to a work routine and to assist them to enhance/develop boththeir technical and personal skills.

Community Employment has two categories of participants, eachwith its own set of qualifying conditions, namely: Part-time Integration Option. Part-time Job Option.

CASE: Development of Personal AspectsTowards Employment (DAPO)

INEM

Context:

Collective activity destined to affect the personalaspects that help the setting up and maintenance ofa process of professional integration.

Objectives:

The aims of this activity are:• To facilitate positive attitudes towards integration

by means of the development of the personalresources of the users.

• That the participants be capable of assumingautonomously the development and adjustmentof their personal project of professional integra-tion, to ensure this it will

• Be necessary to:- Identify the personal resources that help in the

realisation of activities for their professional integration.

- Encourage hopes of success.- Facilitate the belief in self-efficiency and in the

self-control of the users.- Identify the situations of their environment that

help the development of personal resources.- Identify their capacity to adapt to the changing

circumstances of the labour market.

Target Group:

This activity is aimed at the following groups:• Long-term unemployed.• Those older than 45.• Unemployed who face special difficulties for their

professional integration due to barriers that theyhave assumed or developed and who demonstratea lack of enthusiasm in the search for employ-ment.

Programme:

The activities shall be carried out by the INEM, how-ever, should it be unable to provide theses serviceswith its own means due to the great number of par-ticipants, it may subsidise non-profit entities or insti-tutions to carry these out.

They shall be given by degree holders, preferably inpsychology or teaching with experience in interviewtechniques, direction and management of meetings,motivation and communication techniques.

The contents shall be developed in three stages:• Cohesive and group activation stage. Provision of

information and analysis of the participants’ con-structions.

• Contrast and feedback. At this stage work isintroduced with activities that the participantscarried out in their environment.

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• Assistance towards autonomy. Stage of evalua-tion and adjustment as well as the study of newalternatives.


The total duration of the activity shall be of 18 hoursdistributed in the following manner:

• 1st stage: Will be carried out during two group ses-sions, of three hours each, on consecutive days.

• 2nd stage: Will start the week after having fin-ished the last stage. It is composed of three,three-hour group sessions.

• 3rd stage: A three-hour session that takes placethe week following the end of the previous stage.

Each group shall include a minimum of 8 and a maxi-mum of 12 participants.

Results :


Contact Person:

Subdirección General de Promoción de Empleo. INEMsubdirecció[email protected].: +34 91 58 59 749Fax: +34 91 58 59 753

CASE: Being an Entrepreneur... an Alternative Way

IEFP

Context:

This is an information and vocational guidance pro-gramme, conceived specifically for those individualswho yearn to create their own job or business, name-ly, by applying to the (technical and financial) supportmeasures in the promotion of their own job or busi-ness, promoted by IEFP.

This programme was created with the aims of con-tributing to the presentation of feasible and realisticentrepreneurial projects, conducive to professionalfulfilment of individuals and to the success of theirentrepreneurial initiatives.

Objectives:

This programme’s goals are:

• To stimulate and develop motivation to theemployment problem solving through the creationof a self-employed position, or even of a smallbusiness.

• To confront the potential entrepreneurs with thecoherence of their project, taking into account thesocio-economic environment, their personal pro-file and features and their professional skills andwork experience.

• To facilitate the creation of a privileged spacewhere the individual can reflect on his/her ownprofile and on his/her project.

It is a programme dynamited by a VG-Counsellor, whohad specific training for this purpose, with a straightco-operation from an expert in job/business creationprogrammes. It allows participants to:

• Clarify ideas which may have the potential to gen-erate interesting entrepreneurial initiatives.

• Get acquainted with the steps needed to conceiveand develop an entrepreneurial project.

• Reflect on their own features and on the profile anentrepreneur should present, becoming aware ofthe evolution potential of their own profile and ofthe feasibility of changes needed in behaviours(since they are motivated for this purpose).

• Build up feasible entrepreneurial projects.

Target Group:

Potential entrepreneurs (creators of self-employedpositions or small businesses).

Programme:

In this programme implementation, several funda-mental aspects must be worked on in order to lead tothe most adequate decision taking:• The knowledge of the product/service to place in

the market.

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• Self-consciousness and self-awareness.• The knowledge of regulations which limit the sec-

tor of activity in which the individual wants tostart his/her own business.

• Human resources needed to develop the project.• Concepts and steps needed in a decision taking

process.

At the end of the programme, participants whodecide to start a business or create their own jobdesign a sketch of the activity plan to develop and ofits feasibility conditions, according to a guide which ismade available for them.


Group sessions, implemented through individualactivities as well as activities developed in sub-groups – whose conclusions are presented and dis-cussed among the group.

The counsellors present the concepts and relevantinformation as regards each activity and stimulatethe discussion within the group.

During the programme implementation, each partici-pant builds an individual dossier, where the resultsand materials used in the activities, as well as pro-gressing files, are kept and organised.

Duration: 16 hours.Group size: 10-12 participants.

Results:

An informed and conscious decision taking in the res-olution of the individual’s employment problem,through the creation of his/her own job or business.

During 2001, 1,259 job-seekers were covered by thistype of intervention.

After having participated in this programme, someelements applied for (technical and financial) supportmeasures in the promotion of their own job or busi-ness, promoted by IEFP. Others were advised to studysome alternatives in the fields of training or employ-ment (placement as employees).

Contact Person:


CASE: Assistance for Self-EmploymentINEM

Context:

The aim of the programme is to promote and helpfinance those projects that facilitate the progressioninto autonomous or self-employed workers, personswho are registered as unemployed in theEmployment Offices.

Objectives:

The main goal of this programme is to encourage theintegration into the job market of those unemployedworkers by means of access to self-employment,through the INEM itself or with the help of theOrganisations, that by affinity or coincidence of inter-ests know and act close to the job-seekers. To thisend certain subventions are available:

• Financial subventions, for the organisations thatco-operate with the Public Employment Service,who facilitated the disposition of the necessaryresources needed to finance the required invest-ments for the transformation into autonomousworkers of the job-seekers.

• Aid towards technical assistance to the extentthat is compatible with the carrying out ofautonomous work.

• Lump sum subsidies that contribute to guaranteeat the initial stages of the activity a minimum rev-enue or a subsistence income for those under 25and for older long-term unemployed persons.

Target Group:

Youths and adults who spent from 6 to 12 monthswithout finding work:• Who have a personal inclination towards self-

employment.• Who have defined but not elaborated the project

for business creation.

Programme:

Information and Motivation towards Self-employment(INMA): This activity consists in providing the neces-sary information to carry out a business project,motivating the unemployed in terms of business ini-tiative. Its goal is to provide the necessary informa-tion and knowledge of the aspects implied in theelaboration of a business plan for job-seekers whomay be interested in self-employment.

Advice on Business Projects (APE): This activity isdirected towards the job-seekers who have a con-crete idea of the business they want to create butwho have yet to elaborate the project.Its goal is to provide individual advice, to help thebeneficiaries, in the elaboration of the aforemen-tioned business project, in those aspects that posegreater difficulties.

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• Collective sessions given by an expert to informthose interested on how to carry out a viableBusiness Plan.

• Individual sessions. The contents of these shalldeal with:- Market studies and marketing plans.- Production plans. - Economic and financial plans.- The choice of the legal form for the business

Results:

Qualitative.

Contact Person:

Subdirección General de Promoción de Empleo, INEMsubdirecció[email protected].: +34 91 58 59 749Fax: +34 91 58 59 753

CASE: Development of Personal and Social Skills Programme

IEFP

Context:

This programme was created with the aim of promot-ing in the individuals the skills, which characterisethe occupational profiles most required by the labourmarket.

It is a programme conceived to provide the acquisi-tion or reinforcement of the cognitive, intra- andinterpersonal skills, which integrate models of prob-lem tackling and solving, and which, may be appliedto individuals presenting personal difficulties asregards employability skills.

Objectives:

This programme is aimed at:• Developing personal and social skills which may

optimise employability.• Making individuals aware of the importance of

attitudes and behaviours in socio-professionalintegration and employment upkeep.

• Developing self-confidence and motivation.

It is driven by a Vocational Guidance Counsellor, dulyprepared to apply this programme, which allows theindividuals to:• Develop their “savoir être” skills.• Develop their creative potential.• Become active and self-sufficient in their career

planning.• Acquire strategies for a planned decision taking

which may increase the probability of achievingthe desired goals.

• Learn how to make time more profitable.

Target Group:

• Job-seekers.• Trainees.Who may show personal and social skills deficits

Programme:

It is a flexible programme, structured in a modularway, which may be fully or only partially applied,according to the diagnosed needs.

The 5 modules which make up the programme are:• Relational skills.• Creative skills.• Occupational skills.• Decision taking skills.• Time management skills.

Each module foresees many different types of activi-ties, providing the counsellor with the possibility ofselecting the most adequate to the age or education-al level of each group.

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The programme is applied in groups, using predomi-nantly active methods and techniques which favourinteraction and exchange of experiences among thedifferent elements of the group.

Practical activities are developed recurring to “roleplaying” and “brainstorming” techniques, aimed atstimulating reflection activities and the change ofattitudes required for skills acquisition and develop-ment.

Duration: 60 hours, when fully applied.Group size: 10-12 participants.

Results:

Qualitative: Some change of attitudes has beenobserved, associated to the development of relation-al, creative, professional, decision taking and timemanagement skills.

During 2001, at the 86 IEFP Local EmploymentOffices, this programme was applied to 5,212 users.

Some of them were afterwards integrated in activelabour market programmes (training or employmentsupport programmes), others were placed in thelabour market, either as employees or through thesupport of programmes to the creation of their ownjob or business.

Contact Person:


CASE: “Self-Esteem Promotion” Programme (“The Self-Confident Individual... Inate Gift

or Built up through Experience?)IEFP

Context:

The unemployment situation, mainly when it is long-lasting (long-term unemployed), may contribute topotentiate the frailty of individuals, inducing them tonegative self-assessment judgements and to adoptbehaviours of resignation and apathy – which obvi-ously do not make it easier to get a job.

This programme is aimed at promoting, in unem-ployed job-seekers, a change in the self-devaluationand uncapability feelings, which are conducive to alow self-esteem – and, by this means, it should con-tribute to their more positive and suitable integrationin working life.

Objectives:

This is a programme aimed at promoting self-esteemthrough the development of positive attitudes of theunemployed individual towards him/herself andtowards the labour world, with a view to makingsocio-professional integration and employmentupkeep easier.

Driven by a VT-Counsellor, who had previous specifictraining for this purpose, the programme allows theindividuals to:• Improve their self-knowledge.• Identify and restructure inadequate self-verbali-

sation and thoughts.• Become aware of the influence of their self-

esteem level in the inhibition of motivationalstates for work in general.

• Acquire skills which facilitate their own socio-pro-fessional problem tackling.

• Develop interpersonal communication skills, atwork as well as in family environments.

Target Group:

• Job-seekers• TraineesWho show deficits in self-esteem.

Programme:

This is a programme supported on a socio-cognitiveperspective, and it is thematically structured. Thefirst four subjects are developed on a sequentialbasis. The last two items may or not be developed,according to the groups’ features and needs.

The worked out subjects and issues are organised asfollows:

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• How is my self-esteem- Self-esteem concept.- Low self-esteem and associated behaviour.- Identifying individual behaviours which may

contribute to a low self-esteem.

• It is possible to change- The relativity of opinions and interpretations.- The influence of individual attitudes in opinion

and interpretation making of the events.- Advantages of adopting more positive attitudes

towards events.- Identifying behaviours to develop or to change.

• My strengths and my weaknesses - Identifying personal achievements.- Identifying strengths – aptitudes, qualities and

abilities.- Valuing and promoting these strengths.- Programming leisure/pleasure activities.

• I think the way I feel- The relationship and interdependence of events,

thoughts and feelings.- Identification and restructuring of inadequate

self-verbalizations and thoughts.

• Problem solving- Problem definition.- Formulating alternative solutions.- Decision taking – assessment and selection of

alternatives and action plans definition.- Implementation and result evaluation.

• Interpersonal communication – me, you and theothers- Interpersonal communication.- Attitudes which may facilitate or, otherwise,

block interpersonal communication.- Identification of personal attitudes in different

relational environments: family, social and professional.


These subjects are developed in groups, recurring toactive and explanatory methods, focusing particular-ly on the following strategies:

• Oral and written presentation.• Joint reflection and discussion in groups.• Self-reflection.• Self-registration.• Self and hetero-evaluation.• Activity programming.• Role-playing.• Brainstorming.

Duration: 60 hoursGroup size: 12 elements

Results:

Qualitative: increases are observed in positive self-perception, as well as in the feelings of competencyand self-confidence of the participants.

The qualitative results are assessed through the fill-ing-up, by each participant, of a comparative ques-tionnaire on his/her levels of self-esteem at thebeginning and at the end of the programme.

During 2001, 3,294 job-seekers were covered by thiskind of intervention, at LEO’s level. Afterwards, some job-seekers were integrated inemployment or training programmes, while othersentered the labour market.

Contact Person:


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CASE: Orientation Journey for Foreigners Orientatietocht voor Allochtonen

VDAB

Context:

Not only are non-nationals often insufficiently awareof the possibilities on the training and employmentmarket, they also often have to deal with a number ofspecific problems such as obtaining a work permitand especially a lack of knowledge of the Dutch lan-guage to participate in a standard orientation cycle.Especially for these job-seekers, an adjusted orienta-tion journey has been developed.

Objectives:

• Give non-nationals an idea of the possibilities thatthe training and labour market offers them.

• Help them to understand their own knowledgeand possibilities.

• Inform them about the Flemish enterprise cultureand the work attitudes required to function on ourlabour market.

The orientation journey should lead to the develop-ment of an action plan. This action plan can serve asa recommendation for the further pathway to be fol-lowed. An action plan can include the followingactions to be taken:

• Starting a technical training course.• Starting an apprenticeship.• Starting a job application training course.• Looking actively for a job.• Finding solutions for prior problems such as child

care, mobility.

Target Group:

• Non-nationals who want to make an effort to finda job, who are insufficiently familiar with the pos-sibilities and the "rules" of our labour market.

• Education level does not matter.• IMPORTANT: they know insufficient Dutch to par-

ticipate in a standard orientation cycle.

Programme:

• First week: getting to know one another (intercul-tural communication) and the personality of thejob-seeker via screening of knowledge and skills(accuracy, contact with the other trainees, train-ing preparedness, work motivation, etc.) Theexpectations of the job-seeker are checked inview of a first definition of the work tracks thatcan be followed (with or without training) in a per-sonal interview.

• Second week: introduction to the labour marketand its functioning (the existence of interimlabour is also mentioned). Then, the types ofemployers in Flanders are mentioned and theirrequirements (work permit, knowledge of theDutch language, etc).

• Attention is also paid to different sectors: thishappens by means of staff managers who giveinformation about concrete recruitment require-ments and possibilities, internal rules, wages, etc.This is followed by a guided tour on the shop flooror testimonies from staff members to make jobcontents more concrete.

• Finally, the educational structure in Flanders isalso explained (in view of the uniformity of diplo-mas) and the training possibilities within and out-side the VDAB, with special attention for thosewho are accessible and feasible for persons with alimited knowledge of the Dutch language.

• Third week: applying for a job: tips, draft of ownCV, use of WIS (Work Information System), readingvacancies and learning to understand them, com-pleting a job application file, job interview, etc.

• The end is the draft of an action plan to work.What one can expect of the implementation ofthat plan in terms of services by the VDAB orother services is extensively discussed.

• The course ends with a multicultural party in thecanteen.


• Duration: 15 to 20 weekdays from 9 am to 4 pm.There is no class on Wednesdays.

• Number of participants: average of 10 persons.• For now: once a year, due to the very intensive

preparation this orientation journey requires.

Methods:

• Experience exercises, interactive exercises, groupdiscussion, writing exercises (e.g. calculationtest).

• Day programme/manual in which the job-seekerputs down the arrangements and what he/she haslearnt, what he/she enjoyed and did not enjoy(gives image of level of written Dutch and vocab-ulary knowledge).

• Schemes as steppingstone for substantive discus-sions (e.g. on employers' requirements)

• Speakers, video, company visits and visits totraining courses.

• Use of the time clock, just like in a real work situ-ation (responding to work attitudes).

• Learning to use public transport and doing soeffectively.

• Use of the internal VDAB-rules: what to do in caseof illness, smoking ban, speaking Dutch, alsoamongst each other as long as they are withinVDAB-premises and during company visits)

• Stimulate the use of a dictionary (several diction-aries are present).

• The trainers always speak very slowly (Dutch)during the entire orientation journey.

• Supporting images, documentation, body lan-guage are used to clarify something, also theEnglish or French word can be used as clarifica-tion.

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Results:

• Qualitative.• The action plan composed by the trainer and the

job-seeker.

Contact Person :

Rebecca BaetensE-mail: [email protected] Tel.: +32 2 506 29 03Fax: +32 2 506 29 52

Sabine Pardaens E-mail: [email protected] Tel.:+32 2 5062973

CASE: Provision of Guidance and Counselling in a Group Situation

For Reluctant Clients. Pilot Project.FÁS

Context:

This programme was carried out in the context of thefull engagement of all clients on the live register inClondalkin (a local area in Dublin). Clients who weredifficult to progress in a one-to-one relationship withan Employment Services Officer were referred to aprogramme of group support meetings where clientswould find it easier to explore their own blockages.

Objectives:

To enable participants to develop a positive attitudeto working with their Employment Services Officer sothat they develop a better understanding of thelabour market, how it affects them and how they areaffected by it.That participants would develop a sense of whatcareer direction they would wish to pursue.

Target Group:

Long-term unemployed and reluctant NationalEmployment Action Plan* (NEAP) clients, from theClondalkin area.

Programme:

Programme involved group meetings where the par-ticipants set the agenda, and social issues that affecttheir everyday lives were discussed facilitated by aprofessional facilitator.

• Core skills and personal development training.• FÁS Employment Services Officers.• Visits to training organisations, Employers and

community projects.• Work experience in community projects and with

employers.• Basic IT-training.


Project run through FÁS Contracted Training unit.Part-time (20 hours per week).

Results:

Qualitative and Quantitative.Employment Services Officers reported a much morepositive attitude demonstrated by participants andan increased willingness to engage in labour marketinitiatives.

Contact Person:

Joe McGuinnessE-mail: Joe.mcguinness@FÁS.ieTel.: +353 1 6055960

* Under the Guidelines 1&2 and within the NEAP, the Department ofSocial Community and Family Affairs refer all those reaching nomi-nated thresholds of unemployment and in receipt of Social Welfarepayments to FÁS fot intervention.

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CASE: Motivating and Orientating Training Op Stap en Zappen op de Arbeidsmarkt

VDAB

Context:

This training has been developed for job-seekers whocannot find their place in the labour market inde-pendently. They have an unrealistic image of thelabour market and the possibilities it offers to them.Moreover, they lack a number of personal and socialskills which are required to realise a stable employ-ment or enter into a vocational training course.

Objectives:

Motivating and activating the participants by provid-ing them with a realistic image of learning and work-ing.

• Introduction to a number of important social con-cepts such as globalisation of information in soci-ety, social security.

• Introduction to the current labour market, employ-ment measures taken by the government in orderto promote the employment of job-seekers who aredifficult to place and training possibilities.

• Teaching them a number of important personaland social skills which are necessary for theirintegration on the labour market.

• Understanding the knowledge and meaning ofwork (labour ethics).

The training should lead to the draft of an action plan.This action plan is used as recommendation for therest of the pathway to be followed. An action planmay contain the following actions:

• Starting a technical training course.• Starting an apprenticeship.• Starting a job application training course.• Looking actively for a job.• Finding solutions to peripheral problems such as

child care, mobility.

Target Group:

In general, this training course is aimed at job-seek-ers who lack self-confidence, who have insufficientknowledge of their own possibilities, whose living,learning and working attitudes are unadjusted, butwho are at least motivated to change somethingabout their situation.

At the same time, adjusted variants of this trainingare provided to different sub-target groups.Especially among low-skilled youngsters it is impor-tant to take into account their "subculture" in orderto achieve results. So the target groups are:

• Lowly-skilled or long-term unemployed persons wholack motivation to participate in the labour market(for them the training got the name "Op-stap").

• Low-skilled youngsters who are tired of school,who cannot deal with authority, (the trainingcourse for them got the name "Zapping on thelabour market").

Programme:

The training is built on activities that are related tothe training and labour market.The following themes are dealt with:• Themes that are related to the start of each train-

ing course (practical arrangements, programme).• Exploration of the training and labour market.• Personal and social skills: observation and intro-

duction to the skills and promotion of these skillsin the positive sense.

Possible subjects are:• Communication skills.• Assertiveness.• Dealing with authority.• Personal care, presence and hygiene.• Independence and ability to do things independently.• Problem-solving thinking and acting.• Flexibility.• Coping with stress.


There are a number of variants on this course. Theirapproach and concrete content (exercises, assign-ments, etc) are adjusted to the sub target group andeach gets its own name: Op stap for the target groupof long-term job-seekers, Zapping on the labour mar-ket for youngsters.

The methodological approach is founded on the fol-lowing general principle:• Balance between systematic and informal

approach.• Attention for the language framework related to

personal and social skills.• Stress on activity.• Both collective and individual approach of trainees.• Working in phases.• Establishing a climate of confidence.• Sharpening the feeling of responsibility among

the participants.

The training course is structured by a series of activ-ities related to the labour and training market. Theseactivities are, next to their motivating and orientingnature, used as a manual to observe and get to knowlabour ethics and attitudes. These activities have anoutspoken 'watch' and 'do' character instead of a 'lis-ten' and 'talk' character.

Op stap:Duration: 82 hours spread over 4 weeks - part-time.Group size: 10 to 14 participants.

Zapping on the labour market:Duration: 51 to 82 hours spread over 3 to 4 weeks -part-time.Group size: 8 to 12 persons.

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Results:

• Qualitative: the results partially depend on thequality of the trainers/guides.

• Formal by means of a report.

Contact Person:

Rebecca BaetensE-mail: [email protected].: +32 2 5062903Fax: +32 2 506 29 52

Sabine PardaensE-mail: [email protected] Tel.: +32 2 506 29 73

CASE: Workshop Schools and Vocational Schools

INEM

Context:

Public programmes towards employment-trainingwhose goal is the incorporation of the unemployedthanks to their academic qualification together withtheir professional experience in occupations relatingto the promotion of the artistic, historical, cultural ornatural heritage, as well as any other activity of pub-lic utility or in general or social interest that allowsfor incorporation via the acquisition of professionalskills and experience of the participants.

Objectives:

The main goal of the Workshop Schools and theVocational Schools is to promote the incorporationinto the work market of persons, under 25, who areunemployed, by giving them the professional qualifi-cations and experience necessary. To this end train-ing and the realisation of a productive task are com-bined.

At the training stage the students receive economicassistance in the form of a training grant. During thesecond stage the student workers sign a work con-tract for their training with the sponsoring entity,receiving a salary and carrying out a job of public andsocial utility whilst they continue with their formativeprocess, which began in the first stage.

Target Group:

Unemployed and youths under 25 who preferably didnot take part previously in any other WorkshopSchool or Vocational School.

Programme:

The projects of Workshop Schools and VocationalSchools may be fostered by organs of the GeneralAdministration of the State, public ventures, otherpublic entities of the General Administration of theState, local corporations, autonomous communities,autonomous organs, consortia and associations,foundations and other non profit organisations. Theprojects shall include two stages:

• In the first stage the students shall receive occu-pational professional training.

• In the second stage of the project the studentworkers shall complement their training alternat-ing with work experience and professional prac-tice and will be hired by the fostering organisa-tions following the model of a training contract.

• For the students who participate in a WorkshopSchool or a Vocational School and who have notcompleted their obligatory secondary education,special specific programmes shall be organised to

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ensure that they are provided with basic and pro-fessional instruction that will enable them to getinto the work market or continue their studies atthe different available levels.


The entity that wishes to foster a Workshop School ora Vocational School must make its request before theProvincial Office of INEM. It is a necessary prerequi-site that it carries out a task or offers a service thatis of public or social utility on the basis of which thetraining project will be developed to allow young peo-ple to acquire practical know-how, professional skillsand work experience.

The Provincial Office of the National Institute ofEmployment shall hand over the dossier togetherwith the relevant report, in no more than fifteen days,to the Head Office of the aforementionedautonomous entity.

The Head Office shall decide on the viability of theproject, its decision being binding. The GeneralDirector of the Institute of National Employment, orby delegation, the Provincial Director shall reach adecision within a maximum deadline of twelvemonths. The selection of the student workers of theWorkshop Schools and the Vocational Schools,together with that of the director, teaching body andbackup personnel, shall be carried out by theProvincial Office of the INEM, in co-operation with thefostering organisation.

The development and management of the pro-grammes of the Workshop Schools and theVocational Schools shall be shared by the fosteringorganisations and the INEM. The duration of the pro-gramme:

• Workshop Schools: no less than one year and nolonger than two years. The first stage shall havea duration of six months. Once the expected dura-tion has elapsed the Workshop School projectshall be considered finalised.

• Vocational Schools: the duration of each stageshall be of six months.

This programme shall be complemented with:

• The Promotion and Development Units that aredefined within the programme of WorkshopSchools and Vocational Schools, as interventionmodules in the regional and local environment,and which co-operate in the preparation, accom-paniment and evaluation of the projects of theWorkshop Schools and Vocational Schools, uncov-ering the potentials for development and employ-ment at the local level, elaborating basic inter-vention plans for the Workshop Schools andVocational Schools and projects towards encour-aging development, either directly, or through theCentres for Managerial Initiative, the incorpora-tion into the work market of the youths who par-ticipate in such projects.

• The Centres of Managerial Initiative that are cre-ated as advisory units for the youths of theWorkshop Schools and Vocational Schools withenterprising initiatives, capable of starting off aprofessional activity on their own, the fosteringorganisations should in these cases provide themwith the necessary instruments to get their busi-ness going.

Results:


Contact Person:


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CASE: Encouraging the Incorporation intothe Job Market of Disabled Persons

in Special Employment CentresINEM

Context:

Targeted at those persons with a disability who due to thenature of their disability or because of the consequencesof their disability cannot, either provisionally nor definite-ly, carry out a working activity in the usual conditions,and who must be employed in Special EmploymentCentres. This is a special working relation, with a specif-ic set of rights and obligations, which in as far as possibleresemble the normal working relations that are adaptedto the special conditions of the disabled.

Objectives:

Facilitate the incorporation into the working world ofthe disabled, employing them in Special EmploymentCentres, carrying out a productive and paid job, inorder to ease their personal and social adaptation,and to facilitate, eventually, their future integrationinto the normal work market. The following subsidiescan be applied for:• Support for the creation of employment by means

of activities that help to set up projects that gen-erate employment of an innovative nature. To thiseffect the following types of aid can be obtained:- Subsidies for each post of a stable nature cre-

ated, if the Special Employment Centre hasmore than 90 percent of disabled workers inrelation to the total staff.

- Technical assistance.- To finance the fixed investments in projects of

social interest.- To partially subsidise the interest on loans.

• Support for the maintenance of the posts in theSpecial Employment Centres. The aid destinedfor this goal includes:- Discount on Social Security quotas of up to 100 per-

cent. - Subsidising the cost of the wage, of up to 50 per-

cent, per normal working day.- Subsidy for the adaptation of the work area. - Lump sum subsidy destined to balance and mend

the Special Employment Centre’s finances. - Subsidy directed at balancing the budget of those

Special Employment Centres that are non profitorganisations and of a public and necessary utility.

Target Group:

Those who shall benefit:• The workers with a degree of disability recognised

as being higher or equal to 33 percent and as aresult of this, whose capacity to work is limited byat least an equal or higher percentage, who carryout their work within the Special EmploymentCentres that are registered as such in the relevantregister. The reduction in the capacity to work

shall be evaluated by comparing this with the nor-mal working capacity of a person with similar pro-fessional qualifications. Multi-professional teamsshall evaluate the degree of disability.

Those persons and legal entities or co-ownershipsthat, as holders of the title to a Special EmploymentCentre, receive the services of the workers men-tioned in the previous point.

Programme:

The Special Employment Centres will be able toreceive technical assistance that shall consist of oneof the following modalities:

• Studies on viability, organisation, commercialisa-tion, diagnosis, and others of a similar nature.

• Audits and economic reports.• Advice on the different aspects of business man-

agement.

The request for technical assistance aid can be madeby one of the parts or promoted ex offitio, when theanalysis of the dossier requires it.


The disabled persons, who wish to gain access toemployment in a Special Employment Centre, mustregister themselves in their respective EmploymentOffices. These offices shall classify the job-seekerswho have special protection due to the type anddegree of disability that they suffer and to the degreeof work capacity that will have been evaluated for themby the Multi-professional Teams.

The title holders of the Special Employment Centresmust request from their Employment Office the dis-abled workers whom they wish to employ, describing indetail in the job offers that they create the workingposts that they want to fill, the technical characteris-tics of these and the personal and/or professional cir-cumstances that the workers must fulfil. Once theyreceive the offers, the Employment Office shall obtainfrom the Multi-professional Teams the report on thoseworkers, who registered as job-seekers and who fulfilthe characteristics of the position. The EmploymentOffice shall provide the companies with those workerswith the necessary conditions to carry out the positionoffered.

The work that the disabled worker carries out in theSpecial Employment Centres must be productive andremunerated, adequate for the individual characteris-tics of the worker, in order to help in his/her personaland social adaptation, and to facilitate his/her eventu-al integration into the normal work market.

Results:

Quantitative.

Contact Person:

Subdirección General de Promoción de Empleo, INEM

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CASE: Flexible Job Fleksibel Jobb

AETAT

Context:

"Flexible job" is a project, which has developed fromthe Norwegian emphasis on strengthening the psy-chiatric service. The measure includes a wage-sub-sidy paid to the employer for a period up to 5 years.

Objectives:

The main purpose of the project is to improve thepublic services that are being offered to people withchronic health problems that cause a reduced andvariable work capacity.

The long-term objective is to increase the opportuni-ties these customers have to get a job according totheir qualifications on the open labour market.

Another objective is to contribute to higher compe-tency in and better methods of implementation of themeasure as a regular offer to the target groups.

Target Group:

Job-seekers with either mental, joint or muscle relat-ed health problems have first priority to 75% of the200 subsidised positions that are available on theproject. Persons with these ailments constitute thefastest growing among the vocationally disabled job-seekers in Norway, but often encounter problemswhen placed in public services because they are “toowell to get a disabled pension, but too sick to work”.

Today, more than 60% of the total number of peopleunder our vocational rehabilitation programme (about65,000 as an average total) have one of these diag-noses.

Programme:

• Using economic measures to stimulate and com-pensate employers for loss or reduction in pro-duction.

• Stimulation and integration to normal working lifeconditions by giving regular salaries to theemployees.

• Emphasis on a) thorough mapping of the partici-pant’s ability to work, b) working conditions and,c) using contracts.

• Extensive and individually adapted adjustmentsand follow-ups in the work place.

• Supportive measures to the employers whenrequested.

• Coordination of the services from the partnersinvolved securing relevant adjustments and fol-low-ups.

In addition to taking into account the economic meas-ures in the companies and in the public service, theproject leaders take into account the project tasksthat are all concerned with improving the public serv-ice on three main areas of development:

• Marketing, establishing and maintaining "cus-tomer relations", mapping the employers needs.

• Adapt, organise and follow up the work situation,coordinate the public service.


The measure is managed and followed up via a 5-yeardevelopment project and there are 6 full-time, proj-ect leaders who are responsible for setting up, man-aging and developing the project in different regions.A full-time staff member at a national level coordi-nates the regional projects, document and follows upthe project, and reviews and sanctions the regionalreports and plans. Joint activities by the projectmanagement team, such as relevant seminars, lec-tures and courses, status and planning meetings arealso organised.

The project has a manager and a steering group inthe Norwegian Directorate of Labour, but AetatCounty is responsible for its administration. Thereare also established reference groups centrally andlocally to secure participation and implementation inthe employers’ organisations, public authorities andthe non-governmental organisations.

Results:

Beneficial qualitative and quantitative results areexpected. On average 200 customers have attendedthe project over the last 2 years (in total the projecthas been running for five years). There were someorganisational problems at the beginning of the proj-ect, but it is now progressing according to plan.Methods concerning service, co-operation and infor-mation tasks are being developed.

The project will be evaluated throughout the periodwith two reports a year. Finally there will be a con-cluding report at the end of the project.

Contact Person:

Hilde Wessel ClausenE-mail: [email protected] Førsund E-mail: [email protected], Tel.: +47 23 35 25 83Fax: +47 23 35 27 51

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CASE: A New Start NyStartAETAT

Context:

It is a common problem that people who have serveda prison sentence recommence criminal behaviourafter they are released from prison. “A new start” isa co-operation project between the Department ofJustice and Aetat, who deals with this problem.

Objectives:

The project’s objective is to help inmates to preparethemselves for the life outside prison, and ensurethat they have a job and a place to live when theprison sentence is served. The transition period fromthe life in prison to the world outside is often criticalfor people with a criminal past.

Target Group:

Inmates with behavioural problems who have difficul-ty in finding and keeping a job in ordinary working life.

Programme:

The programme is based on a programme developed inCanada by Liz Fabiano and Robert R. Ross, called‘Cognitive Skills Programme’. This programme was laterestablished as a permanent programme in the Canadiancrime rehabilitation system under the name ‘Reasoningand Rehabilitation Training Programme’.

The programme ‘A New Start’ consists of a) a coursewhich shows the participants the connectionbetween thoughts, emotions and actions, and teach-es them how to be conscious about the consequencesof their actions, (delivered inside the prison), and b)follow-up from Aetat towards vocational measuresand ordinary work.


Local project groups have been established for theprisons involved in local projects, and there are alsosteering groups for every local project.

The work with the programme is shared between theprisons involved and Aetat. The courses inside the prisonare organised and carried through by the prison staff,and the work towards vocational measures and ordinarywork is done by Aetat employees. These two groupsform a team which have meetings on a regular basis.

Results:

Qualitative – through process evaluation by externalevaluator.

Contact Person:

Per BrannstenE-mail: [email protected]

CASE: Medically Assisted VocationalRehabilitation – MARY

AETAT

Context:

MARY is a 5-year project in cooperation with themunicipality of Oslo.

Objectives:

The project is both oriented towards the system andthe users. The system-oriented objective is to develop a modelof cooperation between Aetat and the drug abuserehabilitation system for former drug addicts onmethadone treatment.The user-oriented objective is to offer vocationalrehabilitation at the right time for persons who are ina methadone assisted rehabilitation programme, thisoffers a more complete rehabilitation programme.

Target Group:

The target group is persons who have been severedrug abusers for many years, and now are on amethadone assisted rehabilitation programme.

Programme:

The rehabilitation programme can be divided into threephases:

Phase 1: The main focus is on medical treatment, andgoes on for about 3-6 months. The municipal author-ities are mainly responsible for this phase. Aetat can,however, contribute with information about the possi-bilities for vocational measures.Phase 2: In this phase, vocational measures aredeveloped. We assume that most of the participantsneed a period of a protected job environment to getused to the idea of working.Phase 3: After the phase of protected job environ-ment, the participants are ready to operate in anopen labour market occupation or other forms ofordinary job-oriented activities.


Project based model of cooperation between the pub-lic services authorities and use of the labour marketmeasure system. Individual and group based guid-ance based on LØFT (see case LØFT).

The experiences and the competence achieved in theproject are utilised by all units of Aetat.

Results:

The project is to be evaluated by an external researcher.

Contact Person:

Bjorg [email protected]

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CASE: Techniques for an Active Job SearchIEFP

Context:

This programme was conceived in order to supportthe individuals who, possessing the technical andpersonal skills, needed to be integrated in the labourmarket, presented themselves demobilised asregards job search, mainly because they did not mas-ter the methods and techniques which allowed themto autonomously (and successfully) look for a job.

Objectives:

It is a programme aimed at promoting the acquisitionand development of active job search skills, whichenable individuals to obtain a job, with a view to con-ceiving action plans in this domain.

It is driven by a VG-Counsellor, with specific trainingto apply this programme, counting on the collabora-tion of an employment agent in the presentation ofsome of the thematic units (particularly in theLabour Market unit). This programme will allow indi-viduals who are involved to:

• Develop a positive and dynamic attitude towardsjob search.

• Acquire different techniques and tools of supportto job search (CV-elaboration, application letterswriting, preparation and attitude to maintain dur-ing a job interview).

• Become autonomous in job searching efforts.• Prepare an action plan, which guides them

through the job search process.

Target Group:

• Job-seekers.• Trainees in the final stage of their training course.

Programme:

This intervention consists of 7 thematic units, whichcan be applied in a flexible way - either thoroughly orselectively, according to the several groups’ features.The application of the first 3 thematic units is, how-ever, fundamental should one want to obtain theexpected results.

The 7 thematic units are:• Personal Balance: through the activities devel-

oped in this unit, the individuals: - Recognise the importance of the personal bal-

ance in their career planning and job search.- Identify personal factors which may influence

the definition of professional goals and the jobsearch.

- Identify their personal difficulties and definethe most suitable strategies to overcome thosedifficulties.

• Labour market: in this unit, the individuals:- Define strategies for information research on

the labour market.- Identify professional targets.- Collect information on the labour market, using

different sources and methods.- Identify and use different strategies to access

the open and the closed labour markets.

• Relationship/contact network: in this unit, theindividuals:- Recognise the importance of relationship and

contact network in job search efforts.- Reflect on the dimension and diversity of its

relationship network.- Adopt an active position as regards the dynam-

ics of this relationship network.

• Curriculum vitae: through the activities devel-oped in this unit, the individuals:- Recognise the importance of their Curriculum

as a tool for their presentation.- Identify the basic rules in CV-writing.- Perform some training activities as regards

those rules.- Prepare their personal CV.

• Application and presentation letters: in this unit,individuals:- Identify the two kinds of letters most used in an

active search for employment – the sponta-neous application letter and the presentationletter.

- Identify the situation in which one should adoptone model or another, as well as the advantagesof each of those models.

- Learn how to write and structure these twokinds of letters.

• Job vacancy advertisements: activities in thisunit allow the individuals to:- Identify sources and locals where they can find

job vacancies ads.- Analyse job vacancies advertisements.- Identify the several alternatives of reply letters

to those ads.

• Interview: in this unit, individuals learn to: - Prepare themselves for the job interview.- Identify the behaviour more and less suitable in

an interview situation.


These thematic units are worked out in groups, refer-ring to active explanatory methods. A CD-ROM on jobsearch techniques and the brochure “How to look fora job” are also made available to all participants.

Total Duration: variable (although it is advisable notto be less than 16 hours).Group size: 12 participants.

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Results:

Qualitative: Increases were observed in active jobsearch skills.

During 2001, this Programme covered 22,527 job-seekers, at the Local Employment Offices’ level –some of whom were able to find jobs by themselves,i.e., not having to refer to placement services provid-ed by the LEOs.

Contact Person:

Hélia MouraE-mail: [email protected].; +351 21 861 41 49Fax: +351 21 861 46 05

CASE: Group for Active Job SearchINEM

Context:

Activity that forms working groups in which the useris committed to carry out an active job hunt, organ-ised and planned, acquiring and developing the nec-essary techniques and skills.

Objectives:

To discover those instruments that allow the job-seeker to carry out an active, planned and organisedjob search in order to attain his professional goal. Inthe course of the programme the job-seeker has to beable to:

• Analyse his own personal and professional profileas well as being aware of the demands of hisworking environment.

• Get to know where there is employment andorganise the strategy to be used in each case,with the help of the available tools (letter, cur-riculum, etc).

• Work out a strategy to follow before and duringthe selection process.

• Determine what types of contract are best suitedto his social, professional and personal character-istics, and to distinguish between the differentparts and contents of a contract. Furthermore hemust be clear on the subject of how to be self-employed.

Target Group:

Job-seekers who being ready personally and profes-sionally to acquire employment, might need toacquire certain techniques or skills to help them com-plete their process of incorporation into the workmarket. These users may proceed from:• Classification interviews.• From other services that the INEM offered directly

or in co-operation with Associated Organisations.

Programme:

The activity must be carried out in an active, partici-pative and modular manner, according to the charac-teristics, shortcomings and needs of the participants.The contents shall be developed through the follow-ing modules:

• Discover yourself. The aim being, to elaborate apersonal and professional inventory of the partic-ipant.

• Where and how to find work. Includes learningabout the different types of employment, whereemployment can be found and how to get to it aswell as basic documentation and tools.

• The selection circuit. Includes the analysis of theselection process, the different types of tests andtasks as well as the interview.

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• Work information and self-employment. Includeslearning about the different contracts, the con-tents of the contracts, the different legal con-structions of companies, supporting self-employ-ment, etc.

University graduates shall carry out the activitieswith experience in professional guidance, communi-cation and working with groups.


The activity shall be structured in six four-hour ses-sions. There must be at least three days betweeneach session to allow the job-seeker to put his/hernew knowledge into practice, and to carry out thetasks that are programmed in each session.

The number of participants in each group must be atleast eight, and no more than twelve, and it is takeninto account, when organising the groups, that theusers who shall be entering them have some commondenominator that shall be set on the basis of theirown needs.

Results:


Contact Person:


CASE: Interview Workshops (TE)INEM

Context:

Collective action aimed at improving the basic theo-retical and practical knowledge, as well the personalresources of the job-seekers, to help them face jobinterviews with greater possibilities of success.

Objectives:

To practice, by means of group training, the skills andnecessary conducts in a selection interview for aposition. What is being aimed for is:

• To provide the user with the basic know-how nec-essary to understand the process of personnelselection and the basic procedures in a workinterview.

• For the user to acquire the necessary skills anddisplay them in mock and real interview situations.

• For the user to control anxiety and his/her con-duct in face of situations of mock and real inter-views (self-control).

• For the user to incorporate skills of informative,persuasive communication, to be able to sell one-self in the search for employment, etc.

• That the user be capable of preparing the inter-view beforehand to increase his/her chances ofpassing it.

Target Group:

Job-seekers who voluntarily ask for assistance at theworkshop. They can be:• Persons looking for their first employment. • Long-term job-seekers with a negative interview

track record.

Programme:

The activities will be carried out by the INEM, if it isnot able to offer these services with its own meansbecause of a very large amount of participants, it cansubsidise other non-profit entities or institutions togive the workshops.

This activity is meant to have a mainly practicalnature, with a workshop format, for which theexplanatory method shall be used in enough doses topropitiate the practical rehearsals. They shall begiven by:

• Higher technicians, preferably with a degree inpsychology, pedagogy or sociology.

• Medium technicians: with degrees in social work,teaching training, social educator or any othertitle which includes the required skills and knowl-edge.

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The contents shall deal with:• Nature and definition of the interview.• Preparation for the interview. • Questions in the interview.• Basic behaviour or skills during the interview.• Goals of the interview.• Manners of facing the interview.


Consists of an interview workshop developed in sev-eral sessions in which interview situations are simu-lated and rehearsed.

The duration of the activity shall be 24 hours, dis-tributed in eight three-hour sessions. Each groupshall be composed of between 10 and 15 participants.

Results:


Contact Person:


CASE: Active Job-Seeking – 1 Week ModuleORBEM/BGDA

Context:

Assistance to job-seekers following an employmentprogramme that will help them find their first job.These job-seekers commit themselves within thescope of the employment programme to follow one ofthe modules proposed by their consultant. Themethodology is adapted to this target group.

Objectives:

• To clarify a professional goal for each job-seeker.• To upgrade the jobs-seeker’s self-image, to empha-

sise the professional skills, the competencies,qualities.

• To improve the insight into the general context ofjob-seeking and the different steps to take.

• To open up new perspectives by offering qualify-ing training, pointing out other possibilities. Tofamiliarise the job-seekers with both internal andexternal services that can be useful in theirsearch for a job.

• To make them benefit of the group’s contribution.

Target Group:

Young, low-qualified people up to 25 years old, whohave been unemployed for three months and whohave committed themselves within the scope of theiremployment programme to follow an active searchprogramme.

Programme:

• To learn to present oneself and to talk about one-self in a clear and succinct way.

• To arouse the interest of each participant in theother members of the group.

• To talk about a bad experience and to put it intoperspective, to stimulate the job-seekers in theirsearch for a job.

• To make a tabular overview of the steps to take.• To present the different phases to the group in a

succinct, clear and structured way.• To point out experiences and interests.• To verify the determination of a clear professional

project.• To learn to draw up a CV.• To learn to draw up a motivation letter.• To learn where to look for vacancies• To learn to use the telephone to apply for a job. • To learn to present one’s faults in an acceptable

way.


Duo animations in a group of maximum 12 persons:practical exercises and role-playing for which theactive participation of each member of the group isrequired.

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The coaches recapitulate and structure the elementsbrought forward by each of the participants andextract there from those elements that are relevantand useful to achieve the intended purposes.Duration: 5 days.

Results:

A better knowledge of the methods for an active jobsearch. Their action plans are more accurate andeffective.

Contact Person:

Véronique HAVAUXE-mail: [email protected].: +32 2 505 15 14

CASE: Active Job-Seeking 3-Weeks Module Formula B

ORBEM/BGDA

Context:

Many job-seekers have a relatively realistic profession-al goal, but lack information, self-esteem, strategy,structure, and techniques to realise it autonomouslyand successfully. To go this part of way with job-seek-ers in this last phase of their insertion course.

Objectives:

• Realise an evaluation of expertise. • Identify their strengths and weaknesses and their

needs.• Identify and overcome the psychological barriers

in their job search.• Boost confidence in participants by emphasizing

their professional abilities and personal attributesand by promoting the personal and professionalskills transferability.

• Stimulate development and implementation oftheir professional plan.

• Acquire and use techniques of active research ofjob.

Target Group:

• Every job-seeker registered with ORBEM able toread, write and express himself/herself in French.

• Every job-seeker keen and able to participate ingroup activity.

• Job-seekers with a realistic professional goal.. Job-seekers with technical and personal skills

needed to be integrated in the labour market.

Programme:

This module comprises of 2 stages:• Personal and professional assessment.• Provide people with the tools of job search.

Personal and professional assessment: Help the job-seeker to evaluate his/her personal andprofessional resources with a view to concentratinghis/her objectives. It facilitates the improvement ofthe communicative faculties (verbal and non-verbal)and assertiveness. It is based on personal identifica-tion, personal and professional itinerary and difficul-ties, professional project and strategy, reappropria-tion of learning, professional or non-professionalskills and experiences.

Tools for job search:To provide some methodological and psychologicaltools so that the candidate can achieve anautonomous and efficient job search i.e. where andhow to find a job. One achieves with the client the CVand the covering letter, the fixing of appointment byphone, the preparation and the simulation of jobinterview.

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Based on a contractual relationship between thecounsellors and the unemployed job-seeker, settingup group led by two psychologists, with a maximumsize of 8 – 12 participants. Group dynamics techniques,training, role-plays, brainstorming, situational exer-cises, discussion, reflection, experimenting The group leaders must show that they are particu-larly good listeners. They must be careful to promotean atmosphere of respect, trust and tolerance. Theymust be able to agree with or challenge the partici-pants, if need be.

Duration: 3 weeks (4 days a week).An information session and preliminary interviewsprecede this module.

Results:

Quantitative and qualitative.A better knowledge of the methods for an active jobsearch.A good practice of learned skills.

Contact person:

Sofia VERGARAE-mail: [email protected] Nr.: 00 32 2 505 78 84

CASE: Job ClubVDAB

Context:

The longer unemployed persons are unemployed, thefewer efforts they make to apply for a job. However,the chances of finding a job increase the more inten-sively and targeted one applies for a job. The jobclubs were introduced in Flanders in 1987. They stillappear to be a very successful formula. In the mean-time, we have also developed an offer through weblearning.

Objectives:

Help the job-seeker find the best possible job in theshortest possible time by:

• Teaching him/her different job application tech-niques and having him/her use several job appli-cation channels.

• Having him/her apply what has been learnt inde-pendently in practice.

Target Group:

Job-seekers who need support in their job applica-tion actions.

Programme:

Group LearningCombination of 'theory' and practice, i.e.:

• A collective action-oriented training programmeadjusted to the target group, offer of job applica-tion training delivered in a group (group size is onaverage 11 job-seekers).

• Individual, independent activity in the job applica-tion room (= room where all the material requiredto apply for a job is available for free).

• Individual guidance by the job application trainer.

Web learning and group learningCombination web learning and group learning andindividual guidance; allowing the participants toapply for a job at their own pace through the weblearning course, at home, possibly on one of the clip-pers (internet PCs) borrowed from the VDAB or in thejob club room.

Complementary to the internet course, there is anoffer of group learning + individual interview with thejob application trainer


Group learning• Continuous delivery of job application training

and guidance to groups of job-seekers + individualfollow-up by the job application trainer.

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Web learning and group learningJob-seekers learn the course package independentlythrough the internet + also fixed training days (12hours) through group learning + interview with thejob application trainer for discussion of the actionplan.

Results:

Group learning• In 2001, there were in all 10,569 job-seekers in job

application training and job application guidance• 'Flow' results (= 2000) 71% of the job-seekers

flow to the labour market

Web learning and group learningRecently developed and to be implemented in 2003.

Contact Person:


CASE: Job Application Game Sollicitatiespel

VDAB

Context:

The job application game was developed becausethere was a clear need for an instructive and at thesame time non-threatening supplement to the cur-rent job application training in the Job club.

Objectives:

The job application game tests the knowledgeacquired during job application training and teachesat the same time some new things through play.

Target group:

Job-seekers in job application training and guidance.

Programme:

The game elements of the job application game par-tially match 'Trivial Pursuit'. There are differentthemes. Each theme has a colour. Additional ele-ments are: composition of curriculum vitae and thediploma, and the chance cards.

In all, approximately 250 questions were drawn upabout diverse themes that are important within theframework of job application. A sufficient number ofquestions are necessary to be able to play the game.

The themes are: general knowledge of the VDAB –employment measures and training courses – thefirst step – applying for a job in writing, orally or usingother methods.

The questions are formulated so that they sharpenthe listening and reading capacity. The multiple-choice answers are very alike, in order for theanswers not to be too obvious.

The nature of the questions combined with the playeffect, which causes information to be more easilyremembered, is adjusted to the main topic: applyingfor a job.


• After a short job application training period thisgame tests how well the participants have inte-grated the training elements. Participation in thegame is voluntary.

• After three months of self-activity by the job clubparticipant: after the training, job club partici-pant, get the chance to look for jobs by them-selves in a specially designed location, providedwith all the necessary infrastructure (telephoneetc). When they haven't found a job within threemonths, the game is used as a way to evaluatewhere they stand.

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Results:

Didactic element.Recently developed and implemented in 2002.

Contact Person:


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CASE: Integrated Services for Employment(SIPES) INEM

Context:

Consists of helping the job-seeker in his/her searchfor employment through different activities of anindividual nature and in a systematic manner, carriedout by non-profit associated entities, which collabo-rate with the INEM by means of a signed agreement.

Objectives:

The goal of the SIPES is to optimise the resourcesthat may help the incorporation of job-seekers intothe work market.

It is hoped that thanks to the different agreements,the public and private non-profit entities may partic-ipate in the different stages and proceedings ofemployment policy.

The activities that are the object of each agreementmay be subsidised by the INEM, its quantity mustnever be greater than the actual cost of the activity.

Target Group:

Unemployed workers who seek employment, regis-tered in the Employment Offices and in the author-ised Positioning Agencies. The SIPES can be accessed:• Through the Employment Office by derivation the

Associated Entity by the technicians of the INEM,prior consultation of the job-seekers file.

• By request of the job-seeker to his EmploymentOffice, where the suitability of his participationwill be evaluated.

Programme:

Grouped in two large blocks:

• Analysis of the job market: realisation of studiesin the territorial or sector sphere of application ofthe agreement. The results of the analysis of thejob market shall serve as the basis in the devel-opment of the rest of the activities.

• Activities aiming to increase the capacity of find-ing employment for job-seekers:- Occupational interview: set out like a personal

interview made by INEM to determine the pro-file of the job-seeker and determine what activ-ities are best suited to help him/her in the jobsearch.

- Professional information for employment: facili-ties that provide the necessary data.

- To the job-seeker, on the territorial and occupa-tional sphere in which his/her job search isbeing carried out.

- Personal plan of employment and training: indi-vidualised activities aimed at job-seekers wholack an incorporation project.

- Professional classification: a series of theoreti-cal and practical tests, given to job-seekers inan individual manner to evaluate how profes-sional they are in a specific occupation.

- Development of the personal aspects towardsemployment: activities aimed at job-seekerswho have difficulties in terms of their incorpo-ration into the work market.

- Active job-seeking: activities aiming to makethe process of job finding easier and faster.

- Mixed programmes of employment/professionaloccupational training: provides the user withprofessional incorporation, through a workingrelation that facilitates the technical trainingand the acquisition of professional experience.

- Specific plans for the acquisition of profession-al experience.

- Information and advice on self-employment orother types of business initiatives: aimed at job-seekers who find difficulties in the incorpora-tion into the work market as self-employedworkers or who show an interest in the develop-ment of business projects.

- Other kinds of new initiatives that tend toincrease the possibilities of incorporation of thejob-seeker into the work market.


A personal interview is carried out with the job-seek-ers in which the need, or not, of these services shallbe determined, they shall be provided with themeither by the same organisation or by any one of theassociated entities with which a relevant agreementhas been signed.

FAVOURABLE INITIATIVES TOWARDS GUIDANCE (SPECIFIC NETWORKS, MEASURES, EMPLOYMENT PROJECT) 4.

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On the basis of this interview, a professional itineraryshall be made, supervised by a tutor, to overcome theindividual shortcomings.

Results:


Contact Person:


CASE: Network for Local EmploymentPlatforms

ORBEM/BGDA

Context:

• Due to the very complex institutional landscape inBelgium and the partnership policy which hasbeen developed by the Brussels region since 1991,many external private or public partners areinvolved in the labour market integration of job-seekers.

• The mixed organisation of the labour market willbe operational very soon, which constrains theORBEM to re-evaluate its position on the labourmarket in respect of the external partners.

The purpose of the network for local employmentplatforms is to give external partners (which areactive in the field of employment, training and socio-professional integration) access to the ORBEM-data-bases so that they can read, complete and modify thedata of the job-seekers, the employers and the jobvacancies.

The network also gives access to a complete and up-to-date online database (legal and regulative infor-mation concerning employment, information on train-ings, users' manual of the databases, index of profes-sions and qualifications).

Objectives:

Giving the job-seekers a better service during theirpathway approach to labour market integration andgiving a better service to the employers.

• A better view on the file leads to more consisten-cy during the approach to labour market integra-tion.

• Development of full local services.• Increase of the services and their efficiency.

Making access to the regional, federal or Europeanfacilities easier in order to close the gap between theneeds of the labour market and the available qualifi-cations:

• Thanks to a powerful computer tool + completeand precise online information, a more efficientuse of the facilities will become possible.

Developing the collaboration and communicationbetween those who are active in the fields of employ-ment, training and socio-professional integration:

• Thanks to online information about the total situ-ation and the position of the job-seeker.

• Increase of the co-ordination between the partiesinvolved.

• Development of common methods and proce-dures between all partners.

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• Professional use of the tool and follow-up of theprocedures thanks to trainings organised by theORBEM.

Drawing up all kind of statistics concerning the labourmarket, especially statistics that meet the require-ments of the subsidising authorities of the ORBEMand its partners.

• The use of computerised tools reduces the num-ber of administrative steps for the partners.

Target Group:

Members of the network (1st phase):• Partners in active job-seeking.• Public centres for social aid.• Training partners.• Institutions for socio-professional integration (job-

seekers with integration problems).

The network pertains all job-seekers

Programme:

Implementation of the project: 2002 for a trial periodof 6 months.


To join the network:

• The private partners have to be partners of theORBEM, which means they signed a partnershipagreement with the ORBEM.

• The public and private partners sign an affiliationagreement to the network for local employmentplatforms which includes their rights and obliga-tions (concerning the methodology and the proce-dures) as well as the activities which they areentitled to carry out within the network.

• They also sign a Charter which includes the deon-tological principles (confidentiality, protection ofthe private life of individuals, mutual relationsbetween partners and relations between the part-ners and the ORBEM).

• The consultants of the partners must be in pos-session of a certificate drawn up by the ORBEMafter being fully informed of the context (institu-tional, juridical and deontological), the use of thetool, the methodology and the procedure. Thisguarantees the professionalism and cohesion ofthe partners within the network.

Results:

Experimental stage.

Contact Person:

Mohamed GHALI : E-mail: [email protected].: +32 2 505 14 64

CASE: FÁS High Unemployment Areas (HUA) Response

FÁS

Context:

Guiding principals:An intensive and co-ordinated approach by all sec-tions of FÁS, co-ordinated through EmploymentServices in selected areas currently experiencingpersistent and higher than average levels of unem-ployment and social exclusion. An attempt is madeto systematically address the needs of all disadvan-taged groups within these nominated areas. Thisapproach is intended to not only benefit the individ-ual, but through the targeting of specific locations, toimprove a particular community's social and econom-ic prospects as a whole.

The initiative is characterised by an integrated approachby FÁS Employment, Training and Community Services,and involves the Local Employment Service in keepingwith local arrangements under the National EmploymentService.

• FÁS involves other agencies, e.g. Department ofSocial Community and Family Affairs (DSCFA),Vocational Educational Committees, communityorganisations as appropriate.

• Existing programmes are being fully utilised, rele-vant linkage between different provisions arebeing forged, and where necessary the standardentry and operational criteria is suspended infavour of more locally relevant guidelines.

• The approach is built on National EmploymentAction Plan (NEAP).

• Appraisal and assessment of all applicantsthrough Employment Services, Local EmploymentServices, Job Clubs are built into the programme.

• Ongoing and extended access to Guidance servic-es, using Employment Services, Local EmploymentService for all participants is a central feature.

• The needs and potential of the individual, and nottime, or the needs of the programme are thedetermining factors supported through the spe-cially designed tracking system.

• The approach is compatible throughout with theprinciples of equality and social inclusion.

• Realistic expectations, co-ordination and liaisonbetween sites and ongoing monitoring, ratherthan an emphasis on traditional structures will becritical to the success of the project.

Objectives:

The objectives of the FÁS Response to HighUnemployment Areas (HUA) are:

• To identify and break down the barriers whichunemployed persons in these geographical areas ofthe country experience in accessing jobs, training,education, and progression options and enable such

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persons avail of FÁS and other supports as appro-priate in linking him or her to quality employmentopportunities in the local labour market.

• To adapt best practice and experience of NEAPand other initiatives, to respond to the needs ofsuch persons in the shortest possible time in amanner best suited to the current situation of theindividual and in line with the long-term objectiveof helping him or her attain a secure foothold inthe active workforce.

• To monitor and evaluate in an ongoing manner,the process and outcomes of the initiative with aview to extending it to other similar disadvan-taged areas.

Target Group:

These are defined by each region but will includeunemployed persons who are:

• Long-term unemployed seeking FÁS support cur-rently falling through the NEAP-net: FÁS andDSCFA at local level will initially conduct a reviewof those without progression with a view toaddressing their needs.

• Lone parents and others seeking employment butnot necessarily on the live register.

• Early school leavers and unemployed young per-sons experiencing difficulty finding a securefoothold in the labour market.

• Participants entering/exiting Community Employ-ment* and other programmes.

• Low-skilled workers characterised by insecureemployment and career prospects.

Programme:

An intensive, co-ordinated and targeted programmedelivered by all sections of FÁS, co-ordinated throughEmployment Services in selected areas currentlyexperiencing persistent and higher than average lev-els of unemployment and social exclusion.


Each FÁS region has the autonomy to apply itself tothe achievement of the objectives in the manner itconsiders the most appropriate. The followinginclude some approaches and supports, which havebeen agreed as common to all locations.

• A local committee including all those involved indelivering the service, as set out above, meet on aregular basis to plan and monitor the initiative.

• FÁS Information Technology has developed a sep-arate caseload system, which handles the clientsunder the HUA-initiative.

• The development/availability of dedicated pro-grammes/courses for HUA clients to systematicallyaddress the particular challenges HUA clients pose.

Results:

This programme has been in operation since mid2001. Evidence to date from the programme sug-gests the client group receiving services under thismeasure generally require a higher level of interven-tion than is generally the case.

The HUA Steering Group has highlighted the need toensure suitable progression options and the presenceof Community Employment Scheme* places whichthey have highlighted as suitable progression pathsfor HUA clients. To this end, FÁS is at present inves-tigating providing extra options/programmes specifi-cally for this group.

Contact Person:

Robert NicholsonE-mail: Robert.Nicholson@FÁS.ieTel.: 00 353 1 6070590

* Community Employment provides eligible unemployed people andother disadvantaged persons with an opportunity to engage in use-ful work within their communities on a temporary basis.

It helps long-term unemployed people to re-enter the active work-force by breaking their experience of unemployment through areturn to a work routine and to assist them to enhance/develop boththeir technical and personal skills.

Community Employment has two categories of participants, eachwith its own set of qualifying conditions, namely:Part-time Integration OptionPart-time Job Option

85

CASE: Direct Intervention for Employment Service – ‘SIDE’

ORBEM/BGDA

Context:

• Although the unemployment rate in Belgium isbelow the European average, the Brussels unem-ployment level is far higher than this average.

• Two thirds of the unemployed job-seekers have alow educational level.

• Degradation on the labour market of the positionof the less qualified: - Shortage of employment for low-qualified work-

ers and aggravation of the situation as a resultof the progressive tertiarisation of the Brusselseconomy: reduction of the chances of socio-professional re-integration of the lowest quali-fied workers, for the greater part belonging tothe working class.

- Far higher risk of long-term unemployment thanunemployed persons with higher education.

• Impressive extension of the required professionalqualifications - General rise in the qualification level of the

vacancies handled by BGDA/Orbem.- General tendency to recruit overqualified peo-

ple in comparison with the initial or reasonablyexpected requirements for the job.

- Eviction of the lowest-qualified workers andintensification of this effect as a result of thedualisation of the Brussels population withregard to educational level (coexistence of anover-concentration of qualified and non-quali-fied people).

Objectives:

The purpose of the creation of a service for directintervention on employment, consisting of one ormore cells working together in a network, is to makethe labour market more accessible to low-qualifiedpeople.

This main objective implies a goal-oriented prospect-ing for low-qualified jobs and an intent to convincethe employers to modify their selection practices, inparticular by breaking down as many recruitmentbarriers as possible (with regard to nationality, sex,language, a certificate of good conduct etc).

Qualitatively, the objective is to place 75 persons intoa job in the first year and to be able to increase thisnumber to 90 after three years. The qualitative goalis to guarantee the target group an access to full-time or part-time permanent employment contracts.

The quantitative goal has to be considered in anexperimental and innovating respect. To be able toguarantee the durability of the re-integration, a closeassistance before and after the employment isrequired (prospecting vacancies, stimulating a moreactive effort of the employers by means of a more

detailed job analysis, creating an integration proce-dure within the company and insuring a follow-upduring the first month after the signing of the con-tract).

This approach, rather than being aimed at the modi-fication of the applicants attitude (in terms of remo-tivation, redynamisation, optimisation of the jobsearching techniques), is directed towards the labourmarket, with the goal of defining the employers’needs in a clear and concrete way.

Target Group:

Although the project is principally aimed at low-qual-ified workers, it does not exclude therefore other frag-ile groups of job-seekers, such as women returning towork, long-term unemployed, handicapped personsetc, also susceptible to employment discrimination.

Programme:

• Extensive collaboration with a network of part-ners specifically identified for this project.

• Identification of the job-seekers to be oriented tothe service (identification carried out by the part-ners through different approaches: individualinterviews, individual or collective determinationof the project).

• Contacts and meetings with small and medium-sized enterprises.

• Intensive examination of vacancies.• Accurate and detailed job analysis.• Analysis of the working context and environment.• Objective presentation to the job-seeker of the job

and the tasks to be performed. • To consider the job-seeker as the most suitable

person to define what he/she considers to be themost appropriate job.

• Presentation to the employer of one applicant. • Creation of an integration procedure within the

company.• Follow-up during the first month after the signing

of the contract.


• Recruitment of three full-time consultants toensure the functioning of one cell and one co-ordi-nation post.

• Working with a limited list of job-seekers.• Intensive guidance by the three consultants of

one job-seeker at the time. • Monthly meetings with the partners.

Results:

In experimental phase.

Contact Person:

Edith De Bauche E-mail : [email protected].: +32 2 505 17 03

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CASE: Training/EmployORBEM/BGDA

Context:

Over a period of ten years, the Brussels-CapitalRegion has set a socio-professional insertion device.Actions of insertion characterise themselves by theexecution, in an embedded system, of operations ofwelcome, guidance, permanent education, practice inenterprise, pre-training and professional training.

The complete "Brussels Regional Socio-professionalInsertion device" takes foundation on two notion-keys: • The course of insertion: some individual courses

are made-to-measure from needs of customers. • The partnership with the external competent pri-

vate and public operators in matter of guidance,formation and job placing: setting up of a coher-ent proximity politics with a concerted workbetween partners.

The device is made for weak public: • That is not concerned spontaneously by the clas-

sic structures of professional training. • For whom these classic structures are not.

In this device and in order to increase possibilities ofadapted course to the insertion and the job, theORBEM and its partners developed numerous collab-orations in the setting of training/job-seeking proj-ects.

Objectives:

To adjust to the requirements of the public in order toprovide attractive training for those:• Having experienced failure, a difficult school

course, a long period of inactivity. • Who do not feel they need training nor see it as a

facilitating tool for integration. • Who are maladjusted to the classic structures of

training and requirements of the job world.Due to:• Short duration of training.• The attractive outlets. • The setting up of supporting committees uniting

the different operators: to follow up the progres-sion of trainees to prevent problems that couldemerge during the training process.

To increase the training-courses offered.

Target Group:

Essentially: • The under-schooled youth.• Long-time unemployed person.• Recipients of the "minimex".• Women wanting to return to the labour market

after a long inactivity period (for domestic orother reasons).

• Candidates to the regularisation.

The public is often:• Under-qualified (close to 80% do not have the

diploma of the superior secondary school) and/orlong-time unemployed person (45% have morethan 12 months of inactivity).

Programme:

The job-training channels indicate the efficient andclose collaboration between different operators: • The professional sectors (employers). • Training operators. • The ORBEM, competent in matters of work.

For the execution of training/job-seeking projects, itis necessary: • To meet the world of the enterprise, to identify

the pockets of employment accessible to the tar-geted weak public, to define as precisely as possi-ble the expertise and the seeked profiles.

• To associate employers with the project so thatthey commit an offer of training in enterprise to thetrained people and, in case of satisfaction, a job.

• To put in place an adapted training programme,and at a time, to the employers criteria’s partnersand the reality of the job-seekers.

• To define criteria of admission for job-seekers andoperate the selection.

• To organise and to assure a follow-up and a guidanceof trainees all along the process until the real inte-gration in the enterprise by an embedded approachand co-ordinated of the different partners.


The ORBEM-role in these operations includes: • The negotiation of projects with the different con-

cerned partners. • The organisation of information sessions. • The conduct of incentive discussions. • The pre-selection of candidates. • The deliberation and the selection in agreement

with the training partners. • The involvement to the supporting committees. • The job-seeker's follow-up of the training and

organisation of experience at the end of training.

Results:

In 2001: • 581 people participated at the information meet-

ings • 332 participated to a selection interview. • 151 started training.• 177 finished training with success (started in

2000 or 2001). • 92 recovered a job to this day.

Contact Person:

Nadine Saint-ViteuxE-mail : [email protected] Nr.: +32 2 505 16 44

87

CASE: New Information Technology (NIT)Programmme

(Pofessional return to Eployment of Job-seekers via Qualifying Training)

ORBEM/BGDA

Task:

Assist a professional return to work of a specific tar-get group via training in new communication tech-nologies within the framework of a triple collabora-tion between the Brussels Regional Office ofEmployment (ORBEM), the Free University ofBrussels (ULB) and the Fund for the employment andtraining of employees in the metal manufacturingsector of Brabant (FEMB)

Objectives:

Enable some job-seekers of a group at risk to acquireknowledge linked to the development of new commu-nication technologies and train them so that theymay take on the posts of Web Officer and/orInformation Officer in their companies.

Target Group:

Job-seekers in the Brussels region who are over 40and with advanced education, or who have 5 to 10years professional experience, or graduates who havebeen unemployed for more than 2 years.

Programme:

• Information sessions organised by ORBEM.• Recruitment and selection process of candidates

by ORBEM.• Training (lasting 50 working days).• 44 days technology.• 19 days communication.• 14 days information sciences.• 23 days to carry out a project.• 6 days collective supervision.


• Participation in co-ordination meetings to definethe training programmes and methodology.

• Information for job-seekers via ORBEM and itsvarious partners about the availability of training.

• Manage the applications.• Assess the aptitudes of candidates by conducting

psychological selection tests, namely tests togauge verbal logic, non-verbal reasoning and per-sonality.

• Conduct interviews to assess motivation.• Decide whether the candidates can embark on

training or not.• Carry out a psychological follow-up of partici-

pants during regular group supervision while intraining.

• Offer individual psychological assistance to peo-ple in training, if necessary.

At the conclusion of training, provide assistance andsupport in the job search by allowing those partici-pants who wish to, to take part in active job-seekingprocesses either individually or in a group.

Results:

Job-seekers have acquired knowledge, tact and self-confidence giving them added value in the labourmarket. Most customers find a job.

Contact Person:

Véronique Havaux: E-mail: [email protected].: +32 2 505 14 13

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CASE: Employment and Local Development Agents

INEM

Context:

The Employment and Local Development Agents areworkers of the local corporations or dependant enti-ties or associated to a local administration, whoseprincipal mission is to collaborate in the promotionand introduction of active employment policies relat-ed to the creation of business activities, such collab-oration being developed in the frame of joint actionsagreed on between the contracting entity and theNational Employment Institute, or with the PublicEmployment Service of the Autonomous Communitiesthat have been transferred the management of this pro-gramme.

Objectives:

To promote the generation of employment in the localarea by means of the concession of aid and subsidiescharged on the budgets of the National EmploymentInstitute.

The subsidy of the National Employment Institute foreach Employment and Local Development Agent (upto 80 percent of the working costs with a limit of27,045,54 per year shall be granted for a period of ayear, with the possibility of extending it for annualperiods, up to a maximum of four years.

The beneficiary entity assumes the following obliga-tions:• To present before the Provincial Office of the

National Employment Institute, at the end of eachannual subsidised period, justifying the wagespaid to the hired workers.

• An annual report on the activity carried out bythe Employment and Local Development Agents.

• To inform the Provincial Office of the NationalEmployment Institute of its collection of aidgranted for the same end by other public adminis-trations or public or private entities.

Target Group:

Local corporations or dependent entities or thoseassociated to a Local Administration. The interestedentities must hand in their application, including,among other, documents such as the report-projectto be developed by each Agent or group of Agents,the certification of the competent organ of theapproval of the project for which the subsidy isrequested and a declaration of not having receivedany other aid that may clash with the establishedamount.

Programme:

The Employment and Local Development Agentscarry out the following functions:

• Survey of idle or underused resources, of businessprojects for the promotion of the local economyand innovative initiatives for the generation ofemployment in the local sphere, identifying neweconomic activities and possible entrepreneurs.

• Diffusion and stimulus of potential opportunitiesto create activity among the unemployed, pro-moters and entrepreneurs, together with collabo-rating institutions.

• Technical accompaniment in the initiation of busi-ness projects for their consolidation in companiesthat generate new positions, advising and inform-ing on the technical, economic and financial via-bility and in general on the plans to launch thecompanies.

• Support to promoters of businesses, once theyare created, technically assisting them during thefirst stages of their existence, by applying con-sulting techniques in business management andassistance in the adequate formative processesto contribute to the smooth running of the creat-ed businesses.

• Any other activity that contributes to guaranteethe principal mission. This programme is linked tothe one on the fostering of businesses classifiedas I+E whose aim is also to generate employmentin the local sphere.


The hiring of the Employment and Local DevelopmentAgents shall be done by the local corporations ordependant entities or associated to a local adminis-tration, the hiring costs being subsidised by theNational Employment Institute.

The chosen agents will have had to successfully com-plete the second or first cycle of university educa-tion; experience will be valued as will the knowledgeacquired in courses on local development or in thepromotion of employment projects.

Results:


Contact Person:

Subdirección General de Promoción de Empleo, INEMsubdirecció[email protected].: +34 91 58 59 749Fax: +34 91 58 59 753)

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CASE: Projects and Companies Classified as I+E INEM

Context:

Business projects to be considered as I+E are thosefostered and promoted by a local corporation orautonomous community with the goal of creatingeconomic activity and jobs in the territorial area ofthe aforementioned administrations.

Objectives:

This programme aims to:• Maximise the opportunities that the local environ-

ment offers for the creation of productive activities.• Increase the creation of work places by means of

the introduction of viable and competitive busi-nesses in areas close to the citizen.

• Encourage innovation to the advantage ofemployment.

The business projects and businesses classified asI+E will be able to apply for the following subsidiesfinanced through the budget of the National Instituteof Employment:

• Financial subsidy: reduction of interests on loansfor investments destined to the setting up ofthese businesses.

• Subsidy to support the managerial function: tohelp the promoter or businessman in the decisionmaking process necessary for the operation ofthe company. It is composed of three modalities:- Help for tutorials. - Help for training. - Help for the elaboration of reports or studies.

• Subsidy for technical assistance for the hiring ofhighly qualified experts.

• Subsidy for indefinite contracts.• Subsidy for co-operatives and working societies.

If their main productive activity is included in thescope of those listed below, they will have the rightfor a 10-percent increase in the amount of the subsi-dies mentioned above:

• Protection and upkeep of natural areas.• Waste management.• Treatment of water and cleaning up of contami-

nated areas.• Introduction of alternative sources of energy.• Promotion of rural and cultural tourism.• Surveillance and security.• Collective (local) transport.• Local cultural development. • New information and communication technologies.• Care of children, disabled and elderly people.• Home delivery services.• Assistance for youths in difficulty.

Target Group:

Projects of new businesses (maximum six months) thatwithout having begun their activities, have obtainedthe I+E classification. In order to obtain this classifica-tion they must fulfil the following requirements:• That a local corporation or autonomous community

lends its support to the project providing economicand/or material resources.

• That it considers the hiring of workers or theincorporation of partners in the case of co-opera-tives of working societies.

• That the staff, once the business is created, doesnot exceed 25 workers.

• That they develop a modern economic activity orcover certain shortcomings in the existing localstructure.

• That they be technically, economically and finan-cially viable.

Programme:

The activities are directed at:• Local corporations:

- Advise them on the more profitable investmentpossibilities in their areas.

- Finance the promotion and diffusion activitiesof their development projects.

- Support the maintenance of human teams ded-icated to the assistance and accompaniment ofthe entrepreneurs.

• Business promoters:- Stimulate their investment efforts. - Generate incentives for the constitution of sta-

ble employment. - Strengthen their productive activities in the

field of the employment sources.


Corresponds to the National Institute of Employment orto the Public Employment Services of the autonomouscommunities the management of this programme hasbeen transferred to determine the classification of abusiness project as I+E, to examine the necessaryrequirements and the inscription in the register.

Were the business has not created prior to the clas-sification the promoters must establish them andbegin the productive activity object of the project atleast twelve months after the decision to award theclassification of I+E.

Those businesses whose origin stems from I+E-proj-ects may establish themselves according to whichev-er legal form they wish, including the different for-mulas of social economy, such as co-operatives orworking societies.

Results:


Contact Person:

ubdirección General de Promoción de Empleo, INEM

90

CASE: ORBEM/BGDA Child Care Facility Maison d’enfants - kinderdagverblijf

ORBEM/BGDA

Context:

The child care facility was set up because of a lack ofavailable facilities. Job-seekers were not able to havetheir children looked after either during the prelimi-nary steps towards employment or when they gotjobs (waiting lists were extremely long).

Objectives:

• Enable job-seekers to place their child while theygo through the process of finding work, possiblyon an occasional basis.

• Offer job-seekers who find work provisional childcare (3 months maximum).

• Enable job-seekers who embark on training to finda place for their child in a crèche collaboratingwith ORBEM.

Target Group:

Job-seekers registered with ORBEM and living in oneof the 19 districts of the Brussels region who are find-ing it difficult to have their 0- to 3-year-old childrenlooked after. They must, however, be registered on aprogramme of socio-professional reintroduction tothe labour market.

Programme:

ORBEM child-care facilities:• Day nursery: for job-seekers taking steps to find

work again – Occasional availability.• Crèche: for job-seekers who find a new job –

Temporary availability, maximum 3 months.• Partnership with other crèches.• For job-seekers starting on training or who take

courses – Availability for the duration of the train-ing period, with a maximum of 1 year.


The ORBEM child care facility is a non-profitAssociation recognised by the organisation officiallyresponsible for crèches. It has a Board of Directors andGeneral Assembly made up of staff members of ORBEMand the ORBEM Management Committee. Staff: 1 direc-tor (female), 1 female co-ordinator of the partnership, 1accountant, 9 paediatric nurses (from different culturalbackgrounds), 1 cleaner and 1 cook. Funding: ORBEM, inconjunction with the European Social Fund.

Results:

In 2001, 432 children were admitted, against 277 in 1992.

Contact Person:

Anne Fransquin: E-mail: [email protected] Tel.: +32 2 505 16 35

CASE: Integration/Employment Programme

IEFP

Context:

This programme was specifically conceived to sup-port socio-professional integration process of thosewho benefit from Guaranteed Minimum Income allo-cations. It foresees the signing-up of integrationagreements within the areas of vocational trainingand employment, through the development of socialbenefit activities.

It is promoted jointly by IEFP and by the Institute forSocial Development, and its implementation period islimited: 2000-03.

Objectives:

This programme combines a guidance component –attentive to the needs, potentialities, interests, limi-tations and professional yearnings of individuals –with training and work practice components, aimed atincreasing their employability skills and promoting agradual increase in their autonomy towards socio-professional integration.

Target Group:

Guaranteed Minimum Income beneficiaries.

Programme:

The programme is implemented through the execu-tion of activity projects – which, after individuals’guidance, include the following stages:

• Specific training, aimed at the acquisition, by indi-viduals, of the suitable skills to the exercise of aspecific social benefit activity.

• Work practice in that specific social benefit activity.

These stages may be developed in an alternationscheme. The following areas of activity are consid-ered to be of social benefit, within the ambit of thisProgramme:

• Social support and proximity services.• Environmental, architectural and cultural heritage

rehabilitation.• Infrastructure and basic clearance (sanitation)

improvement.• Rural development and promotion of agricultural

multifunctionality.


Specific training stage has a minimum of 250 hours,and work practice stage generally occurs during aperiod of 12 months, although it can be extended to 6more months.

91

This programme implementation requires the strictco-operation of external bodies to IEFP and IDS –public organisations or non-profit private organisa-tions – which may be regarded as responsible pro-moters of social benefit activities projects.

Guaranteed Minimum Income allocators sign up train-ing and integration agreements with these organisa-tions, within the ambit of the development of socialbenefit activities.

Results:

During 2001, this programme covered 5,598 GMIbeneficiaries (or members of their family unit).

In the sequence of this programme, some of the par-ticipants remained in the organisations where theyhad developed the work practice stage. Others wereintegrated in different IEFP active labour market pro-grammes, and others still were placed in the labourmarket, either as employees (with other employers)or through the support of programmes to the cre-ation of their own job or business.

Contact Person:


92

CASE: Quality Assurance in the Job HuntingProcess (KS Job Hunting Process)

Kvalitetssikring av Arbeidssøkerprosessen (KS Arbeidssøkerprosessen)

AETAT

Context:

Prior to 1996 there was no uniform service providedfor job-seekers at the many PES offices. Practicesvaried widely; it was left to each office to work out itsown routines.

This was judged to be unsatisfactory, so Aetat set inmotion a process for ensuring the quality of its services.

The KS job hunting process is a description of rou-tines that Aetat’s case managers are to use withapplicants. The quality assurance programme isbased on job hunting as a process and is closelyaligned to Aetat’s goals. It specifies when counsellingis advised and safeguards it by recourse to recom-mended methods.

The first version, established in 1996, was in twoparts: the KS job hunting process and the KS rehabil-itation process. These were subsequently mergedinto one document and posted on Aetat’s intranet.

Born out of a desire to employ new technology inboth case management and quality assurance, thequality assurance programme is now being developedand looked after in ARENA, Aetat’s new electroniccase management system. The first part of ARENAwas commissioned in 2001; the entire system shouldbe operative by 2003.

Objectives:

Quality assurance shall provide job-seekers with auniform service by means of routine descriptions.

By aligning the routines with Aetat’s statements ofpurpose, a goal-oriented service is assured.

The quality assurance system was designed withphases in a process, ensuring progression in the serv-ice provided.

By its recourse to methodological tools, the qualityassurance system helps provide a uniform coun-selling service.

The changeover to ARENA, a new electronic casemanagement system, helps guide the process andprovide documentation for what can be done better.

Target Group:

All case managers at the PES offices who are serviceproviders for job-seekers.

Programme:

The quality assurance programme currently consistsof the following phases:

1. Outline of job-seekers’ needsHere the manner in which job-seekers are receivedand processed to the appropriate service is brieflydescribed.

2. Information, counselling and job hunting at thejob centreHere the job centre’s primary goal is described, aswell as the case managers’ tasks at the centre.

The job centre shall be equipped with electronicequipment, enabling job-seekers to locate availablepositions and providing them with an electronic tool.Job-seekers will also be able to write their job appli-cations there and receive general guidance in seekingwork and finding suitable educational options andoccupations. They will also have access to informa-tion on Aetat’s other assistance programmes.

3. Registration, skills mapping and job huntingHere the service provided in an initial, comprehensiveinterview with the job-seeker is described.

The primary goal of skills mapping and job hunting isto get job-seekers into jobs as soon as possible. Inaddition, information and counselling concerning thelabour market is provided.

ARENA (2002), the new case management system,makes it possible to match job-seekers with availablejobs based on the formers’ skills, thus making theplacement function more efficient. Matching is also auseful tool in the counselling of job-seekers who need

QUALITY OF COUNSELLING SERVICE AND PERSONNEL5.

93

remedial training. Through matching, the job-seekercan get an overview of the labour market, both interms of his/her current skills and those the appli-cant plans to acquire.

4. Supplementary information and counsellingMany job-seekers require remedial initiatives beforethey can actually apply for work. Here there is adescription of the assistance and routines that arerelevant in a clarifying and planning phase prior to anaction plan. The action plan is a document that statesthe occupational goal of the job-seeker; it also speci-fies which initiatives will be implemented in achievingthis goal. (See more on this in the PES document oncounselling and action plan.)

ARENA, the new case management system, providesfunctionality for action plans. Sometime this year itwill also be invested with functionality that will helpshape and document guidance counselling activities.

5. Follow-upThis phase provides routines for how often and inwhat manner job-seekers are to receive follow-up byAetat. This applies solely to job-seekers who areactively searching for work and applicants who are ina remedial training programme.

Through ARENA, the new case management system,this process is an integral part of this tool. It is unnec-essary to check the manuals to find out what to do.

All case managers who provide service to job-seekersare to follow this model. Quality assurance is notmeant to determine the organisation of the variousoffices; it shall be adaptable to any kind of organisa-tional model.

Results:

Quality assurance has resulted in a more uniformservice on a nation-wide basis; it has also improvedthe quality of Aetat’s service for job-seekers. A spe-cial follow-up routine has been designed to make surethe quality assurance routines function as planned.

Contact Persons:

Bjørg WigaardE-mail: [email protected] Tel.: +47 23 35 25 70Fax: +47 23 35 27 51Hildegunn M. FørsundE-mail: [email protected].: +47 23 35 25 83Fax: +47 23 35 27 51

Organisation Model/Method: The process is illustrated in the flowchart above.

EX

TE

RN

AL

AG

EN

CIE

S

5. Follow-up

4. Supplementary informa-tion and counselling

2. Information, counsellingand job hunting at the

Career Centre

1. Outline of job-seekers’ needs

TH

E L

AB

OU

R M

AR

KE

T

3. registration, skills mappingand job hunting

94

CASE: Development of Actor's perspectivein Vocational Rehabilitation

Aktørperspektivet I Yrkesrettet AttføringAETAT

Context:

Introducing a new method in the guidance of job-seek-ers and disabled job-seekers focusing on an active par-ticipation from the “customer” in the process of guid-ance and respect for the “customers” choices and forwhat he/she see as he/she needs to be integrated in thelabour market. Aetat staff shall be experts on motiva-tion and guidance on possibilities concerning labourmarket and educational information. The “customer" issupposed to be the expert on his/her life and what final-ly might be suitable for himself/herself according toresources and interests. This approach is intended tolead to more successful rehabilitation processes.

Objectives:

• Changing our understanding of the disabled job-seekers – from a medically dominated under-standing to an understanding based on a con-structivistic model (Brickman, P. Rabinowitz V.C.,Karuza J., Coates D., Cohn E. & Kidder L.: Modelsof Helping and Coping. American Psychologist,1982, vol. 37, page 368-84).

• Changing the disabled job-seekers’ self-under-standing, from an experience of themselves as‘pawns’ to an experience of being actors.

• The disabled job-seekers are responsible foractive participation in their own rehabilitation, weassist with guidance.

Target Group:

• Counsellors at the district employment service.• Disabled job-seekers.

Programme:

A psychologist has the task to develop a theoreticalgrounding for the Labour Market Administration’srehabilitation work. This was grounded on construc-tivistic theory (See references under “Objectives”),and has the following elements.- An actor model for assumption of responsibility.

This distinguishes between the responsibility for thecause of a problem and the responsibility for thesolution of the problem. In our context this meansthat the job-seeker is not regarded as responsible forthe cause of his sickness/injury/disability, but is heldresponsible for the vocational solution. There aremany research results that indicate that suchassumption of responsibility promotes rehabilitation.

1) Self-understanding as an actorAn actor model of responsibility supports the job-seek-er’s self-understanding as an actor. It is here our ethi-cal outlook is seen at its clearest. Research into various

target groups has shown that such a self-understandinghas major significance for rehabilitation.

2) Communicative principleA lot of attention has been paid to some of thesebasic principles, on the grounds that the conversa-tion, the communication between the job-seeker andthe counsellor, is our primary tool. The basic princi-ples show how our communication will more easilycreate agreement on responsibility, roles and activitybetween counsellor and job-seeker.

3) Unambiguous communicationThis point is closely related to the previous point onclear communication. The dialogue with the job-seeker is the central tool for counselling. The com-munication, however, is more comprehensive thanthe dialogue. We communicate with our attitudes,written material, the interior of our offices and withour organisation model. We must be aware that allour communication is unambiguous and clear in rela-tion to roles and the division of responsibility andactivities between the job-seeker and the counsellor.

4) Use of groupsThe use of groups has been found to cause behav-ioural changes in group participants (this is furtherdescribed in PES-document ‘Guidance and actionplan’). Tried and tested pedagogical principles fromthe educational system may also be used in groupsfor vocational rehabilitation.

On this basis we introduced:• logue with the job-seekers.• Training programmes for key personnel in all

counties – in the ‘actor’s perspective’ and in groupmethods.

• Examination of all written material (information,standard letters etc.) – for the use of a languageemphasising the job-seeker's responsibility for hisor her own vocational future.

• Development of methodical guides for our coun-sellors.

Organisation Model/Method:• We are promoting an organisation of the District

Employment Service which integrates the serviceto disabled job-seekers in the ordinary job-seeker’sservice.

• The work started with a rehabilitation reform in1994, and is an ongoing process.

Results:

Qualitative and quantitative. More people shall beable to start and fulfil their vocational rehabilitationprocess successfully.

Contact Person :

Bjørg Wigaarde-mail: [email protected].: +47 23 35 25 70Hildegunn M. Førsunde-mail: [email protected].: + 47 23 35 25 83

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CASE: Operational Guidelines for FÁSEmployment Services

FÁS

Context:

FÁS has established operational standards andguidelines for the delivery of guidance services toadults. FÁS’s Operational Guidelines are designed asa resource for the enhanced and dedicated FÁSEmployment Services as well as a code of practice forstaff. They include models for the delivery of infor-mation, the registration and subsequent follow-upprocess, vocational guidance and counselling andrecruitment services for employers.

Objectives:

FÁS Employment Services has responsibility for thedevelopment and delivery of a general guidance andemployment service. The aim of the FÁS EmploymentService is to provide a national, high quality service,which will help job-seekers to ultimately find the bestpossible job and help employers to find the most suit-able staff. In achieving this aim, FÁS will prioritisespecific target groups, especially those who find itdifficult to access labour market opportunities.

The core objectives of the Employment Service are toprovide a quality guidance and employment serviceto the unemployed, to provide a speedy recruitmentresponse to employers, to deliver Government pro-grammes and to evaluate the impact of services onclients. The employment Action Plan, 1998 sets outspecific targets for labour market services, in termsof reaching those most distant from the labour mar-ket and the services to be provided to employers

Target Group:

All Employment Services staff, particularly managersand Employment Services officers.

Programme:

The Operational Guidelines consist of a code of prac-tice set out under the following headings;

Aims & objectives • Target Groups • Services to be Provided • Role of the Employment Services Officer

Delivery of placement services • Information and Advice • Registration Service • FÁS-Recruitment and Placement Service

Customer Service Issues • Staff guidelines in the registration and guidance

context • Customer charter • Complaints procedure for the Employment Service• Data pProtection and the Employment Service

• Employment Equality Issues • Refugees

Networking • Eures • FÁS / Department of Social and Family Affairs• Liaison with Local Employment Services• Liaison between Employment Services and com-

munity services• Liaison with training services • Youthreach - early school-leavers

Staff Training /Office Layout/Use of Service • Target groups performance indicators. • Performance Indicators.• Target Groups.

Appendices - Denfinitions• Services provided by Employment Service and

Local Employment Services• Client Database• Career Guidance Tools• Employers charters• Euroadvisers• Memorandum of Understanding-FÁS/DSCFA• DSDFA/Community Employment in local authori-

ties• Employment Action Plan• Development Programme for Employment Services

officers• Outline Plan for Public Employment Service office


The Operational Guidelines are distributed to, and usedby, relevant (Employment Services) staff in manual for-mat. They are also available on the mrganisation’sintranet site for viewing by FÁS staff.

The Operational Guidelines also form a central part ofFÁS’s ongoing training and tevelopment, and inductionprogrammes for Employment Services officers.

Results:

The Operational Guidelines were introduced in1998/9 and are used by all Employment Servicesstaff involved in the delivery of career information,guidance and counselling. The introduction of theguidelines has contributed to the delivery of anenhanced Employment Service and a homogenousquality of service to clients.

The guidance process is set out in the OperationalGuidelines for the enhanced FÁS Employment Services.This includes intensive guidance prior to referral totraining/education, Job Clubs, or jobs or furthercareer path planning. This guidance approach is par-ticularly relevant in the context of the IrishGovernments Employment Action Plan (EAP).

Contact Person:

Robert Nicholson E-mail: Robert.Nicholson@FÁS.ieTel.: +353 1 6070593

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Note:With consideration to the FÁS Statement of Strategy2002-2005 and the heightened focus that has beenplaced on Employment Services at an organisationallevel, and with regard to the evolving nature ofEmployment Services and the delivery of careerinformation guidance and counselling provision, ithas been decided to conduct a wide-ranging review ofthe current Operational Guidelines. This review willinvolve the creation of a national Committee made upof regional FÁS representatives, will co-ordinate andoversee the new updated Operational Guidelines fol-lowing submissions from various interest parties.

CASE: Web-based Guidance CounsellingTraining

Opplæring for Veiledere (Atene-Web-basert)AETAT

Context:

Aetat has introduced a new training structure.Through the systematic analysis of the relationshipbetween results, resources and expertise, it is possi-ble to ensure that employees have the requisite skillsfor achieving the goals that have been set for eachunit. A training portal has been set up on the internet,covering different areas of expertise, e.g. guidancecounselling. A prerequisite for top quality services isthe availability of a training offer that is constantlybeing adapted to trends in the labour market. Thismakes new demands on training in the field of coun-selling. In addition to interactive teaching pro-grammes on the web, there are also theme sessions.

Objectives:

Training is divided into 4 levels, with each level hav-ing clearly defined goals for acquiring knowledge andskills.

• The goal for level 1 is to become familiar with basicprinciples in interview and conversation methodol-ogy and to conduct conversations in order to deter-mine the client’s need for Aetat’s services.

• The goal for level 2 is to become familiar with basicguidance counselling methodology, with circum-stances surrounding a variety of client groups, toconduct counselling sessions and to assist theclient in preparing an action plan.

• The goal for level 3 is to become thoroughly famil-iar with guidance counselling methodology andcommunication theory and to master individual andgroup-based methods in counselling and the clarifi-cation of vocational options.

• The goal for level 4 is advanced, specialised train-ing in guidance counselling and pedagogy by meansof external courses.

Target Group:

All employees in Aetat who deal with the public shallpossess skills in interview and guidance counselling.The first 2 levels include substantial amounts of basictheory and skills in conversation methodology andguidance counselling. Levels 3 and 4 are directedtowards employees with more demanding and exten-sive counselling tasks, i.e. persons with theoreticaland practical experience.

Programme:

Training is module-based. This means that the vari-ous fields of expertise can be split up into a numberof modules and that, in principle, a given module canbe used in training in different fields of expertise.There is an explicit goal for knowledge and skills foreach module.

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The theoretical subject matter is available on theweb. The theme sessions are designed to promotethe sharing of experiences and to provide skills train-ing. These sessions will be 2+1 days for each course.The training on the web includes tests that must bepassed before candidates can participate in thetheme sessions.


The goal of the training determines the content, formand method of each module. The content is designedto ensure that the training is goal-oriented withrespect to the needs. The form and method aredesigned to ensure access and flexibility with respectto each individual’s needs.

Content, form and method are also crucial to gaugingfuture expertise. Gauging expertise is meant toensure that employees obtain the knowledge andskills they need to keep the quality of service at ahigh level.

Results:

The training portal came online in 2002. The princi-ple behind working with the theoretical material inthe training programme, combined with theme ses-sions of 2+1 days, will be evaluated on the basis of theexperiences gained. An ongoing evaluation of thetheme sessions by the participants is incorporated asa routine in the training programme.

Contact Person:

Bjørn GustumE-mail: [email protected].: +47 23 35 27 18Fax: +47 23 35 27 51

CASE: Training in Solution-OrientedApproach (LØFT

Opplæring i Løsningsfokusert Tilnærming(LØFT) AETAT

Context:

Some job-seekers may need more time than others toqualify for and clarify their options and to come upwith an occupationally-oriented action plan. In manycases, this involves persons with extensive occupa-tional handicaps who lack the social skills needed forbenefiting from the general counselling services andoccupational initiatives that Aetat has been able toprovide up to now.

Objectives:

In 2000, to better meet the needs of applicants withextensive counseling needs, Aetat began develop-ment of a counselling service greater in scope andduration than it normally offers. Aetat instituted atraining programme in the LØFT methodology. LØFTis a Norwegian acronym that denotes solution-orient-ed approaches; it is a counselling method based onprinciples that, in the United States, are called “solu-tion-focused brief therapy”.

Target Group:

LØFT training is provided for employees withdemanding and comprehensive counselling responsi-bilities. These are persons who will be counsellingjob-seekers with uncertain employment prospectswho are obviously unsure about their choice of jobs.This training assumes that participants have a goodtheoretical grounding and practical counselling expe-rience. They must also have completed more funda-mental training modules.

Programme:

LØFT is a way of thinking and a way of working withchange and problem solving. The method is used in anumber of areas, such as family counselling andorganisational development. The approach consistsof a set of fundamental presuppositions about whatcan best promote problem solving and change.

There is some empirical knowledge about the factorsthat can have a problem-solving effect on those whorequest help. As an effective method that gets quickresults, LØFT has proven its worth. One of LØFT’s keyassumptions is the notion that making people awareof what they already know is highly developmental.One accomplishes this by posing questions that trig-ger an awareness that was perhaps latent. Thoseseeking guidance are trained to analyse and docu-ment their own expertise.

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When someone seeks guidance, this is an indicationthat he/she has already assessed his/her situationand considered various solutions. Often questionsabout guidance reflect a desire for confirmation thatthere is something of value in one’s own appraisal. InLØFT, it is essential to bring this out.To recapitulate, we could say that it is more con-ducive to solutions that focus on what the applicantdoes right when the problems are minor rather thanto confront him/her with what he/she is doing wrongwhen the problems have become overwhelming.

Emphasis on goals takes center stage in LØFT, wheregoals are defined as signs that problems have beenresolved:• What is different once the goal has been reached?• What does one do differently once the goal has

been reached?

Good goals in LØFT are supposed to fulfill very spe-cific criteria. Experience has shown that some typesof goal descriptions are better suited to furtheringdesired behavioural changes and solutions than oth-ers.

Eight hallmarks of good goals are:• Circumscribed.• Realistic.• Concrete.• Important.

They describe:• Relationships.• The presence – not the absence – of something.• The beginning – not the end – of something.• Processes.


Training in LØFT is one of the modules in Aetat’sinternal training strategy. In the first instance, it hasbeen aimed at Aetat’s 2nd line service, which com-mands expertise in employment psychology and ped-agogy. Training is provided by Aetat employees whohave been trained as LØFT instructors. The need fortraining is reported to a regional training centre,which initiates and administrates the training on thebasis of the needs that are reported.

LØFT techniques can be applied in all kinds of coun-selling, both individual and group-based. The aim ofdeveloping expertise and skills in LØFT is to improveAetat’s range of services, first and foremost its coun-selling services to job-seekers who have complex,occupationally disruptive problems and have anacute need of assistance.

Training in LØFT consists of a theoretical part and 3days of theme sessions (2+1 day).The theoretical portion is available Aetat’s web-basedtraining programme. The web training is interactiveand contains tests that must be passed before candi-dates can attend the theme sessions. These sessionsare designed to provide skills training and allow expe-rience interchange between the participants.

Results:

In 2001, approximately 70 2nd line employees atAetat were given training in LØFT. In 2002, there areplans to step up this training, which will become avail-able for employees at the local Aetat offices.

Contact Person:

Bjørn Gustum. E-mail: [email protected] Tel.: +47 23 35 27 18Fax: +47 23 35 27 51

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CASE: National University of IrelandCertificate in Adult Guidance, Theory and

Practice FÁS

Context:

FÁS, in conjunction with the National University ofIreland Maynooth, has developed a Certificate inguidance and counselling aimed specifically at theneeds of Jobs Advisors in the FÁS EmploymentService.

Objectives:

The course provides participants with techniquesused to address the needs of those working in a guid-ance capacity with unemployed adults. It introducesthem to models of labour market guidance andexplores the theoretical principles that underpingood practice. The course objectives are to:

• Provide participants with an understanding oflabour market services at local and national level.

• Familiarise participants with theories andapproaches to adult guidance and counselling.

• Provide an opportunity for participants to developincreased self-awareness.

• Develop participants’ applied skills in adult guid-ance.

• Provide a forum for practitioners to exploremethods of good practice.

• Explore the relationship between unemployment,poverty and social exclusion.

Target Group:

All FÁS Employment Services Officers and thoseworking directly in an adult guidance and counsellingcontext in the Local Employment Services (LES).

Programme:

In every workshop a number of sessions are allocated to:• An exploration of the models and approaches to

guidance and counselling.• Case review and reflection on good practice.• Applied guidance skills.

Workshop Themes:• Models of adult learning, (unemployment and

marginalisation).• Adult development.• Change, transition and loss.• Support systems, contracts and boundaries.• Managing groups.• Dealing with aggression and conflict.• Endings and evaluation.

Support MaterialModule 1: Introduction to adult development and

guidance.Module 2: Modules and techniques for promoting

client understanding.Module 3: Models of guidance and counselling

approaches and skills.Module 4: Issues in guidance and counselling,

change and transition.Module 5: Vocational guidance.


The course is delivered in an open learning formatincorporating home-based distance learning materi-als and workshops.

• Home based support materials = 100 hours• 7 workshops = 100 hours

The 7 workshops, normally in units of 2 days duration,provide an opportunity for participants to engage withthe distance learning materials and reflect on theirwork. The methodology of the workshops is based onan experiential approach, which encourages people toengage in a critically reflective process of learning.

Results:

Qualitative and Quantitative i.e. number of FÁS andLES staff undertaking the programme and increasedjob performance resulting from participation.

The following competencies are developed:• Interpersonal competencies will include skills and

strategies used in advising, informing and guid-ance.

• Assessing information and contacts in the labourmarket context.

• Working more effectively with others in teamsand networks.

• Managing relations and boundaries with clients.• Defining roles in different situations and settings.

An external review* of the Certificate course in 2000found, ‘the course achieves the aim of providing anintroduction to a counselling skills model of labourmarket guidance and of offering a foundation in thetheoretical models which underpin good practice’. Itfurther suggested that students enjoyed and learnedfrom the course and applied their learning in a worksetting.

‘Participants experience the course as strongly posi-tive and managers of the participants see the courseas practical, relevant and contributing to the overalldevelopment of services.’

* Rafferty, Mary (2000) – NUI Certificate in AdultGuidance, Theory and Practice- Evaluation Report

Contact Person:

Ciaran Daly E-mail: ciaran.daly@FÁS.ie Tel.: +353 1 6070590

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CASE: National University of Ireland Diplomain Adult Guidance and Counselling

FÁS

Context:

The Diploma/Higher Diploma in Arts (Adult Guidanceand Counselling) is designed to serve as an accredit-ed training course for people working with adults in aguidance/counselling setting, providing information,advice and placement services.

This course has been developed in the context of "anincreasing demand for vocational guidance andemployment counselling both for individuals seekingwork and developing their careers and for those seek-ing to improve the management of the labour marketand the reduction of economic and social exclusion".(Eurocounsel, 1996).

The field of guidance and counselling has developedto a large extent within the context of adolescenceand of schooling. The trend, both in Europe and in theUnited States, towards increasing provision outsidethese contexts is reflected in Ireland in the rapidgrowth of provision for guidance work with adultswho are experiencing social exclusion as a result ofunemployment.

Objectives:

The course has been designed to provide participantswith the skills and knowledge to understand in par-ticular the effects of social exclusion and marginali-sation on the individual and on groups and to becomefamiliar with appropriate interventions and strate-gies.

The course develops a critical awareness on the par-ticipants' part of their professional role by:

• Developing participants' knowledge of the theo-retical field of Adult Guidance and Counselling.

• Facilitating the development of a critical aware-ness of issues of marginalisation and exclusion asthey relate to employment and unemployment.

• Enabling participants to develop the key skills andcompetencies involved in working with clients andemployers.

Target Group:

All FÁS Employment Services Officers and thoseworking directly in an adult guidance and counsellingcontext in the Local Employment Services (LES) whohave completed the NUI-Certificate programme inAdult Guidance. The programme is generally under-taken by those who have previously completed theNUI Certificate in Adult Guidance, Theory andPractice.

Programme:

Introductory moduleUnit 1: Course guideUnit 2: Returning to learningUnit 3: Study skills and writing kkills

Module 1: Psychology of human developmentUnit 1: Transition to adulthoodUnit 2: Developmental stages of adulthoodUnit 3: Development and change in the context of

social exclusion

Module 2: Perspectives on work and unemploymentUnit 1: Work and unemploymentUnit 2: Community developmentUnit 3: Labour market trends

Module 3: Vocational guidanceUnit 1: Theory and practice of career development

and behaviourUnit 2: Careerinformation and information

technologyUnit 3: Theory and application of psychological

testing

Module 4: Theory and practice of guidance and counselling

Unit 1: Applied guidance skillsUnit 2: Applied counselling skillsUnit 3: Theoretical perspectives on counselling

Module 5: GroupworkUnit 1: Practice of groupworkUnit 2: Experiential approaches to group dynamics

and processUnit 3: Theoretical perspectives on groupwork

Module 6: Research and evaluation methodologiesUnit 1: Quantitative approaches to researchUnit 2: Qualitative approaches to researchUnit 3: Applied research techniques

Module 7: Psychology of work and working lifeUnit 1: Organisation systems and dynamicsUnit 2: Human resource managementUnit 3: Occupational psychology

Module 8: Professional issues in adult guidance andcounselling


The Diploma/Higher Diploma is extended over twoacademic years. It is delivered in an open learningformat, incorporating home-based distance learningmaterials and workshops.

• Home-Based Distance learning = 450 hours.• Workshop = 216 hours.

The workshops are provided over 18 * 2 day sessions.

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Results:

Qualitative and Quantitative i.e. number of FÁS andLES staff undertaking the programme and increasedjob performance resulting from participation.

An external review* of the Diploma course in 2000suggested the course was ‘well-designed and reflectsbest practice in adult guidance and counselling, with-in Ireland and internationally’. It concluded that thecourse had achieved all of its core aims and high-lighted the impact on:

• Critical awareness of professional role.• Critical awareness of marginalisation and exclu-

sion as they relate to unemployment and unem-ployment.

• Knowledge of theoretical field of Adult Guidanceand Counselling.

• Key skills and competencies involved in workingwith clients and employers.

The course had a significant, positive effect on thework practices of participants and is seen by partici-pants and managers as having a strong, positiveinfluence on their day- to-day work.

* Rafferty, Mary (2000) – NUI Diploma/HigherDiploma in Adult Guidance and Counselling-Evaluation Report:

Contact Person:

Ciaran Daly E-mail: ciaran.daly@FÁS.ie Tel.: +353 1 6070590

CASE: Training and Betterment Plan for INEM Personnel

INEM

Context:

The INEM annually elaborates a Training andBetterment Plan for its personnel, in which it includestraining activities whose need has been detectedeither by the organisation itself or by the tradeunions. The collaboration, debate and agreementbetween both parts lead to a set of training proposalsthat are offered to the bulk of the INEM’s employees.

Objectives:

In general terms, the main goal is to bring up to dateand expand the knowledge of those persons who dealdirectly with the users and especially those who dealwith the unemployed with greater difficulties interms of their incorporation into the work market.

Target Group:

• Experts in the employment section of theEmployment Offices and Provincial Offices.

• Personnel posted in the Provincial Offices,Employment Offices and other ManagementUnits, who perform their activities within the dif-ferent programmes.

Programme:

The courses aim to provide the necessary knowledge,both theoretical and practical, to be capable of ade-quately managing the Directives for employmentapproved in the Action Plans, and to facilitate thestrategies and resources to organise, plan and devel-op these functions for the technicians and profes-sional guidance tutors, as well as for the EmploymentOffices and other specialised units.

Some of the courses available are:

• Integrated Services for Employment.• Agents of Employment and Local Development

and I+E Companies.• Methodological training to impart guidance activ-

ities.• Technical training in the development of guidance

activities.• Technical training within the programme of incor-

poration into the work market of long term unem-ployed, those in situations of necessity, over 45years old, etc.


The courses are provided throughout the year in theProvincial Offices, in the Central Services of the INEMand in the National Centres of Occupational Training.The number of students per course varies between 15and 25, and the duration of the course is between 25and 30 hours.

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Results:

Qualitative.

Contact Person:

Subdirección General de Gestiión de RecursosTel.: +34 91 58 59 830Fax: +34 91 58 59 548

CASE: Group Dynamics and ManagementIEFP

Context:

The core activities of VG-Counsellors in the VocationalTraining Centres are linked to the trainees´ follow-upwithin the framework of their training group – therebybeing mainly developed in-group contexts.

The growing number of individuals who apply fortraining has been closely linked to a larger number ofproblematic individuals and groups – requiring fromthe VG-Counsellors an increased mastering of groupdynamics and management techniques and methods,in order to better motivate trainees and not to feelthemselves demobilised.

On recognising this need, IEFP has organised, in closeco-operation with external providers and within theambit of VG-Counsellors continuous training, thesetraining sessions of Group Dynamics andManagement.

Objectives:

This training course was intended at providing partic-ipants with a group of methods and techniques thatoptimised group work, by providing them with anincrease of knowledge and skills inherent to the workwithin groups. The course main goals were:

• To use techniques conducive to the promotion ofgroup interaction and to the change of attitudesand behaviours.

• To identify their personal features in the contextof group dynamics.

• To characterise and apply different techniques ofwelcome and group dynamics.

• To develop and train group animation and man-agement skills.

Target Group:

VG-Counsellors of Vocational Training Centres.

Programme:

This course is developed in sessions which integratethe following contents:

• Welcome and “ice-breaking” techniques.• The animator role and profile.• Group productivity and effectiveness.• Main obstacles and overcoming strategies.• Different kinds of working sessions.


The training course is implemented recurring tomethodology based on the analyses of specific situa-tions of labour reality of each participant. • Duration: 3 days.• Group size: 10-12 elements (by training action).

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Results:

59 VG-Counsellors working in Vocational TrainingCentres were covered by these certified trainingactions.

This course allowed them to improve their self-con-sciousness as regards group interaction situationsand major expertise of strategies to use in groupdynamics and management situations.

Contact Person:

Hélia MouraE-mail:[email protected].: +351 21 861 41 49Fax: +351 21 861 46 05

CASE: Dealing with Aggression or Intimidation by Customer

Omgaan met Agressieve of Intimiderende Klanten

VDAB

Context:

Consultants and trainers regularly have to deal withjob-seekers who react aggressively to an invitation,to a guidance or training proposal or "bad news". It isnot easy to deal with this. It leads to bad experiences.Those who have been threatened or know a colleaguewho has been threatened, feel unsafe, may feelscared, which leads to all kinds of frustrations whencarrying out their job. How to avoid difficult, poten-tially threatening situations? There was and thereclearly is a great demand for adequate answers. Thatis why VDAB's training service developed a trainingcourse "dealing with aggression or intimidation fromcustomers".

Objectives:

• Increase the feeling of safety of the participantsby giving them a better insight into the differenttypes, the dynamics and the causes of aggressivebehaviour from customers.

• Learn to deal efficiently with the aggression fromcustomer.

Target Group:

• Consultants and trainers.• Those who have had to deal with aggressive cus-

tomers can have precedence over others toattend the course.

Programme:

• Inventory of the experiences and feelings ofunsafety in the group. - Theoretical framework.- Forms of expression and prevalence of aggres-

sion.- Different types of aggression: causes, back-

grounds, dynamics. - Theoretical insight and practical exercises.

• Strategies to deal with aggression and otherundesired behaviour:- Theoretical insight and practical exercises. - General safety rules. - De-escalation as a strategy: focuses on drawing

lines to stop the aggressive behaviour.

• Dealing with one's own fear, panic and anger:framework and practical exercise:- Limits and overstepping the limits: backgrounds

and exercises. - Consequences and confrontation with aggres-

sion: looking after colleagues.

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Duration: 2 days.Group size: 12-15 participants.

The training derives from the experience of the par-ticipants. The work methods used include exchangeof experiences, discussion, assignments, role-play,feedback and evaluation, practical exercises. Thetrainers are specialist in the prevention of violenceand aggression.

Results:

Qualitative

Contact Person:

Marijke ClaerboutE-mail: [email protected] Tel.: +32 52 25 91 15Fax: +32 52 20 38 73

CASE: Vocational Training in the Frameworkof the Methodology ‘Integrating Through

Local Employment Offices’IEFP

Context:

Within the ambit of the National Employment Plan(NEP), the government has established as a 5-yearperiod target, to increase the employability rate ofdisabled people by 25%.

Considering the available resources and solutions,and in order to promote an integrated response todisabled job-seekers, with no loss of quality in theintervention, the following tools were, among others,established:

• A network of Local and Specialised ResourceCentres of support to the intervention of PES(Local Employment Offices), created through theaccreditation of institutions with the capacity andtechnical skills in the field of VocationalRehabilitation.

• Provision of every Local Employment Office with,at least, 2 agents having acquired specific knowl-edge and skills within the ambit of VocationalRehabilitation, in order to prepare them to betterassess the needs and/or lead disabled people tothe most adequate specialised services/resources.

Objectives:

• To provide the Local Employment Offices with, atleast, one Employment agent and one VG- coun-sellor having acquired specific knowledge andskills within the ambit of Vocational rehabilitation.

• To stimulate and develop effective partnershiprelations and teamwork.

Target Group:

• Vocational Guidance counsellors.• Employment agents.• Resource Centre agents.

Programme:

The training course is developed according to the 6following modules:

• The system of vocational rehabilitation and dis-abilities classification.- National rehabilitation system.- Response organisation.- Disabilities typology.- Its implications at the employability level.

• To promote the employability of disabled people.- Interview with a disabled person.- Resource management.- Ethics and deontology in Rehabilitation.

• Rehabilitation measures and programmes.

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• Technical aids to vocational training and/oremployment (placement).

- Grant of technical aids.- Technical aids to information, communica-

tion and mobility.- Presentation on technical aids.

• Study and analysis of working posts.

• Training in Portuguese sign language.


This training, embracing one theoretical componentand one practical component (in Portuguese sign lan-guage), is given to mixed groups of VG-counsellorsand Employment agents – and also of Resource Centreagents, in the case of ‘Promoting employability’ mod-ule – and is aimed at stimulating an integrated inter-vention.

The action “Promoting employability of disabled peo-ple” is directed simultaneously to the 2 agents of theLocal Employment Office and the Local ResourceCentre agent.

Total duration: 350 hours.Group size: 16 elements.

Results:

Qualitative:Since 1999, 161 agents of the Local EmploymentOffices were covered by this training; among these:

• 70 were VG-counsellors.• 82 were Employment agents.• 9 were Senior officers.

Since the beginning of the project and of the trainingprocess, a reduction of the average period of regis-tration as unemployed, among disabled people, hasbeen observed.

Contact Person :

Leonardo ConceiçãoE-mail: [email protected].: +351 21 861 40 51Fax: +351 21 861 46 06

CASE: Disability Training For FÁSEmployment Services Officers

FÁS

Context:

The programme has been designed to support FÁS stafffollowing the transfer, from the National RehabilitationBoard to FÁS, of responsibility for the provision ofcareer counselling, guidance and placement services.The disability training is in the areas of providing guid-ance to a diverse group covering mental health issues,the guidance process, assistive technology and reviewand follow up.

The programme is specific to Employment Servicesstaff and builds on a previous 3-day course for allFÁS staff that aimed to create awareness in relationto the use of language and the specific needs of peo-ple with a disability.

Objectives:

On completion of the programme, staff will haveacquired the skills knowledge and attitudes neces-sary to deal competently and professionally with peo-ple with different forms of disability.

Target Group:

All FÁS Employment Services staff.

Programme:

Module 1: Introductory module• To assess the level of knowledge and awareness

within the group of disability and diversity issues.• To provide an opportunity for participants to clar-

ify the learning objectives of the course and toshare personal and professional experiences ofdisability.

Module 2: Providing guidance to a diverse client group• To assist participants to explore the implications

of the Act for the Guidance, Employment andTraining Services provided by FÁS to people witha range of disabilities.

Module 3: Assistive training• At the end of this module, course participants will

have gained an understand of what is meant bythe term ‘assistive’ technology and the range ofservices and technologies available to aid peoplewith physical, sensory and cognitive disabilities.Another important aim of the course is to learnwhat is involved in the evaluation of need fortechnology and the supports and training that arenecessary for the successful implementation.

Module 4: Mental health issues• To provide participants with the knowledge, skills and

attitude to deal sensitively and competently with aperson with mental health difficulty seeking informa-tion, occupational guidance and employment.

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Module 5: The Guidance process• To equip participants with relevant skills and

knowledge in order to provide effective occupa-tional guidance to FÁS clients who may have afunctional impairment.

• To provide participants with a range of flexiblestrategies to assist clients in exploring theirneeds, strengths and aspirations and in makingappropriate occupational choices and plans.

Concluding module• To provide participants with the opportunity to

review their personal learning objectives and toevaluate the course.


The recurrent theme throughout the training is basedon an adult education approach, with each traineeaccepting responsibility for their own learning anddevelopment within the modules.

• Throughout the modules a variety of trainingmethods are employed

• Lecture-based• Use of case studies relevant to Employment

Services officers• Practical demonstrations• Group work• Role-play exercises• Problem definition and solving

Each course participant is expected to attend all ses-sions for the three-day duration.

Each course is run over three days. Participants willbe introduced to equality and diversity issues, assis-tive technology and mental health issues in the initialtwo days. The final day assists the participants tointegrate their learning by applying it to the occupa-tional guidance process utilising a series of problem-oriented learning activities.

Results:

• Critically reflect and explore their own values,beliefs and attitudes in relation to the labour mar-ket entry of people with disabilities.

• Evaluate their role and the role of services theyprovide from the perspective of a person with adisability.

• Understand the importance of applying a userdriven service in relation to the provision of serv-ice to people with disabilities.

• Identify best practice and innovative approachesto dealing with issues should they arise.

• Understand the need for collaboration andresource sharing in the provision of services.

• Demonstrate a practical knowledge of skillslearned during the programme.

Contact Person:

Marius CassidyE-mail: Marius.Cassidy@FÁS.ie

CASE: Ex-prisoners and the Labour Market Ex-gedetineerden en de Arbeidsmarkt

VDAB

Context:

As a continuation of the European DESMOS project,there is a pilot project in 6 prisons in Flanders since2001 on better reintegration of ex-prisoners in socie-ty. VDAB is responsible for the 'guidance to work'part and deploys 6 specialised consultants/pathwayguides for it.

Apart from this pilot project, ex-prisoners in generalcan always use VDAB's services from 12 monthsbefore their release onwards.

This leads to a situation in which an increasing num-ber of prisoners, also in prisons that are not part ofthe pilot project, apply to the VDAB for a trainingcourse or for guidance during their stay in prison andafter their release. This means that also non-spe-cialised consultants as well as trainers increasinglyhave to deal with this target group.

Providing good services to this target group requiresa thorough knowledge of e.g. judicial structures andsystems, relevant (criminal) terminology, life inprison, cooperation and referral possibilities.

That is why, in the framework of competency devel-opment of VDAB staff, an adjusted training packagewas composed aimed at non-specialised consultantsand trainers. They can voluntarily register for thiscourse.

Objectives:

• Raising awareness of consultants and trainers byintroducing them to the world of detention.

• Creating a realistic image of the target group andgetting familiar with it.

• Providing a few tools to place ex-prisoners.• Support of consultants in helping (former) prison-

ers to find a job.

Target Group:

Both consultants/guides and trainers who regularlycome into contact with the target group can volun-tarily register for this training course.

Programme:

• Morning: guided visit and group discussion.- Guided visit to a prison under the direction of a

social worker or a member of the institution. - Focus is on clear explanation of daily life in

prison, the different regimes, the functioning ofthe institution, accommodation, prison culture.

- Discussion of experiences following the visit tothe prison institution.

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• Afternoon: training in a number of importantthemes.- Survey of the most common (juridical) concepts

regarding release and prison system (e.g.release modalities, which organ decides aboutthe release).

- Brief statistical image of the prison population.

Tools that can be used during the guidance and place-ment. The consultants learn e.g. tips for the customerto deal with a criminal record and get guidelines forapproaching employers. It is also explained in whatsituation prisoners are entitled to unemploymentbenefits or possibly a CPAS-benefit.


• 1 day – group learning.• Morning: visit and afternoon: interactive training.• 12 participants.

We try to call in experienced and specialised consult-ants to provide the training as much as possible.

Results:

• In 2002, 50 VDAB employees participated in thetraining spread over 4 sessions.

• The participants have more insight in, under-standing of and familiarity with the issue of guid-ance of ex-prisoners. They can deal much moreconcretely with specific questions and problemsex-prisoners have during their search for a job.

• In the very near future, peer coaching groups willbe started for consultants who guide ex-prisoners(learning through exchange of experience).

Contact Person:

Geert Vanden Daele (training) E-mail: [email protected].: +32 52 25 91 17Fax: +32 52 20 38 73

Michaël De Blauwe (project coordinator)E-mail: [email protected]: +32 2 506 29 04Fax: +32 2 506 29 52

CASE: Vienna Tests System – TrainingIEFP

Context:

The volume and diversity of tasks with which the VG-counsellors are confronted each and every day haveled to the need for a bigger rationality in their workorganisation.

Having this in mind, and among other measures, acomputerised system of psychological evaluationtestes, named Vienna Tests System, has been provid-ed in every local unit of IEFP in 1998/99, to supportthe development of guidance processes.

The adoptions of new methods and techniques in theuse of these new tools, as well as its interpretation (oftests’ results and layout), have required the organisa-tion of specific training aimed at VG-counsellors.

For the same reasons, of rationalising and simplify-ing, the system was readjusted to work on theWindows environment (previously, a DOS environ-ment was used), providing users with a much moreeasy handling. Once more, IEFP organised, in co-operation with an external provider, training aimed atpreparing the Counsellors for the system use in thisnew environment.

Objectives:

Training is intended to provide participants with theknowledge required to work with computerised psy-chological tests on a Windows environment, as well asto enable them to interpret two new kinds of tests.

Target Group:

VG-counsellors.

Programme:

This training covered the following subjects:• Entry in the system.• Structure of the system.• Data introduction.• Building test batteries.• Articulating between the Windows and the DOS

environment versions.• Using and interpreting 2 new tests introduced in

the system: a cognitive test and a personalitytest.


These training actions (totalling 25) were developedrecurring to oral presentations plus the active, exper-imental, use of computers, in order to render moreevident the potential use of this software, as well asto provide the VG-counsellors with some training inits use.

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Duration: 12 hours each.Group size: 10-12 participants.

Results:

Qualitative: VG-counsellors were prepared to makeuse of the Vienna Tests System on Windows environ-ment and to make it operational at the local units, aswell as to apply and interpret results of two new kindsof tests.

278 VG-counsellors were covered by these certifiedtraining sessions.

Contact Person:

Hélia Moura – Head of Information and VocationalGuidance UnitE-mail: [email protected].: +351 21 861 41 49Fax: +351 21 861 46 05

CASE: Intervision Guidance: Basic Training,Coaching and Structural Exchange of

Experiences Intervisie voor Trajectbegeleiders

VDAB

Context:

In early 2002, VDAB started peer coaching groups forconsultants. The Balint method was chosen. Accordingto this methodology, the participants pursue a solutionthrough successive phases, i.e. definition of the prob-lem, creation of an image, formation of judgment anddecision-making. This method can be used on bothbeginners and more experienced participants.

A priority condition for the success of this undertakingis the steering of the group process. Each group has aguide, who watches over the process and steers it inthe right direction. The choice of the guides, who haveto possess specific basic skills, is vital as is their prepa-ration and support. To this end, the VDAB has estab-lished a system of basic training, individual coachingand organisation of mutual exchange of experiences.

Objectives:

Basic skills of the guide to peer coaching groups:• Confidence in the growth possibilities of people.• Adequate interaction style.

- Be able to listen.- Be open to questions.- Be able and have the courage to give feedback.

• Communicative, have an eye for internal andexternal contacts.

• Ideological open attitude = respect for diversity inthe broadest sense of the word.

• Maturity in the job.• Adequate occupation-related competency = have

the same technical background as the groupmembers.

• Be intellectually flexible – be prepared and inter-ested to learn.

• Be familiar with the job of those who participatein peer coaching.

• Time - Make time.- Want to make time.

• Have feeling for group dynamics: have an eye forwhat happens at the level of interaction in thegroup, also non-verbally.

Of the basic training course:• Learn to offer steppingstones and structures

required for the smooth progress of the meetings.• Learn to create a basic climate for a feedback cul-

ture.• Experience what impact non-verbal behaviour has

in communication.• Learn to deal with interruptions and disturbing

attitudes.• Learn to use the added value of group dynamics.

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Of the individual coaching:• Individual support by a coach at the request of

the guide.

Of the exchange of experiences:• Consultation of colleagues.

Target Group:

Peer coaching group guidance counsellor, with andwithout experience.

Programme:

Of the basic training:• Introduction to peer coaching.• The Balint method.

- Safety.- Confidence.- Contact.- Composition of a group.- How can you measure the effects.

• Feedback culture.• Group dynamics.

Of the individual coaching:• To be discussed by the peer coaching guidance

counsellor and the coach.

Of the exchange of experiences:• To be discussed in the groups that participate in

the exchange of experiences.


The basic training:• One-day experimental basic training for the peer

coaching guidance counsellor.• Customised.• According to the needs, basic training is comple-

mented by specialised further training courses –example ‘Dealing with resistance during peercoaching’ and ‘offer of on-the-job coaching of theintervisors, individual or in group’.

• The basic training involves cooperation with anexternal (non-VDAB) trainer.

The coachingA specialist from the central administration has beenmade available for the coaching on a part-time basis.He works at the request of the peer coaching guid-ance counsellor. Discretion is guaranteed: The peercoaching guidance counsellor needs to be able totreat the problem with the coach in confidence. Thecoach goes on site 'in the region'. This experimentwill be assessed after one year.

The exchange of experiencesWithin the framework of VDAB's new knowledge man-agement, Communities of Practice (COP) will beestablished. In September, the COP of the peercoaching guidance counsellor will be started. Thepurpose of this community is exchange of practiceexperience through group sessions and the web,management of the know-how and assurance of itscontinuity.

Results:

• Qualitative.• It contributes to the promotion of the competen-

cies related to the guidance of the intervisiongroups.

The initiative will be evaluated for the first time with-in one year.

Contact Person:

Geert Vanden Daele (training) E-mail: [email protected].: +32 52 25 91 17Fax: +32 52 20 38 73

Bruno van Verre (coaching and COP) E-mail: [email protected].: +32 2 506 29 34Fax: +32 2 506 29 34

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CASE: Training of active job-seekers partners Coordination Rae

ORBEM/BGDA

Task:

• Meet the increased guidance demands and pro-vide a local service in cooperation with partners.

• Provide uniform services to the job-seeking cus-tomer and set a quality standard of guidancewherever he goes.

• Train new AJS(Active Job-Seeking)-consultantsin the methodology used in the AJS-network as awhole for which ORBEM is responsible.

• Organise and implement monitoring days for allAJS-consultants.

Objectives:

• Inform new AJS-consultants of the structure ofthe AJS-network.

• Train the consultants in AJS-methodology so thatthe whole network uses the same methodologyand can thus offer the same services to all job-seekers.

• Develop or improve existing methodology.• Create and incorporate new methodology, taking

into account new social problems in the communi-ty or changes in the public.

Target Group:

• AJS-consultants.• These are consultants employed by an organisa-

tion that has signed a partnership agreement withORBEM, the aim of which is to implement ActiveJob-seeking processes.

Programme:

New consultant:• Welcome the new consultant and explain to him

(him/her) the workings of the AJS-network andwhy it was set up

• Explain the idea behind the different processescarried out and the methodology used within thenetwork.- Personal and professional assessment.- Requirements: CV, covering letter, targeting of

firms, analysing advertisements, telephone use,preparing for and acting out a mock interview.

• Monitor the process as thoroughly as possible. Onmonitoring days the programme varies in terms ofthe subject covered. This may involve informationsessions followed by discussion or role play analy-sis.


New consultant:• Theoretical description of methodology in order

to gain a better understanding of the trainingprocess.

• Study of the longest and most thorough processcarried out within the AJS-network (process last-ing 5 weeks – in a group). This study can be doneat ORBEM or at one of the partners in the net-work.

• At the close of every day views are exchanged orcomments made on the exercises studied, withfurther explanations where necessary.

• At the end of the 5 weeks the amount of method-ology learnt is checked.

• At the first subsequent meeting what has beenlearnt is checked, and further advice is given ifnecessary.

• Supervision of AJS-consultants:- Discussion day with all the AJS-consultants.- Separate meetings with individual consultants

to discuss and resolve any particular aspect ofmethodology.

Results:

• Share an identical methodology of active job-seeking among several organisations to help thejob-seeker in his search.

• Improve or alter the methodology to allow for newfactors or new problem areas.

Contact Person:

Sofia VergaraE-mail: [email protected].: 00 32 2 505 78 84

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CASE: On-the-job Learning: Training for guidance counsellors

Werkplekleren: Een training voor peters en begeleiders

VDAB

Context:

Two years ago, the possibilities and facilities forlowly-skilled persons to attend on-the-job training,even during their initial training, was extended. Focuswas in particular on individual vocational training inthe company.

To this end, the guidance capacity of the VDAB wasraised by recruiting new consultants and there werementorship premiums for enterprises to guide thelowly-skilled persons. The VDAB-guidance counsellorand the mentor on the shop floor are responsible forthe guidance of the lowly-skilled person. In view ofthe quality of the guidance, the VDAB developed atraining package for mentors. It is offered for free toall companies that organise some type of on-the-joblearning.

Objectives:

Development/support of specific skills that arerequired for the guidance of lowly-skilled personsduring on-the-job learning.

Target Group:

Employees who guide lowly-skilled job-seekers (HSO– higher secondary education) during on-the-joblearning (individual vocational training – 'perfectingapprenticeships' – sandwich courses – social profitapprenticeships).

Programme:

Introduction• Comparison company coaching/programme

coaching on-the-job learning

Module 1: The target group• Lowly-skilled job-seekers

Module 2: The intake• Training problems• Collecting information on forehand• The actual intake• Arrangements and tips

Module 3: Function analysis & training plan• The action plan for coaching through function

analysis• Planning

Module 4: Didactic basis for teaching skills • Didactic acting• Didactic key questions• Planning

Module 5: Learning process• Learning processes

Module 6: Didactical principles• Interest principle• Activity principle• Clarity principle• Repetition and exercise principle• Limitation and graduality principle

Module 7: Communication during instruction• Introduction: definition and importance• Good communication• Five typical skills• Difficult conversation partners

Module 8: Demonstration• The demonstration.


Duration: 2 days. Day 1: theoretic approach of theguidance on the shop floor; Day 2: come back day(testing own experience and group discussion).Group size: 10-12 participants free offer.

Results:

• Qualitative• Participants get certificate

Contact Person:

Fred VanvalckenborghE-mail: [email protected].: +32 2 506 29 20Fax: +32 2 506 29 52

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CASE: Professional Supervision forEmployment Service Officers

FÁS

Context:

Employment Service Officers involved in the fullengagement of those on the live register (i.e. inreceipt of social welfare) in the Clondalkin area(region of Dublin) encountered many clients with per-sonal, social and/or addiction problems. Engagingwith these clients in intensive one to one interviewscan be psychologically draining on staff. The pro-gramme was designed to provide support to thesestaff:

“For people in peer support groups in which one’sexperiences are recognised by others is a powerfulpsychological ballast”. (Brookfield)

Objectives:

• To provide professional support to EmploymentServices officers.

• To identify and break down barriers to being aneffective Employment Services officer.

• To identify training and development needs ofEmployment Services officers.

• To develop an atmosphere of teamwork in theoffice.

Target Group:

FÁS Employment Services officers in the ClondalkinOffice.

Programme:

The format was designed to give staff members anopportunity to discuss the issues that arose for themas a result of working with clients. Professionalsupervision was a targeted response on a pilot basisin the Employment Services Office in Clondalkin. Itinvolved a 2-hour group session on a monthly basisover a 6-month period in 2001.

It involved a professional supervisor facilitating thegroup of Employment Services Officers. The groupmet outside of the office in a safe and confidentialenvironment. The staff set the agenda and any issuerelating to their work and particularly issues thataffected them in a personal way could be discussed inconfidence.


Programme ran over 6 months based on a 1 x 2 hoursessions per month.The principles of a humanistic approach to groupwork were applied.

Results:

• Qualitative - Officers reported they felt valuedbecause this time was made available for them.

• They reported feeling more confident in dealingwith clients.

• Some level of frustration expressed by officersbecause not all participants got fully into the spir-it of the session.

• Most Employment Services officers felt itimproved teamwork in the office.

• All officers reported it helped in their profession-al development.

Contact Person:

Joe McGuinnessE-mail: Joe.mcguinness@FÁS.ieTel.: +353 1 6055960

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CASE: Intervision for Consultants Intervisie voor Consulenten

VDAB

Context:

Early 1999, VDAB introduced the methodology ofintegral pathway guidance. Meanwhile, different stud-ies have revealed that the quality of this guidance leftmuch to be desired, in particular with respect to themaking of a diagnosis and the referral of customers.The reasons for this are complex. They relate to pro-duction pressure (quantitative objectives, registra-tion requirements and so on) but also to the compe-tencies of the personnel deployed (independence,communicative skills, analytic capacity) and thedegree to which this staff is supported by its localmanagement.

Characteristic of VDAB is that pathway guidance con-sultants have divergent experience and trainingbackgrounds and different levels of education.

The numerous training efforts the VDAB makes forits consultants are a necessary but, in themselves,insufficient condition to guarantee the quality of theprofessional practice. The practical implementationby the trained consultant needs to be supported toallow him/her to continue to learn and to increasecooperation between colleagues. In that perspective,peer coaching fits into the angle of “lifelong learn-ing”.

Although the VDAB developed a peer coachingmethodology for the guidance of lowly-skilled long-term unemployed persons, the methodology wasnever generally applied in the guidance of job-seek-ers in general. The initiative whether or not to startpeer coaching groups, to choose a methodology andto determine the objectives was left to local manage-ment.

In the meantime, the qualitative examination men-tioned above and signs from consultants haverevealed that the systematic coaching of consultantsin delivering qualitative pathways, needs to be devel-oped further.

Against this background, a work group consisting ofspecialists from different services (knowledge cen-tres, quality service, training service) elaborated apeer coaching model, which has been implementedfrom 2002 onwards.

Objectives:

Learning in peer coaching groups must be interpret-ed in the large sense of ‘professional development’.All peer coaching activities depart from the profes-sional experience of the participants.If one succeeds to find a link with theoretic knowl-edge, methodological aptitudes, personal reactionsand attitudes, the work field in the broadest sense,

from one's professional experiences, one learns. Themethod of working in peer coaching should be aimedat turning professional experiences into potentiallearning experiences.

At the same time, peer coaching is an instrument topermanently watch over and sharpen the quality ofthe participant's functioning. They are able to look attheir performances from a close distance without anybosses, external priers, without risking to be declaredunfit or being criticized.

• VDAB prefers ‘peer coaching’ as defined by J.Hendriksen*:- Mutual advising on work problems.- In a learning group consisting of equals.- Who try to find solutions (in the sense of

behavioural change with respect to the problemsituation).

- Within a mutually determined structure.- In an autonomous, experience- oriented learn-

ing process.

The final target of peer coaching is trying to solvework problems through behavioural change.

The following subtargets can be defined:

• Experiencing that one is not alone with a problem.• Experiencing support and recognition in specific

situations.• Realising that mistakes can be instructive for

yourself and the colleagues.• Gaining insight in one's own functioning.• Getting to know the weak and strong points to fur-

ther work on them on the one hand and learn todeal with them in view of the job on the otherhand.

• Getting to know one's own behavioural patternsand motives and integrating them constructivelyin practice.

• Evolving towards the most efficient and effectiveservices.

Target Group:

Peer coaching includes ‘a learning group consistingof equals’, this means ‘groups of people’ (whether ornot colleagues, but preferably with similar work prob-lems).

The internal investigation into the needs reveals thatpeer coaching is useful for all consultants (pathwayguidance counsellors, consultants of the basic servic-es, module coordinators) and trainers. The immediateminimum target is to start peer coaching for thepathway guidance counsellors, but the local VDABoffices are free to enlarge the target group.

*Jeroen Hendriksen and others et alii. Intervison in workproblems.Task-oriented problem solving through process.

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Programme:

Preparatory phase

Providing information in advance; all participants andtheir bosses are informed in advance:

• The definition and the purpose of peer coaching;• The value and the importance of peer coaching

for the customer, the participants, the organisa-tion;

• The reason for the generalised introduction andfor its binding nature;

• The “measures” that are taken to create andguarantee a safe atmosphere;

• The broad outlines of the methodology, includingarrangements regarding the content and selec-tion of the cases;

• The practical and organisational aspects:arrangements regarding the frequency and dura-tion of the meetings; planning in the annual cal-endar, location; group composition; the role of thepeer coaching guides and the steering committee,etc.

Careful choice of intervision guidance counsellorsOne of the key elements of the success of peer coach-ing is the quality of the guidance counsellors. The col-league who wants to assume the role of peer coachingguidance counsellors, does this because he chooses to.Obviously, to force someone is out of the question.

Training

Training for the intervision guidance counsellors.This training needs to be custom-made. Initially, afterthe profile of the peer coaching guidance counsellors(see checklist), the skills in the field of general com-munication, interaction and group dynamics that theguidance counsellors wants to refresh or receive sup-port on are recorded before the peer coaching meet-ings start. The second part covers rather ‘technical’training in the structured, methodological approachof peer coaching. Examples of possible contents arelearning to apply the incident method and the Balintmethod.

Training for the participantsBeforehand, the participants attend a brief and differ-entiated refresher course/training course on a numberof communicative skills. Possible themes are e.g.: activelistening, asking targeted questions, giving and receiv-ing adequate feedback; being open to someone else'sopinions and alternative solutions; etc.

This course is limited to one daily period and cantherefore be linked to a preliminary informative partin which e.g. the objectives, structure, methodologyand practical arrangements regarding peer coachingmeetings are illustrated. (cfr. 3.1).

Implementing phase

Intervision Is Job-relatedAs soon as peer coaching is started for specific staffgroups, everyone who is part of a staff group with thesame assignment will participate in peer coaching.

Careful composition of the groupThe ideal size for a peer coaching group is between 6and 8 members. There should be an optimum atmos-phere of confidence in the group. This should betaken into account when composing the group!Initially, the group works with guidance counsellors.As soon as a group has acquired sufficient experi-ence in peer coaching it is possible to have the otherparticipants assume the role of guidance counsellor.

Create a safe atmosphereA safe atmosphere is essential for the success of thepeer coaching. Therefore it is important that the par-ticipants are guaranteed safety.

Frequency and durationRegularity is important to make optimum use of thepeer coaching. VDAB prefers a monthly meeting, witha target number of 10 sessions in all per year. Themaximum duration of a session is two and a halfhours.

Support of the peer coachingDue to the high value and importance of peer coach-ing process on the one hand and the fairly complexand delicate task of the guidance counsellors on theother hand, sufficient support is necessary:• By a regional steering committee.• By regular central meetings of the persons

responsible.• Through individual coaching, organised by Spoor 21

(VDAB’s training service for its own staff).


We rely on the BALINT* method, in which a solutionto a problem is found by clearly separating the phas-es of definition of the problem, creation of an image,formation of a judgment and decision making.

Working with cases/problem situationsConditions the case needs to fulfill:

• A real situation.• The problem/incident is still existent or has not

been satisfactorily solved/dealt with.• The contributor has to be involved in the case.• Brief formulation. • Identifiability of the group.

The STEPS

The collection and choice of the problems/cases: No questions are asked about the cases introducedyet at this stage. It is just an inventory.

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The treatment of the case:• Definition of the problem

The chosen case is explored in depth by the con-tributor. He/she gives information about the situ-ation in which his/her ‘case’ was caused, how thecase evolved, which steps he/she has alreadytaken to deal with the problem. In short: he/shegives detailed information to make the case moreconcrete to everyone.

• Creation of an imageThe participants ask informative questions toclarify the problem, so no leading or confrontingquestions. This is aimed at acquiring insight in theobstructive and beneficial factors.

• Formation of a judgment or writing “tracks”Tracks are possible ways to approach, deal with aproblem.Brief individual preparation of a possibleapproach: each participant briefly writes downhis/her advice or idea.

• Inventory of “tracks”The colleagues who have suggestions for anapproach formulate their proposal in the form ofquestions, so:- DON'T: “do it like this”;- DO: “can you try this?”; “do you think it is a

good idea to contact…?”; “what do you thinkof…”.

• Decision makingThe person involved chooses one or two trackshe/she wants to develop further.

During the next peer coaching meeting, the personinvolved can briefly sketch the progress made inhis/her case.

The role of the peer coaching guidance counsellorThe guidance counsellor is first of all a guard of thecourse of events, the process guide. He makes surethe session can take place (practical arrangements),watches over the method used and the groupprocess. He/she also makes sure that there is anatmosphere of confidence among the group.

The contribution of the hierarchical bossAlthough the hierarchical boss is in principle not partof the peer coaching group in which his/her collabo-rators participate, his/her role in the development ofthe peer coaching is vital. He/she is responsible forthe introduction of peer coaching, facilitates thestart up, chooses the guidance counsellors accordingto previously determined requirements, gives adviceon the composition of the group. He/she is part of thesteering committee and he/she follows up the com-mitments related to the proper functioning of thegroups.

Results:

The very first level of judgment of the results is theseriousness and devotion the local VDAB manage-ment shows to implement and support peer coaching.

The next level which allows measuring results is thesatisfaction of the participants themselves. VDAB iscurrently developing a system for this.

After a while, the results of peer coaching should befelt in the services. Qualitatively, through betterpathways and higher satisfaction of the customer,and quantitatively through a better flow to the labourmarket.

Contact Person:

Ida DequeeckerE-mail: [email protected].: +32 2 506 29 51Fax: +32 2 506 04 81

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CASE: Management of Guidance for Employment Services Managers

FÁS

Context:

FÁS, in conjunction with the National University ofIreland Maynooth, has developed a training pro-gramme for FÁS Employment services managers andassistant managers in the area of managing thecareer information, counselling and guidance func-tion to enhance understanding of guidance issues inorder to provide more support to staff in the imple-mentation of the guidance process.

Objectives:

The programme seeks to raise managers' awarenessof the principles, skills and methodologies of a coun-selling skills approach to adult guidance and toexplore the implications of these for the managementof adult guidance services.

On completion of the programme, managers should:

• Be familiar with current thinking in regard to bestpractice in adult guidance.

• Have explored key management skills and the roleand responsibilities of leadership.

• Have examined the challenges posed to aGuidance Service by the increased focus on mar-ginalised and minority groups.

• Have a heightened awareness of models of super-vision and of peer support and will have developeda clearer sense of their own role in supportingguidance practice and ensuring quality outcome.

• Have reflected constructively on the challengesand limitations of their own managerial roles andexamined appropriate models of support.

Target Group:

All managers, assistant managers involved in themanagement of the guidance and counselling func-tion.

Programme:

The training programme is delivered under the fol-lowing headings:

• Key principles of adult guidance – developing andmaintaining a quality service.

• Models of adult guidance.• Working with minority and marginalised groups.• Models of supervision and support.• Research and evaluation.• Management skills.• Conflict resolution.• Stress audit.• Team management.• Information technology, network systems and

other tools in guidance.


The programme takes place over a series of ten train-ing days. Each day adopts a combination of learningstrategies including peer review groups, lecture inputand learning activities designed to enable each par-ticipant to explore the relevance of the learning fromhis/her own perspective.

Results:

The programme, which began in January of 2002, isin its preliminary stages and as such quantitative andqualitative results cannot be assessed. It is expectedthat the objectives of the course highlighted abovewill be achieved.

Contact Person:

Beverly TalbotE-mail: Beverly.Talbot@FÁS.ieTel.: +353 1 6070590

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BRIEF FRAMEWORK OF GUIDANCE SERVICES WITHIN EACH PUBLIC EMPLOYMENT SERVICE

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1. MAIN CHARACTERISTICS

STATUTE

Aetat’s vision is strong, functional labour market. Its remit is to provide servic-es in circumstances where the market is not functioning to its optimum. Thelabour market service is regulated by Act of Employment.

GOALS

Guidance counselling – vision and goals

The agency has the following four primary goals:

A) Active, qualified job-seekers, B) Ready access to labour,C) To make available knowledge about the labour market,D) Correct and expeditious payment of financial benefits.

Goals A, B and C are all important from a guidance and counselling perspective.Counselling as a tool for motivating people to participate in the workforce andhelp them focus on finding an appropriate job/occupation or education, is nec-essary for the attainment of a flexible and well-functioning labour market. Inrecent years, Aetat has underlined the importance of ensuring the quality of itsclient/customer services. Counselling assistance is a key element of this quali-ty assurance. It has also been built into a new and very comprehensiveInformation & Communication Technology case management system, whichallows job hunters’ skills profiles to be matched with vacant positions. The sig-nificance of guidance counselling during the job hunting process is also empha-sised in the ongoing work with the new Employment Act, which addresses theissue of whether job-seekers should be entitled to have their service needsassessed at Aetat; which, in practical terms, means counselling services.

However, in addition to the provision of guidance assessment and services,Aetat is also responsible for the administration and payment of unemploymentbenefits during periods of unemployment and rehabilitation benefits for job -seekers who have to change jobs or retrain due to serious health problems (orother circumstances that influence/compromise their participation in the work-force). Since, through rehabilitation, an applicant can be trained and educatedfor a new occupation, this task also affects the counselling service, because theguidance counsellor must consider whether training or education is necessaryand appropriate given an individual candidate’s chances of finding employment.

AETAT (NORWAY)

(1)Norway has only unemployment rate for November 2001 in the statistics from Eurostat, not for December 2001 (quarterly).

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STRUCTURE

Aetat is a division of The Ministry of Labour and Government Administration. It issubdivided into three branches: “Aetat lokal” (district employment service), “Aetatfylke” (county employment office) and “Aetat Arbeidsdirektoratet” (AetatDirectorate of Labour at the national level). Aetat lokal is the unit that is the prin-cipal provider of public services. The local units can be full service offices, job cen-tres or department offices. Aetat fylke and Aetat Directorate of Labour, work onan administrative level. Aetat Directorate of Labour is responsible for strategicplanning and follow-up. All of Aetat’s services are free of charge.

TARGET GROUPS

There is a heavy demand for labour in the Norwegian labour market, which is intransition. Unemployment is low (3.6% in 2001); the employment rate is high,including female participation.

Aetat is charged with counteracting a shortage of labour by mobilising domes-tic workers and drawing on a pool of labour from abroad. Aetat has receivedpolitical instructions to mobilise the long-term unemployed, job hunters withimmigrant backgrounds, and those with health problems, disabilities or socialproblems (the occupationally handicapped) who need public assistance to re-enter the workforce. It also emphasises the mobilisation of disability pensionerswho can undertake some sort of work.

• Total numbers of job-seekers, December 2001 65,340- Men 38,102- Women 27,238

• Long-term unemployment, on average 2001 16,137

• Total numbers of job-seekers with immigrant background, on avarage 2001 5,221

• Total numbers occupationally handicapped, on average 2001 63,909

• Education level, on average 2000*- Primary and lower secondary school 18,833- Upper secondary school 44,613- University/college. 4 years or less 3,625- University/college. More than 4 years 1,393- Unknown 163Total number 62,623

• Age groups, on average 2001- Under 20 years 2,617- 20 – 24 years of age 9,292- 25 – 29 years of age 10,489- 30 – 49 years of age 28,479- 50 – 59 years of age 7,795- 60 years and over 3,975

• Unemployment rate, November 2001(1) 3.7 %• Total number of workers (full-time) 1,679,000

*= Statistics were not available from May to September 2001. Average for 2001 aretherefore not available.

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2. GUIDANCE SERVICES

LOCATION AND DESCRIPTION OF GUIDANCE SERVICES WITHIN THE PUBLIC EMPLOYMENT SERVICE STRUCTURE

Aetat guidance services are located in employment counselling offices in everycounty. This is a second line service that provides guidance and assessment, andwhich possesses specialist skills in employment psychology and pedagogy. Fourregions provide special guidance and assessment services for job-seekers withimmigrant backgrounds. There is a corresponding national service for jobhunters who have sensory impairments or suffer from brain damage. Aetat guid-ance services is also represented by what are known as public service offices,where a number of public offices combine to form a joint information centre.

TOTAL NUMBER OF WORKERS: (full-time)

Aetat has 3,050 workers.

• TOTAL NUMBER OF GUIDANCE PROFESSIONALS: 32% of the total numbers of employees at Aetat lokal (2,378 positions) workwith the guidance of ordinary job-seekers (10%) and occupationally handi-capped (22%). The second line services (about 150) are meant to give sup-port to the job-seeker process in Aetat lokal, particularly in more complexcases that provide extended guidance and assessment (long-term unem-ployed, occupationally handicapped).

• NUMBER OF GUIDANCE PROFESSIONALS WHO WORK DAILY WITH THE PUBLIC:Normally all of guidance professionals working with the public on a daily basis.

TYPES OF ACTIVITIES PERFORMED BY VOCATIONAL GUIDANCE PROFESSIONALS WHO WORK DAILY WITH THE PUBLIC

Motivation through the process of counselling:• Aetat addresses the needs of groups with special needs during the guidance

and assessment process, such as the long-term unemployed, those with var-ious kinds of vocational or occupational disability, difficulties in reading andwriting, job-seekers with immigrant backgrounds, etc.

• Job-seekers with poor employment prospects are motivated to re-enter theworkforce. Many of them require motivational and skills enhancement serv-ices from Aetat before they can start the job hunting process or become jobready. It is not easy to substitute a passive attitude with an active one. Thisis why Aetat has invested much time and effort in its guidance counsellingservices, which are designed to identify and address these needs. We haveconcentrated on individual and collective counselling, as well as a coun-selling technique that is based on a solution-focused approach.

• Improving colleagues’ empathy with users and increase their service deliv-ery attitudes.

• Finite resources compel Aetat to limit its occupational and educational guid-ance counselling services to Aetat’s target group users. For the growing pro-portion of the population who want counselling in connection with lifelonglearning/upgrading courses and further education, Aetat has directed itsefforts at web-based counselling programs, which are available atwww.aetat.no. Aetat currently has two programmes that are particularlywell suited to youngsters attending school. A new counselling programaimed at job-seekers who already have, or would like to have, some form ofhigher education will be launched on Aetat’s web site in early 2003.

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• To provide better service at the national level for those who need coun-selling regarding upgrading courses and further education, Aetat has pro-posed the establishment of a phone-based call centre for occupational andeducational counselling in Norway based on the British model. This propos-al was submitted in connection with the government’s budget for 2003.

Motivation during the rehabilitation process:• For some job hunters with special occupational disabilities, it is vital to

maintain motivation and continuity of service between other assistanceagencies and Aetat – for example, prisoners and persons with substanceabuse problems in rehabilitation.

Motivation during the hiring process:• A number of job hunters require special follow-up both during and after the

recruitment process, especially those suffering from chronic conditions andwhose work output fluctuates. This kind of follow-up is also important toprotect employers’ interests, and is often decisive when it comes to hiringstaff.

The points listed above explain the selection of Aetat’s best practice examples.

TECHNICAL INTERVENTIONS- Single-type- Collective-type

Guidance is offered both in single and collective types.

PARTNERSHIPS WITH EXTERNAL BODIES AND ORGANISATIONS FOR THEDEVELOPMENT OF GUIDANCE INTERVENTIONS

• TYPES OF ORGANISATIONSTraditionally Aetat mainly delivered the counselling service. Recently, theGovernment has allowed Aetat to contract with private enterprise to providethis service. In some cases a combination of counselling and training servic-es has been contracted from other service providers (labour market cours-es, sheltered workshops, etc.). Aetat has a wide range of co-operation activ-ities with other public agencies and client organisations to improve thecounselling services.

• TYPES OF GUIDANCE INTERVENTIONS- Individual guidance- Collective guidance- Solution-focused approach- Specialised guidance support (second line support)- Plan of action- Web-based guidance tests- Other tests

• PREREQUISITES FOR PARTNERSHIP ESTABLISHMENTDevelopment of guidance interventions are generally first organised as a pilotproject, to test a new tool or method, before mainstreaming the service.

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TRAINING FOR GUIDANCE PROFESSIONALS

CompetenceThe staff in the second line services in Aetat have skills in psychology and ped-agogy. The guidance staff in Aetat lokal belong to different educational groupssuch as teachers, social workers etc. To maintain the need for training of guid-ance professionals, Aetat has developed a web-based educational programme tosupply practical guidance training. Further and more formal education pro-grammes are contracted externally though colleges and universities.

CONTACT PERSON

Hildegunn Førsund, Aetat Directorate of LabourE-mail: [email protected] Tel.: +47 23 35 25 83Fax: +47 23 35 27 51

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STATUTE

FÁS is a statutory body established under the Irish Labour Services Act (1987)with responsibility for the management and delivery of a ’dual stranded’National Employment Service, which is delivered by FÁS and the LocalEmployment Services (contracted by FÁS). FÁS operates within national policyparameters set by Government, through the Department of Enterprise, Tradeand Employment.

GOALS

FÁS is the Irish State Agency responsible for Training and Employment. The FÁSmission is to increase the employability, skills and mobility of job-seekers andemployees to meet labour market needs, thereby promoting competitiveness andsocial inclusion. FÁS provides a range of services including placement and guid-ance services, training and re-training, designated apprenticeships, recruitmentservices, employment programmes and assistance to community groups.

STRUCTURE

FÁS is managed on a divisional and regional basis. Policy responsibility residesin Head Office. There are 8 geographic regions of FÁS within Ireland which man-age the delivery of FÁS services through a number of operational divisions with-in each region as follows:

• Employment Services• Training Services• Community Services• Services To Business• Finance and Administration

In Ireland the Public Employment Service function, which resides within theEmployment Services Division has evolved in a dual stranded way. Since it waslegally established, an Employment Service function was assigned to FÁS and aninfrastructure built up over the period of its existence. FÁS Employment Serviceis organised on a regional basis (as with all FÁS services), under the oversight atnational level of the FÁS Board, and operates within national policy parametersset by Government, through the Department of Enterprise, Trade Employment.FÁS Employment Services has responsibility for the development and delivery ofa general guidance, counselling and placement service. The aim of the FÁSEmployment Service is to provide a national, high quality service, which will helpjob-seekers to ultimately find the best possible job and help employers to find themost suitable staff. In achieving this aim, FÁS prioritises specific target groups,especially those who find it difficult to access labour market opportunities.

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The other strand of the Employment Service function is provided through theLocal Employment Service (LES), which has developed since 1995 and current-ly operates in 26 areas. The LES was established to provide an integrated andtailor-made local response to targeted groups of unemployed people in areas ofparticular disadvantage. The local dimension is manifested through the links(where applicable) with local Area Partnership Companies and LES managementCommittees, thereby ensuring relevance to, and focus on, local needs and pri-orities. Since mid 2000 the management of the LES has been assigned to FÁSand a new National Employment Services Advisory Committee to the FÁSExecutive has recently been established.

TARGET GROUPS

• TOTAL NUMBER OF UNEMPLOYED JOB-SEEKERS(1) : 72,600.

• UNEMPLOYED JOB-SEEKERS’ MAIN FEATURES(1):

- GENDER Males - 44,900; Females - 27,700;

- SITUATION AS REGARDS EMPLOYMENT: (Long-term Unemployed)Less than one year 51,200 or 70.53%Greater than one year 21,300 or 29.34%Not Stated 100 or 0.13%

- EDUCATIONAL LEVELS: Not specifically available.

- AGE GROUPS Aged 15 – 24 26,200 or 36.08%Aged 25 – 44 31,500 or 43.38%Aged 45 or over 14,900 or 20.52%

• UNEMPLOYMENT RATE(2): 4.1% (Dec 01).

TOTAL NUMBER OF WORKERS

FÁS :(Employment Services Division only) 330 Employment Services Officers, 34 Management, c .191 Administration /Clerical Support.LES:191 Employment Services Officers*, 26 Management, 138 Administration/Clerical Support.

• TOTAL NUMBER OF GUIDANCE PROFESSIONALS: FÁS - 330 Employment Services Officers LES - 191 Employment Services Officers

• NUMBER OF GUIDANCE PROFESSIONALS WHO WORK DAILY WITH THEPUBLICAll Employment Services Officers would work on a daily basis with the pub-lic in a career information, counselling and guidance provision role.

* (within the LES, Employment Services Officers are known as ‘Mediators’)

(1) 2001 data – Irish Central Statistics Office – Final Quarter 2001(2) Source: EUROSTAT

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LOCATION AND DESCRIPTION OF GUIDANCE SERVICES WITHIN THE PUBLICEMPLOYMENT SERVICE STRUCTURE – (FÁS and the Local Employment Service)

FÁS and the Local Employment Service:

FÁS

There are 57 fully operational FÁS Employment Services Offices spread over 8regions. These are supplemented by part-time offices, on a clinic basis, wherenecessary. This gives a total of 146 locations where FÁS Employment Servicescan be accessed.

FÁS Employment Services provide a dedicated advice, counselling, guidanceand placement service, which is available to its clients as follows:

Unemployed/Job-seekers: a guidance and information service regarding oppor-tunities available in employment, education and training. Under the NationalAction Plan for employment particular priority is given to job-seekers who arereaching critical thresholds in their unemployment, the long-term unemployedand other disadvantaged groups such as people with disabilities. In theenhanced Employment Services each job-seeker is given intensive guidance andcounselling so that an individual career plan is prepared in a collaborative inter-active manner.

Employers: a staff recruitment service is provided to employers, which is pro-active and responsive to employers’ needs. It prioritises companies that arefacing recruitment difficulties and require support in sourcing suitable candi-dates for vacancies. It also promotes employment programmes to employers.A particular initiative put in place recently is the JobBank open employmentsystem where vacancies are displayed on the internet and employers placevacancies on the system using a pro-forma on the internet. Employers are ableto browse a bank of curricula vitae on the web. Full utilisation of e-commercesolutions and a national vacancy taking teleservices centre is now in place.

A recruitment, selection, referral and after-care service is provided to FÁS-trainers and sponsors of FÁS-employment programmes.

Additional Activities: Careers information, Job Clubs, company closures assis-tance, career seminars/presentations to schools, programme administration,representation on statutory bodies, maintenance of the Youthreach register,and services to training course participants who may not have found a job oncompletion of their course. It also re-engages with all Community Employmentparticipants nearing completion of their temporary employment with a view tobriefing them to progress to further training and/or employment. FÁSEmployment Services also provides a range of services under the EURES initia-tive specifically designed to help people find work abroad or to help overseasjob-seekers to find work in Ireland. A new initiative called Jobs-Ireland waslaunched in 2000 in order to respond to the need for skilled workers fromabroad to meet the skills shortages that have emerged in the Irish economy.Job fairs have been held under the initiative in various locations around theworld.

Local Employment Service

There are currently twenty-six LESN areas. Contact points supplement thesewhere necessary.

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Outline of main LESN Activities:

As a locally-based initiative the specific activities and focus of the LESN actionswill vary from area to area. The total staff numbers are c.355 of which 26 aremanagement staff, c.190 provide Employment Services, and the remainder areadministration/clerical support. The LESN activities are developed on the basisof a three-year implementation plan and one-year action plans.

However, all the LESN-areas carry out the following actions:• Outreach services to clients and community groups • Provision of Contact Points within the local community • Registration and assessment process for clients • Mediation, guidance and placement• Referral of clients to other appropriate services and agencies


• TYPES OF ORGANISATIONSNational University of Ireland Maynooth – (NUI)Liaison with the Irish Institute of Adult Guidance Counsellors (EmploymentServices) and the Institute of Guidance Counsellors (schools)

• TYPES OF GUIDANCE INTERVENTIONS1. Piloting of Group Guidance Work (with NUI)2. Piloting of Case Conferencing (with NUI)3. Management of Guidance Provision courses (with NUI)

• PRE REQUISITES FOR PARTNERSHIP ESTABLISHMENTExperience and knowledge in the practice of Guidance Counselling.


BASICLeaving Certificate level of education required.

INITIALFÁS, in conjunction with the National University of Ireland Maynooth, has devel-oped a Certificate in guidance and counselling aimed specifically at the needs ofJobs Advisors in the FÁS Employment Service and the LES. All EmploymentServices Officers are strongly encouraged to undertake this programme.

The course provides participants with techniques used to address the needs ofthose working in a guidance capacity with unemployed adults. It introducesthem to models of labour market guidance and explores the theoretical princi-ples which underpin good practice (see FÁS submission in Compendium of GoodPractice for details).

CONTINUOUSEmployment Services staff undergo ongoing training on an ongoing basis astheir working environment evolves and the need is recognised. Most recentlyFÁS staff have received training in the ‘Marketing of Employment Services’ andFÁS and LES staff are receiving training in the provision of services to peoplewith disabilities.

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For the further development of Employment Services staff the Diploma/HigherDiploma in Arts (Adult Guidance and Counselling) was established and designedto serve as an accredited training course for people working with adults in aguidance/counselling setting, providing information, advice and placement serv-ices.

This course has been developed in the context of "an increasing demand forvocational guidance and employment counselling both for individuals seekingwork and developing their careers and for those seeking to improve the man-agement of the labour market and the reduction of economic and social exclu-sion" (see FÁS submission in Compendium of Good Practice for details).

CONTACT PERSON

Robert NicholsonE-mail: [email protected].: +353 1 6070590

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STATUTE

The Institute for Employment and Vocational Training (IEFP) is a public bodywith legal personality and administrative and financial autonomy. It operatesunder the legal supervision of the Ministry of Social Security and Labour and isbasically responsible for implementing the employment and vocational trainingpolicies defined and approved by the government. Therefore, the services it pro-vides are free.

GOALS

IEFP is responsible for:• Promoting as broad a knowledge of employment-related problems as possi-

ble in order to contribute to the definition, adoption and diffusion of an over-all employment policy;

• Promoting the organisation of the employment market as an essential ele-ment in activity programmes, with the aim of achieving full employment;

• Promoting information and guidance, vocational training and rehabilitationand placement of workers, as well as the geographical and occupationalmobility of the labour force;

• Promoting improved productivity on the part of all businesses by conducting(either on its own or in the collaboration with other Portuguese or foreignentities) vocational training activities;

• Providing technical and financial support for initiatives that lead to the cre-ation of new jobs or the retaining of current ones, in existing or future pro-ductive units;

• Taking part in the co-ordination of technical co-operation activities in theemployment, vocational training and rehabilitation fields that are conductedjointly with other Portuguese and international organisations and countries;

• In general terms, collaborating in the design, definition and assessment ofthe overall Portuguese employment policy, of which it is the executive body.

STRUCTURE

IEFP organisation structure is comprised of:• Central Management Bodies – Administration Board, Supervisory

Committee (which contain representatives of the social partners) andExecutive Committee;

• Central Services – units of technical, administrative and financial support tocentral, regional and local bodies, which are responsible for the proceduredesign and standardisation and the dissemination of competencies at thenational level. These units include:

INSTITUTO DO EMPREGO E FORMAÇÃOPROFISSIONAL (IEFP) (PORTUGAL)

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- Advisory Services –Audit, Legal Advice, Information Systems and Technologies;- Departments – Employment Department, Vocational Training Department,

Certification Department, Administrative and Financial ManagementDepartment, Human Resources Department, Strategic PlanningDepartment. Each one of these Departments integrates several Units andSub-units.

- Cabinets – Marketing and Communication Cabinet.

• Regional Bodies – 5 Regional Offices (North, Centre, Lisbon and TagusValley, Alentejo and Algarve), which are responsible for co-ordinating, pro-moting and integrating the operational activities of the several local units.

• A network of Local Units, which operate under the co-ordination of theRegional Offices and are made up of:- 86 Job Centres, which are responsible, among other tasks, for: matching

the offer and demand for jobs and vocational training; collecting and dis-seminating information about the current state of the local employmentmarkets; encouraging local authorities and other public bodies to includeissues related to employment, training and social reintegration of themore disadvantaged social groups into their activities and strategies; pro-viding vocational information and guidance services, as well as a vastrange of other active labour market programmes and measures.

- 31 (directly managed) Vocational Training Centres, which are responsiblefor programming, preparing, implementing, supporting and evaluating ini-tial and continuous vocational training actions and operating the existingVocational Certification System at the local level.

- 2 (directly managed) Vocational Rehabilitation Centres, which are respon-sible for using a whole set of programmes, measures and strategies, toconform with the general guidelines laid down by IEFP for the local units,to promote vocational assessment / guidance, training and socio-profes-sional rehabilitation activities aimed at disabled people.

- 7 Business Creation Support Centres, which have been set up in the mostdisadvantaged regions and in those regions that have been most severelyaffected by unemployment. They provide the technical conditions and infra-structures required to ensure the development of “Business Incubators”which are designed to promote the creation and consolidation of new busi-nesses (and consequently, the creation of new jobs).

TARGET GROUPS

The target groups with whom IEFP works are job-seekers, those who apply forvocational training and public and private employers. Job-seekers present withvery diverse conditions, as regards their age, gender, educational attainment,professional skills and experience, situation as regards integration (some pres-ent with increased difficulties in being integrated – namely, disabled job-seekers),vocational development level and socio-economic features.

• TOTAL NUMBER OF UNEMPLOYED JOB-SEEKERS (1): 316,440 unemployed

• UNEMPLOYED JOB-SEEKERS’ MAIN FEATURES (1)

- GENDER Female: 191,895 (60.64%) Male: 124,545 (39.36%)

- SITUATION AS REGARDS EMPLOYMENT Less than 1 year: 190,713 (60.3%)Longer than 1 year: 125,727 (39.7%)

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- EDUCATIONAL LEVELSNo Certified Educational: 24,429 (7.7%) Basic Education – 1st Level: 111,849 (35.3%) Basic Education – 2nd Level: 63,028 (19.9%) Basic Education – 3rd Level: 47,989 (15.2%) Secondary Education: 46,590 (14.7%) Higher Education: 22,555 (7.1%)

- AGE GROUPSLess than 25 years of age: 51,720 (16.35%) 25 to 34 years of age: 75,081 (23.73%) 35 to 54 years of age: 122,098(38.58%) 55+ years of age: 67,541 (21.34%)

UNEMPLOYMENT RATE (2)

- 4.3%

(1) 2001 data (2) Source: EUROSTAT


LOCATION AND DESCRIPTION OF GUIDANCE SERVICES WITHIN THE PUB-LIC EMPLOYMENT SERVICE STRUCTURE

Operations relating to guidance services are conducted at several levels of theIEFP organisation structure:• At the central level – Information and Vocational Guidance Unit, which is

integrated in the Employment Department, being responsible for: establish-ing the guidelines and general principles for guidance activities provided byIEFP; defining strategic priorities of intervention; conceiving operationalmodels and methodologies; producing the most suitable tools and technicalresources for the development of guidance activities in IEFP;

• At the regional level – Information and Vocational Guidance Sub-units ineach Regional Office. These Sub-units are responsible for driving and co-ordinating vocational guidance counsellors’ activities in the local units.

• At the local level – vocational guidance counsellors who perform their role inJob Centres, Vocational Guidance and Rehabilitation Centres. These profes-sionals provide guidance and counselling interventions to the clients, by util-ising different strategies, according to the type of local unit where they per-form their activity.

TOTAL NUMBER OF WORKERS (FULL-TIME)

IEFP has 4,226 workers

• TOTAL NUMBER OF GUIDANCE PROFESSIONALS259 – this number does not include those who are performing managing andco-ordination roles in several local units

• NUMBER OF GUIDANCE PROFESSIONALS WHO WORK DAILY WITH THE PUBLIC249 – 188 of whom work in Job Centres and 61 in Vocational Training Centres

(IEFP, besides vocational guidance counsellors, has also 611 employmentofficers, employed in the placement of clients)

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TYPES OF ACTIVITIES PERFORMED BY VOCATIONAL GUIDANCE PROFES-SIONALS WHO WORK DAILY WITH THE PUBLIC

TECHNICAL INTERVENTIONS

SINGLE-TYPE• Information provision on training opportunities, occupations, labour market

and employment and vocational training measures• Psychological assessment• Guidance interviews• Selection interviews• Psycho-pedagogic follow-up• Job-seeker follow-up along the socio-professional integration pathway and

during the 3 month post-integration period (intervention jointly developedwith an Employment Officer)

COLLECTIVE-TYPE• Intervention for the Definition of the Personal Employment Plan (PEP)

(intervention jointly developed with an Employment officer)• Programmes of awareness to guidance• Guidance programmes • Personal development programmes• Programmes of support to jobsearch• Psychopedagogic follow-up of trainees• Psychological tests


TYPES OF ORGANISATIONSUnits of Integration into Working Life; Job Clubs, teaching establishments;Youth Information Offices

TYPES OF GUIDANCE INTERVENTIONSGroup interventions:• within the ambit of awareness to guidance - teaching establishments; Youth

Information Offices• of Personal Development and Jobsearch – Units of Integration into Working

Life, Job Clubs

PRE REQUISITES FOR PARTNERSHIP ESTABLISHMENT• IEFP should only establish partnerships with those entities which have pro-

fessionals with the basic training skills suitable for the development of theinterventions.

• Supervision of the intervention implementation by IEFP-guidance counsellors


BASICDegree in Human Sciences, preferably in Psychology.

INITIALMixed theoretical-pratical training, alternating room training periods withexperimental training periods in the working posts; total number of hours: 780.These initial training actions comprise the following modules:

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• Institute for Employment and Vocational Training – Conjuntura and opera-tional tools;

• Guidance theories; • Operational methodologies and supporting strategies; • Psychological assessment methodologies; • Guidance towards employability; • Selection; • Interventions for specific target groups; • Information systems.

The trainees will be evaluated on a continuous and summary basis. Only thetrainees who attain a grade of 12 or more values in the final evaluation will beintegrated as Vocational Guidance counsellors.

CONTINUOUSEvery year, IEFP organises several continuous training actions aimed atVocational Guidance counsellors, either responding to the self-diagnosis oftraining needs previously applied (by written procedure) to the counsellors, orrequired by the introduction of new working methodologies or technical tools.The counsellors may also frequent training programmes provided by externalorganisations, which will be financially supported by IEFP, provided that theyare appropiate (and provide an added value) the services delivered by the coun-sellor.

CONTACT PERSON

Cristina RibeiroE-mail: [email protected].: + 351 218614199Fax: + 351 21 8614605

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STATUTE

Created in 1978, the INEM is an autonomous body, attached to the Ministry ofLabour and Social Affairs, through the intermediary of the Secretariat Generalfor Employment. It is a legal entity and is authorised to take all measures nec-essary for achieving its objectives.

GOALS

• To organise the national public employment service, free of charge.• To develop the placement and guidance policy and vocational information to

provide workers with suitable employment and to provide employers withmanpower corresponding to their needs.

• To promote workers training by designing and implementing vocationaltraining programmes.

• To administer and monitor unemployment protection.• To administer and monitor aids and grants to promote employment.

STRUCTURE

Central Services:

The General Council: Tri-partite body, with representatives of public, tradeunion and employer bodies.

The Executive Committee: Tri-partite body, with representatives of public,trade union and employer bodies that are members of the General Council. TheExecutive Committee is entrusted with tracking and monitoring the implemen-tation of the agreements approved by the General Council, carrying out thefunctions delegated to it by the Council and proposing measures necessary forthe enhanced functioning of the Institute.

The Management: is responsible for directing, coordinating, planning and mon-itoring activities, inspecting the services of the Institute and coordinating infor-mation flows with the Ministry of Labour and Social Affairs.

The Regional Bodies: 52 Provincial Directorates: Are charged with the organisation andmonitoring of each province and are responsible to the Director General of the INEM.

Under each provincial Director there are administrative units: The employmentoffices, the training centres, and the centres for assessing job-seekers and pro-viding general guidance. Recent amendments to the process by transferringpowers for the administration of active employment policies from the centraladministration to the Autonomous Communities (Regions), has meant a transfer of

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personnel and resources, including employment offices and other centres to theregions. At the beginning of January 2002, of the 17 existing AutonomousCommunities, 12 had already assumed responsibility for the management of activeemployment policies, and it is anticipated that the transfer processes will be con-cluded by the end of the present year.

Provincial and Island Executive Committees: Tri-partite bodies. They areentrusted with ensuring the proper application of the agreements of the GeneralCouncil and the Executive Committee at the respective provincial or island level.

TARGET GROUPS

• TOTAL NUMBER OF UNEMPLOYED JOB-SEEKERS(1):December 2001: 1,574,844

• UNEMPLOYED JOB-SEEKERS’ MAIN FEATURES(1):- GENDER

Men: 643,944Women: 930,900

- SITUATION AS REGARDS EMPLOYMENT: (1st Job, New Job, Long-termUnemployed)1st job: 231,243New job: 225,628 (employed, better job)LTU: 485,855Less than one year: 1,088,989

- EDUCATIONAL LEVELS:Without studies: 5,539Primary studies: 548,647Basic Training: 550,434Baccalaureate: 174,802Vocational Training: 126,713Middle Degree: 75,065Higher Degree: 93,644

- AGE GROUPS<25 years: 256,56725-29: 253,84830-44: 602,53345-54: 264,70655 and +: 197,190

• UNEMPLOYMENT RATE (2):December 2001: 12.9% (Unemployment rates Eurostat – Seasonally-adjusted)

TOTAL NUMBER OF WORKERS: (Full-time)

INEM workers full-time: 8,973


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Location: Employment Offices and Management Departments at each regionand province.

Description: 1. To implement the individual tutorial plans with unemployed people and col-

lective interventions (motivational and job-seeking actions).2. Quality control of the vocational guidance process.3. To manage the agreements with the non-profit external firms in vocational

guidance activities, supervising the methodological guidelines and the grants.

• TOTAL NUMBER OF GUIDANCE PROFESSIONALS: 4,679 EmploymentServices Officers (officers working in external institutions should be addedto this number).

• NUMBER OF GUIDANCE PROFESSIONALS WHO WORK DAILY WITH THEPUBLIC: 900 (most working in external institutions, non profit organisa-tions, trade unions and city councils).

• SUPPORT STAFF TO GUIDANCE PROFESSIONALS WHO WORK WITH THEPUBLICFunction designation: emplyment office managerNumber: one in each employment office (600)



SINGLE-TYPE: • “Individual tutorial action plan”. - A process in which the tutor and the

unemployed person establish together a personal path in order to reachemployment. The objectives are to develop the resources and competencesof the user, to identify options and choices, to plan actions and to evaluatethe results autonomously. Contents: the professional profile, the resourcesand the expected profession of the user. Duration: Maximum six interviews.The unemployed can participate in collective actions.

COLLECTIVE-TYPE: • “Developing the personal aspects for the occupation”. - A collective process

to develop the personal aspects in relation to getting a job and with pro-gressing activities in this process. The objective is to facilitate a positiveattitude towards employment insertion, developing the personal resourcesof the users, and adjusting their personal employment projects. Contents:Cohesion and activation as a group, feedback, and support of theautonomous activities. Duration: five sessions of three hours each.

• “Job-seeking groups” - A collective action in which the objective is thatUsers learn about and develop the technical instruments and abilitiesrequired to facilitate active job seeking. Contents: attaining job, how andwhere find a job, the selection process, labour information and self-employ-ment. Duration: six modular sessions of four hours each.

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• “Job interview workshop” - A collective action to increase the theoreticaland practical knowledge of the users and their personal resources, toapproach job interviews with an improved chance of a successful outcome.The objective is to put into practice in a trainings group, the abilities, com-petencies and the basic strategies they need in a job interview. Contents:Nature and format of the ‘interview’, questions often asked during inter-views, behaviour and the basic abilities during the process, the objectives ofthe interview and the different ways to approach it. Duration: eight sessionsof three hours each.

SUPPORTING ACTIVITIES TO TECHNICAL INTERVENTIONS

The whole guidance service process is driving by the tutor, along the indi-vidual tutorial action; other supporting activities are including in it, depend-ing of the main objective of the user: vocational training, self-employmentassessment, or workshop-school programmes.


• TYPES OF ORGANISATIONSThe non-profit institutions (local public administration, trade unions, etc.)

• TYPES OF GUIDANCE INTERVENTIONSThe same interventions offered by public employment services (type, con-tents, methodology and duration)

• PRE-REQUISITES FOR PARTNERSHIP ESTABLISHMENTOfficial register and a project with their objectives and their activities; theinstitutions have to apply for a grant yearly (the grant contain: the salariesof the professionals and the guidance materials costs).


BASIC: A university degree is required, preferable in psychology, pedagogy or sociology.

INITIAL:the professionals of the public employment service provide a theoretical week-long course to the new recruits. The course contains the methodologicalprocess, regulations and the guidelines of the guidance services. A manual foreach type of intervention is available.

CONTINUOUS: In the case of new regulations or methods.

CONTACT PERSON:

Subdirección General de Promoción de Empleo - INEME-mail: subdirección. [email protected].: +34 91 58 59 749Fax: +34 91 58 59 753

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STATUTE

Belgium consists of three communities and three regions. The ORBEM-BGDA isthe Public Employment Service of the Brussels-Capital Region. It is an organi-sation controlled by a Board of Directors under the guardianship of the RegionalGovernment and its Minister for Employment.

GOALS

The Brussels-Capital Region charged the ORBEM-BGDA with the mission to exe-cute the employment policy of the Government of the Brussels-Capital Region.ORBEM-BGDA is authorised to take all measures necessary for achieving itsobjectives. Other public services are responsible for the payment of unemploy-ment benefits and delivery of training.

Besides aspects of management (employment programmes, partnerships, workexperience, grants and premiums, ESF-support etc.) and some specific activities(outplacement, temporary manpower, paying selections), the ORBEM-BGDA isresponsible for the administration of job offers and the employment of job-seek-ers. Guidance services are linked to this goal.

STRUCTURE

The general Directorate itself supervises a certain number of services (tech-niques, legal matters, audit, etc.) as well as the strategic operational manage-ment committees and the management committee for paying activities (tempo-rary manpower, outplacement, selection services).

From an operational point of view, there are 7 Directorates:

• Employment programs• Finances and real estate • Human resources • International relations (ESF, EURES, etc.) • Network and partnerships• Counselling - Employment: this Directorate's prime concern is the adminis-

tration of job offers; its services are focused on job-seekers and employers• Guidance - this directorate manages the frontdesk and the job-seekers reg-

istration, as well as guidance and support services

ORBEM - BGDA (BELGIUM)

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TARGET GROUPS

• TOTAL NUMBER OF UNEMPLOYED JOB-SEEKERS : Job-seekers with/without benefits: 70,714Unemployed people with benefits: 53,060

• UNEMPLOYED JOB-SEEKERS’ MAIN FEATURES 1- GENDER:

Job-seekers with/without benefitsMales: 35,638 Females: 35,076The unemployment rate for both genders is almost identical.Unemployed people with benefitsMales: 25,979 Females: 27,081

- SITUATION AS REGARDS EMPLOYMENT: (1st Job, new job, long-termunemployed)Less than one year: 19,243 36%More than one year: 33,817 64%The high unemployment rate for young peole was analysed and it emergedthat difficulties were being faced in acquiring sustained professional expe-rience for first time job-seekers. One unemployed person out of five is overfive years unemployed. Long-term unemployment is more prevalent amon-gest women than men.

- EDUCATIONAL LEVELS: (Unemployed people with benefits)Primary education 12,031 Lower secondary education 12,078 Higher secondary education 10,812 Higher education 5,375 Achieved training 834 Other education 11,931 The Brussels-Capital Region has a high proportion of low-qualified jobseekers(65%). The probability of finding a job increases with the educational level.Notwithstanding this, the proportion of unemployed academic graduates ismore significant than the rest of the country. The proportion of low-qualifiedpeople remaining unemployed after one year of inoccupation is up to 50%.

- AGE GROUPS: (Unemployed people with benefits)Under 25 year old 8,491 15.5 %25-30 year old 10,518 19.2 %30-35 year old 9,732 17.8 %35-40 year old 8,493 15.5 %40-45 year old 7,269 13.3 %45-50 year old 6,567 12.0 %50 year old and more 3,617 6.6 %

• UNEMPLOYMENT RATE: 14.0% (EUROSTAT 2000; rate 2001 unavailable)

TOTAL NUMBER OF WORKERS (Full-time)

About 550 persons work at the ORBEM-BGDA.

• TOTAL NUMBER OF GUIDANCE PROFESSIONALS: 41 full-time workers.

• NUMBER OF GUIDANCE PROFESSIONALS WHO WORK DAILY WITH THEPUBLIC: About 30 full-time workers.

• SUPPORT STAFF TO GUIDANCE PROFESSIONALS WHO WORK WITH THEPUBLIC- FUNCTION DESIGNATION and NUMBER:

Reception and administration support functions: 6 Co-ordination and management functions: 6

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Part of the guidance process is undertaken by partner organisations, spreadover the municipalities of the Region. All counselling and guidance services atthe ORBEM-BGDA are located in central Head Office. They are complementaryto, but independent of, the employment services and are structured as follows:

• French and Dutch speaking socio-professional guidance services are respon-sible for the development of guidance and socioprofessional integrationtools adapted for the most vulnerable job-seekers or job-seekers with par-ticular disadvantages.

• The social consultation takes care of people that have difficulties in finding,recovering or keeping a job, due to a physical or mental handicap.

• The job-seeking services offer job-seekers (and especially those who find itdifficult to seize labour market opportunities): career counselling, orienta-tion and evaluation, project determination, job-seeking techniques. Theworkshops are organised for individuals and/or groups (including the ActiveWorkshop - ARAE).

• The AJS (Active Job-Seeking)-network (“Réseau RAE”) coordinates themethodology applied by the ORBEM-BGDA partners for Active Job-Seeking.



SINGLE-TYPE • reception of target groups and demand analysis. • customers information (research and organisation of information on profes-

sions, training paths as well as on social legislation), information on thesearch for a suitable job and information on the partners.

• job-seekers follow-up in matter of guidance (individual project definition andbuilding, orientation to external centers, contacts with those centers andpossible follow-up of trainees, job-seeking for and with customers, contactswith employers and possible job follow-up).

• orientation and professional re-orientation, psycho-professional evaluationand project determination, tests and orientation interviews before training.

• job-seeking techniques: help to draw up the curriculum vitae and job appli-cation letter, preparation for the job interview, information on tests, searchfor the most appropriate pathway, telephone techniques etc.

• redynamisation and psychological support with regard to the various prolemslinked to the job-seeking process.

COLLECTIVE-TYPE• Active Job-seeking - in a group setting, the following items are considered:

personal and professional evaluation, job-seeking techniques, activeresearch managed inside the infrastructure of the ORBEM-BGDA.

• Active Job-seeking - 3-week module: same as 5-week module but withoutthe active research phase at the ORBEM-BGDA.

• Determination Module of Project: The goal of this module is to re-establishthe job-seeker's self-confidence, learning to live in a professional environ-ment, to address isolation, which may have lasted a number of years. Theend of the session is dedicated to the determination of a professional targetand/or the choice of an adapted professional training.

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• 1-week module: preparation of the search for work. This module is particu-larly focused on young, low-qualified people up to 25 years of age who havebeen unemployed for three months.

• Organisation, conception and animation of collective information sessions(about job search, the Brussels institutional landscape and the partnerships,guidance and training).


TYPES OF ORGANISATIONSNon-profit Associations, Training Centres, Welfare Centres.

TYPES OF GUIDANCE INTERVENTIONSPartnerships with non-commercial associations organising job guidance activitieswithin the framework of qualifying training, pre-training, or organising generalguidance activities (determination) or specific activities (focused on particular tar-get groups: people with mental health problems/ex-prisoners/blind people,etc.).

The ORBEM-BGDA participates in the financing of job guidance activitiesthrough the following missions:• reception; • guidance; • outlet prospecting; • training in the workplaces;• active search for employment.

PREREQUISITES FOR PARTNERSHIP ESTABLISHMENTTo become a (non-commercial) partner, it is necessary :• First, to introduce a project that takes the different aforesaid elements into

account. • That these actions relate to low-skilled clients. • That the socio-professional integration services contribute to the registra-

tion of job-seekers. The main target of these services is a steady job.• That the project corresponds (regarding the qualifying training and the spe-

cific guidance activities) to a demand from employers in the labour market(in this case, the employment service is mainly contacted about existing joboffers) or by the public (in this case, they are receive enquiries about serv-ices with regard to the public) for basic training activities - literacy activitiesor general guidance.

• Demand from employers and the public is taken into account.


BASIC• Degree in Psychology: for functions of psychological follow-up, group ani-

mation and psycho-professional evaluation, active job-seeking support • Advice and guidance: academic level or technical level in psychology, peda-

gogy, human or social sciences.

INITIAL• One week of theoretical study of the different services of the Orbem-Bgda

and the computer system• Practical individual training initiation: observation, experimental training

period.

CONTINUOUS• Occasional interventions, training adjusted to the individual necessities.

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CONTACT PERSON

Véronique DEPRETREE-mail : [email protected] : +32 2 505 15 14

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STATUTE

The Flemish Employment Service is a statutory body vested with corporate per-sonality. The Flemish government determines staff establishment and regulatesthe legal status of the staff. The Flemish government concludes a managementcontract with the VDAB.

GOALS

The general mission of the VDAB is "to influence the labour market in harmonywith economy and society". The VDAB makes sure job-seekers and employersare matched in the labour market. The VDAB wants to assist the job-seeker opti-mally in finding a suitable job. The following tools are used to this end: pathwayguidance, screening, training courses etc. The VDAB wants to be a reliable part-ner for the employer in everything that is related to personnel management.

STRUCTURE

At the central level (central services), the main activities are performed by theoperational services. They are in charge of the implementation and logistic sup-port in the different policy domains.

In the regional VDAB-offices, the services are targeted at the customer groupsof the VDAB. Under the direction of the regional manager and backed by unitsthat provide support in the area of employment policy, specialised services areestablished for each customer group. They deliver the broad range of servicesfrom a tight relationship with the customer (e.g. placement offices/local jobshops/guidance and training centres).

Logistical services at the regional level are carried out in the ‘expert centres’.These provincial units work for several regional VDAB offices at the same time.

TARGET GROUPS

• TOTAL NUMBER OF UNEMPLOYED JOB-SEEKERS(1) : 179,566

• MAIN CHARACTERISTICS OF UNEMPLOYED JOB-SEEKERS (1):- GENDER:

Men: 82,361Women: 97,205

- EMPLOYMENT SITUATION: (first job, new job, long-term unemployed)

VDAB (BELGIUM)

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Duration unemployed:- less than 1 year: 116,541- longer than 1 year: 63,025, of whom longer than 2 years: 38,999

- EDUCATIONAL LEVELS:- primary education: 39,923- lower secondary education: 41,261- higher secondary education: 51,974- higher non-university education: 15,468- university education: 5,846- entrepreneurship training: 4,839- foreign diploma: 20,255

- AGE GROUPS:- younger than 25 years of age: 44,966- 25 to 40 years of age: 74,860- older than 40 years of age: 59,740

• UNEMPLOYMENT RATE (2): 6.84%

TOTAL NUMBER OF WORKERS (FULL-TIME)

The equivalent of 3.950 work full-time in the VDAB.

• TOTAL NUMBER OF GUIDANCE PROFESSIONALS- Pathway guidance

585 full-time - Personal skills training

22.5 full-time - Orientation centres

8.5 full-time - Job application training and guidance

69 full-time - Management

14 co-ordinators job-seekers line + 28 persons in charge of production andexecutive staff members.

• NUMBER OF GUIDANCE PROFESSIONALS WHO WORK WITH THE PUBLICON A DAILY BASIS: - Pathway guides

470 full-time - Counsellors personal skills training

13.5 full-time - Counsellors orientation centres

12 full-time - Counsellors job application training and guidance

61 full-time


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VDAB's pathway guidance is mainly aimed at youngsters and target groups(long-term job-seekers, women, low-skilled persons, non-nationals, adult for-eign-speaking newcomers, older job-seekers, persons over 50, persons whodraw the minimum means of subsistence, persons required to attend school ona part-time basis, disabled persons etc.).

The different parts of a pathway are called modules:

Module 1: the basic services for job-seekersThis module includes registration, administrative processing, customised infor-mation, first screening, matching with vacancies.

Module 2: diagnosis and pathway determinationAfter a certain amount of time depending on the target group, job-seekers areinvited to an individual qualifying intake that comprises of the delineation of apathway. The result is the creation of an up-to-date file that includes a pathwayplan that the job-seeker has to follow to find a job. If necessary, the counsellorcan use specialised screening or diagnosis in order to define the pathway.

Module 3: job application training and guidanceJob-seekers who attend job application training acquire specific knowledge,skills and attitudes related to job application and are guided during the applica-tion process.

Module 4: training in a training centreAn adjusted training course is an essential step in the pathway to work for a lotof job-seekers. The training course itself is preferably kept as short as possibleand is complemented by placements and training ‘on the job’.

Module 5: Personal skills trainingTraining of personal skills is a form of guidance and training that focuses on thenecessary prior conditions of effective integration in the labour market. It canbe complementary to a vocational training course, but it can also be unrelatedto a vocational training course.

Module 6: training and guidance on the shop floorAs soon as the job-seeker has the technical knowledge related to an occupation,skills and attitudes training can be continued on the job. In this module, the job-seeker learns to apply what he/she has learnt in real life. Attention is also givento specific attitude training.

Module 7: pathway guidance and follow upEssential to the pathway scheme is guidance and follow-up. The pathway guid-ance counsellor helps the job-seeker during the execution of his/her pathwayplan and supports him/her when he/she is applying for a job. The frequency andintensity of the guidance depends on the need of the customer and the form andevolution of the pathway.

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TYPES OF ACTIVITIES PERFORMED BY VOCATIONAL GUIDANCE PROFES-SIONALS WHO WORK WITH THE PUBLIC ON A DAILY BASIS


SINGLE TYPE

Pathway guidanceIndividual pathway guidance:• intake• screening• pathway determination• pathway guidance and follow-up• placement• aftercare

Psychological analysisThe aim of a psychological analysis at the VDAB is to acquire insight in the psy-chological and mental possibilities and constraints of the job-seeker in relation to:• pathway guidance • a training demand

During a psychological analysis, the job-seeker's motivation and personality areexamined. This analysis includes psychological testing (individual or collective)and an interview (individual).

The job-seeker gets feedback on the results of the analysis during an interviewwith the psychologist. This information can be translated into actions withinpathway guidance in view of employment.

COLLECTIVE TYPE

Job clubContinuous delivery of job application training and guidance to groups of job-seekers + individual follow up by the job application trainer.training through group learning + individual guidancejob club programme = combination of 'theory' and practice, i.e.:• an action-oriented training programme adjusted to the target group: offer of

job application training delivered in a group (group size is on average 11 job-seekers).

• offer of job application space (= space where all the material necessary toapply for a job are available for free). The job application space, where thejob-seekers perform effective job application actions, follows the training.

• individual guidance by the job application trainer.

Job application training for trainees (=job-seekers who are in training)Continuous delivery of job application training and guidance to groups of job-seekers + individual follow-up by the job application trainer.• an action-oriented training programme adjusted to the target group: offer of

job application training that is delivered in a group (group size is on average11 job-seekers).

• individual guidance by the job application trainer

Personal skills trainingPersonal skills training focuses on basic skills and attitudes required to be ableto carry out a job.

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The following topics are provided:• communication• assertiveness• stress management• time management• remediation calculating• attitude training• personal skills training within IBO (individual vocational training)• child care• mobility• Personal skills training aimed at the target group of youngsters and for-

eigners• learning to learn, both for low-skilled persons and high-skilled persons

Orientation centresThe orientation centre focuses on job-seekers that would like to get a clearerview of their opportunities in the labour market.In the orientation centre, they learn how to formulate answers to the followingquestions:• who am I?• what can I do?• what do I want?

They get an insight into their own skills and their chances to enter a particularoccupation in the (regional) labour market. Then an action plan is developed toguide the job-seeker in his/her further steps to work.


The local job shops have two important functions: deliver the universal and theintegrated basic services for job-seekers and develop services for employment.The aim is to reach a one-stop function - the principle of one file per user. In thejob shops, the VDAB is engaged in an equivalent partnership with partners whoguide the job-seekers in all their employment problems. The community or city,the public social welfare centre, the public employment agency (PWA) and guid-ance service for socially disabled persons (ATB) are the basic partners. Apartfrom these, there are optional partners that are involved in employment andguidance.

The VDAB has concluded a cooperation agreement with the Flemish Fund forSocial Integration of Persons with a Handicap (VFSIPH). The goal is to enlargeand stimulate employment opportunities for persons with a handicap in the reg-ular labour market and to optimise their training and work experience possibili-ties.

The VDAB has concluded cooperation agreements with the sectoral educationfunds for the past number of years (e.g. carpentry, construction, etc.) The mainobjectives of these agreements is to safeguard the quality of the VDAB trainingcourses and improve employment of trainees trained in the sector.

The VDAB also has cooperation agreements with organised non-national feder-ations.

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BASIC• A degree in higher education • Strong understanding of the employment services function• Strong understanding of guidance and counselling

INITIALStarting competencies: these are courses for all collaborators and for personswho change jobs internally (examples of starting competencies: organisationand tasks of VDAB, communication and customer-oriented behaviour, labourmarket information system, etc.)

CONTINUOUSOffer competency development• With the competency development courses, we offer a framework of think-

ing that responds to functional needs. This offer is aimed at all VDAB-col-laborators who want to update their knowledge, skills or attitudes.

Customised training courses• In these training courses, collaborators are trained in a very specialised way

at the request of central or regional services.

Free learning• Participation of all VDAB-collaborators in typical study days, seminars, external train-

ing courses and all training courses that can give rise to educational leave.

Peer Coaching

CONTACT PERSON

Patrick Veniere-mail: [email protected].: +32 2 506 13 34Fax: +32 2 506 15 90

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ACTIONS

Disabled persons• Dynamic Balance Programme 35 • Vocationally-oriented rehabilitation of persons with sensory loss 32• Supported employment programme for people with disabilities 33• Encouraging the incorporation into the job market of disabled persons in

special employment centers 70

Long-term / low-qualified unemployed• Connections 31• Integration of long-term unemployed in need and over 45 years of age 41• Provision of guidance and counselling in a group situation for reluctant clients 66• FÁS High unemployment areas response 83• Direct intervention for employment 85• Training/employment 86• Motivational and orientational training 67

Older than 45• Integration of long-term unemployed in need and over 45 years of age 41• Job coaching and job hunting for job-seekers of over 50 42• New information technology programme 87

Youth (-25)• Workshop schools and vocational schools 68

Non nationals• AETAT Intro 36• SAIDA 39• Orientation journey for migrants 65

Guaranteed Minimum Income beneficiaries• Integration/employment programme 90

TRAINING OF STAFF

Disabled persons• Development of actor's perspective in vocational rehabilitation 94• Disability training for FÁS employment service officers 113• Vocational training in the framework of the methodology: integrating through

local employment service officers 104

(Ex)-prisoners• (ex)-prisoners and the labour market. 106

CASES ACCORDING TO SPECIFIC TARGET GROUPS

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