We have designed the programme of learning materials and the learning facilitator’s guide to accompany a learning and development programme for guidance practitioners as part of a European transnational cooperation project called “Erasmus Employment Plus: building labour market resilience for Europe's low-skilled and unqualified through targeted vocational guidance practice.”
The Erasmus Employment Plus training programme has been designed for guidance practitioners to use flexibly, in action learning sets, where groups of guidance practitioners can work and learn together. The programme has been designed to be consistent with the European Qualifications Framework (EQF) at Levels 5 and 6, which means that participants should be working in guidance practice at a professional level.
In Erasmus Employment Plus, there are 4 Modules, which are:
In this learning space, you will be able to find two documents:
1. Training Modules and Materials for Action Learning Sets
These modules have been designed as a programme to support the development of your knowledge and skills in your guidance practice. They are specifically designed for guidance practitioners who work with people who have limited skills and qualifications and who face particular barriers to being able to enter, or progress within the labour market.
2. Learning Facilitators’ Guide
This guide has been designed in order to accompany facilitators in guiding a training programme being developed by the Erasmus Plus Project, in order to support and encourage guidance practitioners in the development of their knowledge and skills in their guidance practice market
Overview of the module
The aim of the first module of the Erasmus Employment Plus project curriculum is to support guidance practitioners to form a detailed and supportive overview of their clients, namely those who have limited qualifications and/or skills. This involves an unbiased and reflective co-exploration of their needs and goals that are both personal and professional. Through the training, the facilitator will guide practitioners to explore techniques to support clients understand their present situation and how this relates to past experiences of education, work and training. There are also materials that allow practitioners to explore differentiated methods of goal setting that they can adapt and use with their clients.
Aim of the module
The aims of the module are summarized in three learning outcomes, dealing with numerous aspects related to the first two steps of a typical guidance process: client observation and needs analysis. The focus of the module is to help guidance practitioners provide insight and explore strategies to get a better understanding of the often-complex context low and unskilled clients are likely to face.
With respect to all three learning objectives, it is the main role of the facilitator to help practitioners see things from the point of view of the client group and also gain a better understanding of the influence of their own values and life contexts.
Learning outcomes description
By the end of the module, the guidance practitioner should be able to:
1. Encourage clients to reflect positively on their current personal and professional situation;
2. Positively explore past learning/training experiences with clients;
3. Support clients to set SMART goals according to their values and life context.
Overview of the module
Guidance practitioners need knowledge and techniques to assist and empower clients to make the right choices for their careers. This is what this module focuses on. ‘Right choices’ mean that the choices are adequate and tailored to their needs, skills and aspirations. Right choices depend upon clients’ individual personality and circumstances, and may include the take-up of jobs that suit their existing profile (knowledge, skills, attitudes) or a reorientation or VET-offers.
Aim of the module
In a changing labour market it is not just clients who face challenges, but also guidance practitioners. One of those challenges is the knowledge of the labour market(s). Industries and job descriptions are constantly changing, and guidance practitioners must know about the resulting challenges (and opportunities) in the job market to be able to guide low and unskilled clients effectively. (learning objective 1).
Another area this module focuses on is about making existing knowledge and skills visible and combining those with desired jobs and working conditions. (learning objectives 2 and 3).
Finally, after knowing a client’s abilities and wishes, guidance practitioners will want to foster the client‘s decision-making processes in choosing VET offers or professions. (learning objective 4).
Learning outcomes description
By the end of the module the guidance practitioner should be able to:
1. keep up to date with changes in the labour market related to low and unskilled clients
2. support clients in enhancing their awareness of their existing skills and knowledge
3. combine existing potential with desired working conditions to making vocational choices
4. foster the client‘s decision-making processes (choosing VET offers or professions)
Overview of the module
Motivating clients to participate in learning offers and get further qualifications necessary for sustainable jobs is crucial. It is important as people with limited skills and qualifications participate less in VET offers than higher skilled people being active in the labour market. As low and unskilled clients may be unaccustomed to learning it is essential that they get to know possible learning styles and learning techniques.
Aim of the module
This module regards helping clients to analyze and reflect on past stages of education, discover the positive and negative aspects of the learning processes and draw conclusions about future education. (Learning Objective 1).
In this module, we focus on showing clients where and how they can practically use the acquired knowledge and skills. It can also help to increase the level of motivation in the future when learning new elements. (Learning Objective 2).
Therefore, it is also essential to maintain a high level of motivation to constantly improve and update the knowledge already acquired. In this module, we look for way to stimulate and maintain the highest possible level of motivation to continue acquiring knowledge and skills. (Learning Objective 3).
The fourth Learning Outcome refers to the first Learning Objective, but emphasizes not only the learning process itself, but on interpersonal relationships in this process. It is about encouraging clients to reflect on relationships with others and the impact of these relationships on the learning process. (Learning Objective 4).
The participant also learns learning techniques that can help him/her effectively absorb new knowledge. (Learning Objective 5).
Learning outcomes description
By the end of the module the guidance practitioner should be able to:
1. Support clients in reflecting upon previous and personal negative experiences of learning;
2. Support clients in using new skills & knowledge;
3. Help clients increase their learning motivation;
4. Support clients to reflect on personal journeys in education and training as a social process;
5. Reflect on clients’ preferred learning styles and providing learning techniques;
6. Provide mentoring for clients during VET programs to increase learning and work motivation and decrease the risk of dropping out.
Overview of the module
This module is about making sure that guidance practitioners have the skills, knowledge and tools needed to ensure that they are fit to do their job and also know how to use resources for good selfcare so that they can maintain a good level of physical and mental wellbeing and work life balance.
The module addresses common factors that could impact on the practitioner in their work and personal life which may lead them to suffer from the effects of stress and eventually lead to professional burnout, which will adversely affect their wellbeing.
Through the action learning exercises practitioners will explore the following issues:
• Stress, its symptoms and useful stress reduction tips.
• Work life balance and how this can be achieved by setting appropriate professional and personal boundaries.
• Burnout, its signs and symptoms and how to prevent it.
• Setting personal and professional boundaries and using assertiveness skills to say “NO” and not over commit
• Using self-refection to gain a better understanding of one’s actions, making it more easy to deal with issues in a different way
• Mindfulness and how to use this to assist them to gain perspective when they feel overwhelmed.
There are several exercises that are in the form of self-assessment questionnaires so that practitioners get an idea of where they are at.
The module will explore “reflective practice”, which is a theme that runs through all the modules as a useful tool for face to face workers to learn for their work and try new approaches.
Aim of the module
The aims of the module are summarised in five learning outcomes, dealing with numerous aspects related to professional wellbeing and work-life balance that guidance practitioners working with low and unskilled clients are likely to face.
Learning outcomes description
By the end of the module the guidance practitioner should be able to:
1. Reflect on own professional life and assess work-life-balance;
2. Exercise appropriate self-care and set appropriate professional and personal boundaries;
3. Understand and recognise the signs of stress and explore stress reduction techniques to assist with own wellbeing;
4. Familiarize self with the concept of mindfulness and apply techniques in everyday life;
5. Recognise when there is a risk of ‘burn out’ and where to seek additional support and advice.
