The LIVE2WORK project has produced various tools and materials free for all to use, adapt and translate, and we strongly recommend that professionals who have participated in one of our workshops pay it forward, and train others in the use of the tools. In this way, we create a multiplier effect by spreading the knowledge to as large a group as possible. As we wish to receive and make use of feedback from end users, we would be very happy, if workshop participants can fill out the workshop evaluation form (see Questions and Answers section for link to the form). This will help us to continue to adapt and perfect the materials to the needs of the people actively using them.
This guide is intended to assist professionals, who have attended a LIVE2WORK workshop or successfully completed the online learning course on the LIVE2WORK learning platform, in running their own LIVE2WORK workshop for colleagues and peers. In this guide, we refer to the participants, or learners (attending a LIVE2WORK workshop) as end users, and the trainer (running the LIVE2WORK workshop) as the workshop facilitator. When referring to the people that the respective end users work with in their professional situations, we refer to target groups. This guide will introduce workshop facilitators to a selection of adult learning theories that can assist them in running inclusive, motivational, and efficient LIVE2WORK workshops.
Background
The LIVE2WORK project intends to address policy issues regarding tackling unemployment.
Until now, efforts have mostly been focused on getting adults to enter the workforce, rather than ensuring a good match between labour market needs and the skills available in the person in question. This disparity causes problems; not only does it place the individual in a position of not being able to meet the requirements of the company, but the company does not acquire the most qualified work force that it needs. Hence, we do not meet the employment objectives. For more information about employment issues, see The Conceptual Manual chapter 2.1.4.
One of the major issues that the partners in the LIVE2WORK project are faced with, is the tendency for many unemployed, low skilled people that eventually do enter the work force, find themselves unemployed shortly after. There may be various reasons for this, but one of the main causes, seems to be, in the experience of the LIVE2WORK consortium, due to a lack of the necessary transitional skills awareness, to successfully transition to the new life situation. For more information about skills issues, see The Conceptual Manual chapter 2.1.5.
According to an OECD report[1], “They (soft skills) are important to young people’s resilience and focus on emotional and social dimensions as well as problem-solving abilities and creativity.” To enhance employment opportunities for the target groups, we need to ensure that they are prepared in the best possible way to enter the labour market, and to safeguard that the end users of the LIVE2WORK project, have access to adequate and practical tools to aid them in achieving these goals. If the true goal of the training is to find a relationship between the development of skills and the integration to the labour market, the training should not be limited to the development of job specific skills but also to enabling and empowering transferable skills.
Several studies point out that peoples’ ability to make use of “soft skills” determines whether employment efforts will be successful or not. According to one of the studies, the assessment company, Wonderlic, “Soft Skills” are high on the priority list for the hiring managers’. The 2016[2] study showed that 93 percent of employers deemed soft skills to be either an “essential” or “very important” element in hiring decisions. The study reported that soft skills were in even higher demand than tech skills. And as it has become apparent that industry specific training and practical skills development cannot stand alone, it is necessary to simultaneously focus on hard and soft skills development. While it is important for employment efforts to develop professional skills, the LIVE2WORK consortium deems it essential to simultaneously work on the development and strengthening of the individual’s ability to deal with the transitions throughout the process of change. For more information about the scope/aim of the project, see chapter 1 in The Conceptual Framework.
[1] https://www.oecd.org/els/emp/49567835.pdf
[2] http://docs.wixstatic.com/ugd/cceaf9_ec9ed750296142f18efdd49f4930f6d3.pdf
Aims of the Workshop Facilitator’s Guide
The pedagogical materials and tools to be presented during the workshop are targeted towards all those involved in the process of building life projects with young adults (between the ages of 18 and 30) in situations of professional vulnerability, including migrants and refugees. (see figure 1.1). The main goal of this “Workshop Facilitator’s Guide” is to prepare end-users (e.g. advisors, mentors, social workers) in running LIVE2WORK workshops for their colleagues and peers in the use of the LIVE2WORK tools, and consequently, spreading the use of the tools to a wider audience, via a train the trainer concept. This will be ensured through hands-on and practical workshops, that build on the knowledge and experience of end users. The workshop is therefore structured and designed in a way to teach professional end users how to use the tools with a learner centred focus, using methodologies based on adult learning theories.
Considering the recommendations identified in the Conceptual Framework Manual (IO1 – chapter 2.3) concerning the knowledge and competences of the end users, the workshop facilitator´s guide also provides proposals and strategies of how to apply, train and developed specific skills namely regarding culturally sensitive and responsive intervention allowing greater impact and adequacy on the work developed with the target group.
It is recommended that end users attending a LIVE2WORK workshop for facilitators have knowledge about the following theoretical areas:
- social justice issues;
- traditional models for supporting individuals through the process of change;
- the impacts of systematic forces/systems theories
- clients’ concerns, and their specific challenges and barriers;
- resources and services that can support the target groups in other areas of life.
- migration/integration
It is recommended that end users attending a LIVE2WORK workshop have the following competences:
- specific competencies for construction of life projects;
- general counselling skills;
- communication and interpersonal skills;
- intercultural understanding.
To gain more insight into the above-mentioned topics and theories, please see the Conceptual Framework.
The LIVE2WORK training workshop will present end users (see figure 1.2) to social and educational theories that will assist them in their work with the target group and introduce them to the following topics:
- Self-Knowledge – working with exploration of environment, competence and skills development, network relations and role models.
- World-knowledge – working with the environment, social network relations and role-models.
- Transitional skills – working with positive emotions, challenging thoughts and beliefs, perceptions and tolerance to differences and time management.
- Decision-making – working with design and construction of desired future, goal setting and commitment contract.
Figure 1 Target groups
Figure 2 End users
Overview of the LIVE2WORK Tools and Materials
All tools and materials can be accessed via our LIVE2WORK webpage and online learning platform.
Follow this link to access the webpage and all the materials and tools.
Or you can:
- Go straight to the learning platform here.
- Go straight to the conceptual framework here.
- Go straight to the LIVE2WORK toolbox, technical and instructional sheets, participants handouts and supporting resources here.
- Go straight to the LIVE2WORK workshop PowerPoint Presentations here.
In order to best understand and successfully train others in the use of the tools provided in this project, it is important to have read:
- The conceptual framework
- The toolbox, including technical and supporting sheets
- The Workshop Facilitator’s Guide
and to have attended either a LIVE2WORK workshop or completed the LIVE2WORK online learning course via the LIVE2WORK learning platform.