2.3.1 Vocational Skills, Job Development, Professional, Basic Level

Module 2: Vocational Skills

Job Development – Professional (module 2.3) and Personal (module 2.4)

Introduction

The development of a person within his/her job consists at the first stage of an understanding of his/herself as an employee (professional development) and as a person (personal development). This means establishing a personal method of learning and understanding the duties of the job at hand, setting personal aims to reach, planning ways to be more prepared for the job, and understand some of the “soft” components present on a workplace (i.e. interpersonal skills, non-written rules, etc.).

The professional job-development and the personal one influence each other and overlap with each other: having good relations with colleagues, for example, creates a peaceful work environment, which has generally a positive effect on ones’ work activities and motivation.

Supplementary activity

Study cases: Organise meetings with former refugees who are now working (if possible with a satisfactory job situation), who could discuss their own work-experiences, difficulties and provide some advice (focus on topics such as; national work-culture, cultural expectations, relations with colleagues, importance of accessing formal or informal education).

Note on the levels

The activities presented in this module can be use indiscriminately for “basic” and “independent” level according to the participants’ characteristics and needs.

2.3.1 Vocational Skills, Job Development, Professional, Basic Level

Module 2: Vocational Skills

2.3.1 Job Development – Professional

(Basic Level)

Explanation

Being an employee means demonstrating certain qualities which will give a good impression when starting a new job. Jobs obviously differ in terms of responsibility level, salary and so on; but there are some qualities and skills, which can be considered useful for all. Setting goals and being well-organized in your personal life can provide a good basis for the professional development of a person.

A. Identification of professional goal and learning process

To define personal professional development in the workplace it is first necessary to have a clear idea of your individual (personal and professional) plans. Identify, maintain and upgrade newly acquired competences and skills (through formal or informal ways of learning and training), and find where and how to do this are the next steps.

Activity 1

Before discussing employment, it is important to understand the priority areas (goals and targets) of the participants in relation to their personal life and plans in a new country.

·  The trainer asks the students to make a list of their priorities in pairs or individually. Draw a timeline (each participant has his/her personal one). Let the participants insert their personal target in the timeline and distinguish between short and long term goals.

·  Discuss with the group how those priorities could/would change in 1, 5 and 10 years

·  Students are asked to define which jobs are considered to be potentially interesting. Let the students write on a blackboard/whiteboard their ideal/possible job for the class to share.

·  Discuss with the group the general and specific targets related to each profession mentioned. After this, it should be possible to identify which targets can be used in any type of employment and those that are very specific.

Having a list of generic targets will help students to understand how to begin professional development.

·  Ask the students to analyse the targets listed and sort them into important and less important categories in terms of learning and professional development and the reasons for their choices.

Activity 2

In order to begin professional development it is necessary to be informed about the national education system (NES) within a given country (see also Curriculum Module 4.3 - Entry in the labour market).

·  The trainer should introduce the class to the NES. If possible invite an expert from the adult education sector, to explain some basic information about accessing courses and achieving qualifications and how this is structured.

·  Internet research: The trainer should give the students the relevant links explaining the NES. According to their personal needs (age, area of interest, language level) more information is provided: formal education (i.e. vocational schools, universities), informal education (learning by doing) or further education (course for specializations). Here some useful link with information about:

Useful links:

NES in Europe, provided by the European Commission

·  The European Encyclopedia on National Education Systems: http://eacea.ec.europa.eu/education/eurydice/eurypedia_en.php

·  Vocational Education and Training in the EU:

www.cedefop.europa.eu/EN/Index.aspx

UK – Info on educational opportunities and jobs:

·  http://www.prospects.ac.uk/search_courses.htm

·  http://www.findcourses.co.uk/

·  https://nationalcareersservice.direct.gov.uk/advice/courses/Pages/default.aspx

·  http://www.jobsite.co.uk/

·  http://www.monster.co.uk/

Qualification recognition information UK:

·  http://www.qualrec.ie/uk.html

·  https://www.gov.uk/what-different-qualification-levels-mean

Recognition of qualifications, provided by the EC:

·  http://ec.europa.eu/internal_market/qualifications/index_en.htm

Informal education:

·  http://infed.org/mobi/what-is-informal-education

Invite if possible/necessary an expert (for example from a trade union), explaining the meaning of lifelong learning and ways to learn on the job (i.e. learning by doing, informal learning, etc.). This should reduce any concerns for those who are not confident with formal lessons.

Recognition of non-formal and informal learning in Europe:

·  http://www.cedefop.europa.eu/en/about-cedefop/projects/validation-of-non-formal-and-informal-learning/european-inventory.aspx

·  http://www.oecd.org/education/skills-beyond-school/recognitionofnon-formalandinformallearning-home.htm

Further Education UK:

·  https://www.gov.uk/further-education-courses/overview

·  http://www.educationuk.org/global/sub/further-education/

B. Time-management and priority setting

Being able to organise your own (private and working) time has two main advantages: a personal one which is (I) working effectively and with less stress; and a “company” one, which is (II) not wasting company time. An employer generally favours an employee who is using their time efficiently.

·  The trainer should discuss time-management with the group. Is it normal to consider this when planning personal activities? Are there any differences in considering time-management amongst different nationalities within the class?

·  Students should write up a list of every-day-life activates (i.e. having breakfast, doing the shopping, etc.) and then discuss with a partner how long they take to complete each one using the full grid on page 7 and an example on page 6.

Activity / Time Required

·  The trainer should ask the students to consider the following situation and fill in the grid on page 7:

You have to be at a job interview at 9.30 am. From where you live, you have to walk 50 minutes or walk to the bus station (5 minutes) take the bus (15 minutes) and walk to the meeting (10 minutes). You should take into consideration that you should be there at least 15 minutes before the appointment. How would you manage your time?

Example

Activities / Amount of time required / Time (o’ clock)
Ring the alarm
Doze in bed
Taking a shower / Example:
7 minutes / 7.30-7.37
Get dressed / 3 minutes / 7.38-7.40
Having breakfast / 10 minutes / 7.40-7.50
Brush teeth
Take a look at the needed documents
(add activities if necessary)
Leave the flat/house
Arriving at the appointment / 9.15

Supplementary activity (possible also to start with)

·  Show and let the students play the serious games ‘My Appearance’ (Project GOET/GOAL). The game is available at the following link:

http://goet-project.eu/materials/myappearance/

·  Explain to the students how to write and use a “do-to-list”. Ask the students to write a to-do list for the following day and the rest of the week:

·  What do I need to remember?

·  How do I set MY priorities? (see also Curriculum Module 2.1.1 Confidence Development - Time Management)

Activity 1 Time Management:

·  Students should write up a list of every-day-life activates (i.e. having breakfast, doing the shopping, etc.) and then discuss with a partner how long they take to complete each one.

Activity / Time Required

Activity 2 Time Management:

·  Students should consider the following situation:

You have to be at a job interview at 9.30 am. From where you live, you have to walk 50 minutes or walk to the bus station (5 minutes) take the bus (15 minutes) and walk to the meeting (10 minutes). You should take into consideration that you should be there at least 15 minutes before the appointment. How would you manage your time?