How to organize actions to train and recognize competences adressed to social workers?

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Learning unit 1. Collective competence of a team and a network

Module 1. Collective competences of a team (équipe)

Module 2. Collective competences of a network

Learning unit 2. Motivation and empowerment competences

Module 1. Motivation

Module 2. Empowerment

Learning unit 3. Planning and change management competence

Module 1. Meta competence for the change

Module 2. Creativity and innovation

Suggestions and reflections

General suggestions

Conclusive reflections

1.   The learning units

Learning unit 1. Collective competence of a team and a network

Received feedbacks

Working in team is not easy and there are several steps we have to follow if we want to work in team. This question is related with the first thing we have to consider: we face a situation, we have to solve in team.

The professionals say the most important are the thinking skills and competences like planning and making a strategy, to analyse the problem and the situation or the cooperation.

They also consider important the social and skills competences such as having a common goal, to share information, to discuss, to reach agreements or to find a common solution.

The attitudes and values are considered less important when the group start to working. But they still think that it is important the responsibility, have a good attitude and interest and team spirit.

Professionals do not think that the language and communication skills are the most important to start to working, but they think that still necessary listen and communication skills.

The professionals consider that the most essential skills are the attitudes and values at work such as being proactive, being empathetic, assertive, and respectful and concerned with others.

Moreover they considered important the social skills and competence such us motivation and ability to motivate staff and colleagues, accepts opinions, criticism and self-criticism, participation and provides ideas.

The professionals also answered that language and communication (participant, provide ideas, communicative skills or ability to listen) and thinking skills and competences (solve problems or cooperative) have the same importance but not at the same level that the others two categories.

When we are starting to working the most important are the thinking skills and competences such as planning and making a strategy, to analyse the problem and the situation or the cooperation.

Then, while the group is working, the most important are the attitudes and values at work, like being proactive, being empathetic, assertive and respectful and concerned with others.

Professionals used the communication by internet, by phone and face to face. It is important to considerer that there are many professionals that use online communication, not only e-mail but also social networks and instant messaging or information repositories (Webs, Drive or Dropbox).

The operators mainly require training in the field of social media and information repositories.

The most of the professionals work and want to do it successfully. For this reason, they work with their colleagues and they are in contact with institutions and other professionals. They are few the professionals that are not in contact with others while they are working.

For working in network, professionals say that listen actively is very important, also create a good environment or adapt to changes. They also consider that is important to show enthusiasm and offer their help.

They do not consider that ask for help online it is very important.

Related with the group work, professionals would like to learn more about social skills like dynamic to unite the group, communication, participation, leadership or conflict management. In addition, they would like to improve their network skills and how to use the new technologies in order to be in contact with more professionals and with the young people.

It is necessary that NEET develop their skills and teamwork skills using:

  • Group dynamics.
  • Dynamics of expression and communication both verbal and nonverbal.
  • The development of joint projects.
  • The development a sense of belonging and commitment to the group.

The operator needs to know about their family, and the environment in which it moves, their needs and propose solutions.

Bring young people the resources and networks in their own city.

Realization of a resource guide that young people could always carry with them.

They commented that it is important networks like school, family, youth information points, alternative entities and being in contact with all of them.

In the process of work with NEETs many institutions (NGOs, labour market offices, municipalities, career guidance centres, schools, VET organizations, universities, employers and young people) should discuss how to collaborate effectively together and find the way to cope with the problem with NEETs.

 

Module 1. Collective competences of a team (équipe)

 

LEARNING UNIT n° 1

Collective competences of a team and a network

Duration: 18 hours
Module 1: The collective competences of a team (équipe)
Knowledge
–       To know how be part of a team in order to archive a common goal. You have to know certain rules or principles about:

o   To respect the rest of the team and be concerned about the team.

o   To analyse the problem or situation.

o   To have a common goal.

o   To communicate using a common language.

o   To reach agreement or common solution.

–       To know that the team should be multidisciplinary (different professionals from different fields)

–       To know that the participants of the team can have different roles.

Skills
–       To share all the information about the situation and to have a common starting point.

–       To work as part of a team: listening actively, accept constructive criticism, share information, give constructive criticism, foster social networks, share opinions, collaborate on tasks, share resources.

–       To negotiate: influence, persuade, argue cases, seek consensus, seek compromise and propose options.

–       To show intercultural competence: to use culturally appropriate gesture, to use culturally appropriate language.

–       To demonstrate commitment: Meet commitments, attend to quality, make an effort, attend to detail, to show enthusiasm, to be curious, persist, to work independently, work efficiently.

–       To have a critical thinking: reflecting approach, to give the opinion in order to find a solution.

–       To show respect: treat people fairly, work with different viewpoints, show consideration, demonstrate tolerance, and show good manners.

–       To analyse problems and situations.

–       To plan and to make and strategy in order to archive the common goal.

–       To cooperate with the rest of the team.

–       To treat people with assertiveness and empathy.

–       To be flexible and be able to adapt him – herself to different situations.

Competence
–       To manage and take part of a team with the same goal.

–       To solve a situation working in team using the personal/particular knowledge and the skill.

–       To reach agreements and common solutions.

Course of the learning unit
Description of the contents of the LU:

–       Intercultural aspects.

–       Methods for sharing information.

–       Social media and social networks.

–       Proactive attitudes for the team.

–       Fundamentals of team.

Didactic methods
–       Team working.

–       Online learning.

Didactic tools for trainers
–       PC

–       Online access

–       Real cases for the auto-case method

–       Slides

–       Material of monitoring

Didactic tools for learners
–       Auto-case method

–       PC

–       Online access

–       Real cases for the auto-case method

–       Slides

–       Material that the professionals could considerer. Guidance and Training Model for trainers leading training for socio-educational professionals working with NEET’S (Training tools):

o   Tool 1.1 – prisoner dilemma.

o   Tool 1.2 – the thief.

o   Tool 1.3 – flooding.

o   Tool 1.4 – the chair game.

o   Tool 1.5 – geometric figures game.

o   Tool 1.6 – ball game.

o   Tool 1.7 – game of the town council.

o   Tool 1.8 – work meeting.

o   Tool 1.9 – tell by means of objects.

o   Tool 1.10 – if my team was.

o   Tool 1.11 – film trailers.

o   Tool 1.13 – form analysis.

o   Tool 1.14 – competence learning diary.

o   Topic: team assertive communication.

o   Tool 1.15 – the “no” game.

o   Tool 1.16 – criticism and compliment exercise.

o   Tool 1.17 – film trailers.

o   Tool 1.18 – card on the communicative styles of work.

o   Tool 1.19 – teamwork 24.

–       Brainstorming.

–       Dynamics of expression and communication, both verbal and nonverbal.

–       Dynamics for learning how to develop and joint projects.

–       Dynamics of develop a sense of belonging and commitment to the group.

–       Any other considered for the trainer.

Needed material
–       Spaces that help to work in a team and reflection.
Assessment of learning outcomes
Procedures and criteria for assessment of these learning outcomes.

We will evaluate if the student is able to:

–       Work as a part of a team.

–       Negotiate.

–       Demonstrate intercultural competence.

–       Demonstrate commitment.

–       Demonstrate a critical thinking.

Mastery indicators of Learning outcomes or skills or competences acquired     
Procedures and criteria for assessment of these learning outcomes.

We will evaluate if the student has the knowledge, skills and competences which are explained before.

Bibliography
Each country can use different materials adapt to the needs.

 

Module 2. Collective competences of a network

 

LEARNING UNIT n° 1 

Collective competences of a team and a network

Duration:

16 hours

Module 2: The collective competences of a network
Knowledge
–       To know a systemic-local-integrated planning for working as “network”

–       To know the actual media to communicate with each network.

o   E-mail.

o   Telephone.

o   Social networks.

o   Instant messaging / WhatsApp.

o   Webs – Drive – Dropbox (document repository).

o   Face to face – meetings.

–       To know that some close networks have a huge influence for NEETs.

o   Family.

o   Friends.

o   School.

–       To know the importance of all the networks and resources that NEET has in their context in order to be able to match the NEET with each organization or resource. Depending of the NEET’s needed.

o   Youth information points.

o   Alternative entities (leisure time, sports, associations, NGOs…).

o   Labour marker offices.

o   Any other administrative organization that can help both professionals and NEETs.

Skills
–       To interact electronically with each institution that can complete our intervention and use on-line services.

–       To share information and communicate through mobile phone, social media and other ways with the stakeholder.

–       To manage electronic information knowing store files and cross – check this information and detect bias and inaccuracy.

–       To create electronic content such as images, tables, edit electronic content, type text, databases, and audio and text files.

–       To maintain online privacy and security choosing online measures and reviewing online privacy settings.

–       To communicate with the media that the young people normally use.

Competence
–       To build relationships with all organizations and people that can be involved in our work and sharing information.

–       To choose and to use the right electronic – digital – physical recourse for each moment.

Course of the learning unit
Description of the contents of the LU:

–       Electronic recourse such as social media, databases, on – line services…

–       Information filters.

–       Elements of network privacy / privacy policies.

–       Fundamentals of a network.

Didactic methods
–       Team working.

–       Online learning.

Didactic tools for trainers
–       PC.

–       Online access.

–       Slides.

–       Material of monitoring.

Didactic tools for learners
–       PC.

–       Online access.

–       Real cases for the auto-case method.

–       Slides.

–       Material that the professionals considerer:

o   Tool 1.1 – prisoner dilemma.

o   Tool 1.2 – the thief.

o   Tool 1.3 – flooding.

o   Tool 1.4 – the chair game.

o   Tool 1.5 – geometric figures game.

o   Tool 1.6 – ball game.

o   Tool 1.7 – game of the town council.

o   Tool 1.8 – work meeting.

o   Tool 1.9 – tell by means of objects.

o   Tool 1.10 – if my team was.

o   Tool 1.11 – film trailers.

o   Tool 1.13 – form analysis.

o   Tool 1.14 – competence learning diary.

Topic: team assertive communication.

o   Tool 1.15 – the “no” game.

o   Tool 1.16 – criticism and compliment exercise.

o   Tool 1.17 – film trailers.

o   Tool 1.18 – card on the communicative styles of work.

o   Tool 1.19 – teamwork 24.

–       Any other considered for the trainer.

Needed material
–       Spaces that help to teamwork and reflection.
Assessment of learning outcomes
Procedures and criteria for assessment of these learning outcomes.

We will evaluate if the student is able to:

–       To know how to interact electronically.

–       To be able to share information and communicate in a network.

–       To manage electronic information.

–       To demonstrate knowledge how to create electronic contents.

–       To give importance to the privacy policies.

Mastery indicators of Learning outcomes or skills or competences acquired     
Procedures and criteria for assessment of these learning outcomes.

–       We will evaluate if the student has the knowledge, skills and competences that are explained before.

Bibliography
Each country can use different materials adapt to the needs.

 

Sessions, goals, activities and time

 

GOALS TRAINING TYPE TIME
SESSIONS 1 To know the characteristics of a team.

To share experiences

Face to Face, group activities 6
2 To acquire teamwork skills Face to Face, group activities 5
3 To acquire teamwork skills Face to Face, group activities 5
4 To reflex about work in team Individual, online 3
5 To know the characteristics of a network

To share experiences about different networks and their uses.

Face to Face, group activities 4
6 To acquire network skills Face to Face/online group activities 4
7 To build a networking with the data of all the organization of a specific context. Face to Face, group activities 4
8 To reflex about network Individual, online 3
TOTAL HOURS 34

Learning unit 2. Motivation and empowerment competences

 

Received feedbacks

 

If professionals face with a young person demotivated, they would like to know firstly the reasons why they are demotivated and their interests and objectives. It is important also to know the context where they live and the potential and competences they have in order to get to know them better.

Most of the professionals responded the survey saying that firstly, they would like to know the cause of the demotivation, them their objectives and after that, they would like to know the potential and the context that the young have in order to be able to archive or follow their interests and objectives.

Professionals considered that the NEET along with the social operator / educator are together the responsible of plan the NEET’s actions.

It is clear that is the NEET the one that have to take the decisions according to his / her interests, and is the NEET the one that have to stablish a future plan in order to assume ownership that plan (being more responsible and showing more committed), but the professional has to be there to guide him / her in all this process. Therefore, the NEET is the protagonist and the one that have to decide and the professional has to help, not to take the decisions.

Professionals identify a motivate person mainly with a positive attitude, being proactive hand having a clear goal.

The most important thing for motivation is to change the attitude. This attitude is related with the future and the objectives they have. In addition, there are other factors (the creativity, the confidence, the interest to learn, the autonomy, the internal control, the initiative or the leadership) that are also important to motivate.

When a person is demotivated, the attitude is also very important. Attitudes like fear of change, sloth, flexibility, negative attitude, disinterest, distrust, or the stress. Also it is important the qualification, the expectations or the awareness.

When we want to motivate or empowered a NEET, it is important to make them trust in himself/herself.

To make a person trust himself/herself, the professionals consider that the most important thing is to make them to know themselves. The professionals say that it is needed to know the strengths and weakness; the competences and skills, the goals or the characteristics of the context where they life. It is also considered important the self–confidence and the self-esteem.

To empower or motivate a NEET both, the NEET and the professional have to know the competences and possibilities of the NEET.

If we have previously seen that professionals believe that both have to cooperate for the motivation of the NEET, it is logical that both have to be aware of the skills and possibilities of the young. Always considering that the decisions and interests must come from the young, not from the professional.

The most important for the professionals is learn more about intrapersonal skills like self-stem, motivation techniques, emotional intelligence, psychological aspects or cognitive aspects.

They consider also important the interests of the young people.

Also they would like to learn about job search technics and CV development.

They also want to learn about some specific aspects like coaching and mentoring or alternative pedagogies.

The motivation is related to the change and this should take place in a natural context of young.

Motivating factors (professionals):

  • Get positive expectations.
  • Peer support.
  • Protection of the institution where you work.
  • To do many varied activities and not to enter into routine.
  • To establish new ways of working with young people.
  • To reconcile professional life with personal life.
  • To have a stable team working for a common goal.

Motivating factors (NEET)

  • Talk much with them to meet their needs and interests.
  • Practice empathic listening.
  • Become aware that all have qualities that stand out.

Example: In Fundación Romdilla the young people is who teach seniors to use new technologies; in this way the young are developing social and communication skills and also motivated.

To empower NEET is also necessary to obtain social recognition and set goals.

It is necessary to assess their personal potential, because they know more than they think and establish a bond of trust.

In some cases NEETs are becoming demotivated of the bureaucracy: seek alternatives to eliminate this demotivation.

Lack of feedback what happens with the NEETs after they are forwarded to educational system or labour market.

Motivating professionals to work with NEETs.

The professionals’ language should be more understandable for people who do not have pedagogical education and sections should be kept simple.

From priorities of young people and co-build with them the common activity of solutions that may be have interest and impact on their skills and their development.

It is necessary to enter the formative processes in a way that makes sense and has been designed with the young participant, involving the dynamic learning related to everyday life.

The NEET themselves highlighted that the people that help them are able to host without prejudice.

The feeling of confidence and perseverance are very important to auto-motivate. They said that the confidence could return the motivation.

The NEETs (or exNEETs) highlight the active listening and interpretation competences of professionals to help their motivation.

The NEETs (or ex-NEETs) highlight these competences in the professionals who have helped them:

  • Confidence
  • Be encouraged
  • Look for motivation
  • Listen actively
  • Perseverance
  • To know what happens in me
  • Others (to valorise, humour, to support, to know how to manage time…).

 

Module 1. Motivation

 

LEARNING UNIT n° 2

Motivational and empowerment competences

Duration:   hours 20
Module 1: Motivation
Knowledge
–        To know the personal context of the NEETs. To know that the motivation is related with it.

–        Motivating factors for professional:

o   Get positive expectations.

o   Peer support.

o   Protection of the institution where you work.

o   To do many varied activities and not to enter into routine.

o   To establish new ways of working with young people.

o   To reconcile professional life with personal life.

o   To have a stable team working for a common goal.

–        Motivating factors for NEETs:

o   Talk much with them to meet their needs and interests.

o   Practice empathic listening.

o   Become aware that all have qualities that stand out.

Skills
–        To examine evidences in order to make the NEET know:

o   To consider alternative views, taking into account his potential and the social possibilities.

o   To consider impact of judgement on his/her decisions in order to exclude options or take the best option.

o   To notice bias of oneself and try to have a better and real idea about the society and the actual context.

–        To make a NEET stablish a plan for action we have:

o   To set goals that the NEET really want, considering its competences and potential and the social reality.

o   To devise strategy.

o   To prioritize actions.

–        Explore Issues: Make judgements, draw conclusions, question assumptions, explain reasoning, identify live topics, and recognize connections, Identify patterns, ask key questions.

–        To relate with NEETs showing confidence, being encouraged, looking for motivation, listening actively, being perseverance, knowing what is the matter with the young, others (to valorise, to support, to know how to manage time)

–        The ability to arouse in the NEET:

o   Positive attitude.

o   Proactivity.

o   To set goals.

o   Flexibility.

o   Curiosity.

o   Perseverance.

o   Resilience.

o   Creativity.

o   Confidence.

o   Autonomy.

o   Empathy.

o   Others.

–        Manage self-emotions and teach to the NEET how to manage their emotions, improving the emotional intelligence.

Competence
–        To cater to young implementing strategies and procedures to improve their development, arousing their positive attitude, their proactivity and making them establish their own targets autonomously.
Course of the learning unit
Description of the contents of the LU:

–        Motivation factors.

–        Demotivation factors.

–        Emotional intelligence.

–        Fundamentals of the motivation

Didactic methods
–        Team working.

–        Online learning.

Didactic tools for trainers
–        PC

–        Online access

–        Slides

–        Material of monitoring

Didactic tools for learners
–        PC

–        Online access

–        Slides

–        Material that the professionals could considerer. Guidance and Training Model for trainers leading training for socio-educational professionals working with NEET’S

o   Tool 2.1 – the trick questionnaire

o   Tool 2.2 – the blind driving with photograph

o   Tool 2.3 – the newspaper article and the stories construction

o   Tool 2.4 – a step ahead (game on technical power of the educational relationship)

o   Tool 2.5 – the watermelon game

o   Tool 2.6 – listening to count

o   Tool 2.7 – the story from different points of view

o   Tool 2.8 – the monster game (on power)

o   Tool 2.9 – film sequence on the educational relationship and / or management of the interview

o   Tool 2.10 – self-reflexive sheet on motivation

o   The emotional literacy

o   Tool 2.11 – emotion: stay next

o   Tool 2.12 – the complaint exercise

o   Tool 2.13 – self-reflexive sheet about what involves me during my work

o   Adolescence and young people

o   Tool 2.14 – the metaphor of our adolescence

o   Tool 2.15 – the representation of the generations through music and the graphic

o   Tool 2.16 – the sculpture on adolescence

o   Tool 2.17 – resource walk

o   Tool 2.18 – talent exchange market

o   Tool 2.19 – check your good memories

o   Tool 2.20 – my story

o   Tool 2.21 – start to be active!

Needed material
–        Spaces that help to teamwork and reflection
Assessment of learning outcomes
Procedures and criteria for assessment of these learning outcomes.

We will evaluate if the student is able to:

–        Motivate young people.

–        Work actively, with positive attitude, in a proactivity way and show enthusiasm.

Mastery indicators of Learning outcomes or skills or competences or … acquired                                 
Procedures and criteria for assessment of these learning outcomes.

We will evaluate if the student has the knowledge, skills and competences which are explained before.

Bibliography
Each country can use different materials adapt to the needs.

Module 2. Empowerment

 

LEARNING UNIT n° 2

Motivational and empowerment competences

Duration: 14 hours
Module 2: Empowerment
Knowledge
–       To know the fundamentals of empowerment.

–       To know the indicators to know when someone is empower and recognize when someone is empowered (to take their own decisions, to be aware of their possibilities, etc.)

Skills
–       To make the NEET to examine evidences about his/herself:

o   To check facts about one life, considering the competences that acquired during his/her life both in training and in their work and leisure activities. They will realize that they have more competences that they thought, improving their self-confidence.

o   To analyse reasoning about one in order to have a real and transparent image about oneself.

o   Notice bias of oneself and try to have a better and real idea about his/her situation and the context.

–       To explore Issues in order to make the NEET know:

o   To make judgements about one’s potential and about the competences one need to improve.

o   To be able to draw conclusions of different situation of one’s life, knowing what is the most important in each situation.

o   To question assumptions

o   To explain reasoning an idea, fact, situation or period of life.

o   To identify live topics and analyse them.

o   To recognize connections between one’s lives, trying to take a common point.

o   To identify patterns about oneself related with the one’s interest.

–       To implement an strategy in order make NEET to realize and be aware of:

o   Their interests.

o   Their strengths and Opportunities.

o   Their weaknesses and threats.

o   The context where he/she lives and acts on.

Competences
–       To be able to establish a procedure to make the NEET to get to know him/herself in order to identify his/her competences.

–       To be able to stablish a plan taking in account the competences and the interest that one has, according to the opportunities in the context.

Course of the learning unit
Description of the contents of the LU:

–       Life history.

o   Formal, non-formal and informal learning.

o   Work experiences.

o   Leisure experiences.

–       Fundaments of motivation and empowerment.

–       Group dynamics.

Didactic methods
–       Team working.

–       Online learning.

Didactic tools for trainers
–       PC

–       Online access

–       Slides

–       Material of monitoring

Didactic tools for learners
–       PC

–       Online access

–       Slides

–       Material that the professionals could considerer. Guidance and Training Model for trainers leading training for socio-educational professionals working with NEET’S

o   Tool 2.1 – the trick questionnaire

o   Tool 2.2 – the blind driving with photograph

o   Tool 2.3 – the newspaper article and the stories construction

o   Tool 2.4 – a step ahead (game on technical power of the educational relationship)

o   Tool 2.5 – the watermelon game

o   Tool 2.6 – listening to count

o   Tool 2.7 – the story from different points of view

o   Tool 2.8 – the monster game (on power)

o   Tool 2.9 – film sequence on the educational relationship and / or management of the interview

o   Tool 2.10 – self-reflexive sheet on motivation

o   The emotional literacy

o   Tool 2.11 – emotion: stay next

o   Tool 2.12 – the complaint exercise

o   Tool 2.13 – self-reflexive sheet about what involves me during my work

o   Adolescence and young people

o   Tool 2.14 – the metaphor of our adolescence

o   Tool 2.15 – the representation of the generations through music and the graphic

o   Tool 2.16 – the sculpture on adolescence

o   Tool 2.17 – resource walk

o   Tool 2.18 – talent exchange market

o   Tool 2.19 – check your good memories

o   Tool 2.20 – my story

o   Tool 2.21 – start to be active!

–       Material that the professionals considerer

Needed material
–       Spaces that help to teamwork and reflection
Assessment of learning outcomes
Procedures and criteria for assessment of these learning outcomes.

We will evaluate if the student is able to:

–       Make NEET to know their competences.

–       Make NEET to know their interests.

–       Make NEET to stablish objectives and a plan to reach these objectives.

Mastery indicators of Learning outcomes or skills or competences or … acquired
Procedures and criteria for assessment of these learning outcomes.

o   We will evaluate if the student has the knowledge, skills and competences that are explained before.

Bibliography
Each country can use different materials adapt to the needs.

 

Sessions, goals, activities and time.

 

GOALS TRAINING TYPE TIME
SESSIONS 1 To know the motivation and demotivation factors related with professionals and NEETs.

To share experiences.

Face to Face, group activities 6
2 To acquire and experiments motivation techniques for self-motivation. Face to Face, group activities 6
3 To acquire and experiments motivation techniques for motivate NEETs. Face to Face, group activities 6
4 To reflect about motivation. Individual, online 2
5 To know the fundamentals and indicators of an empowered person.

Share experiences.

Face to Face, group activities 6
6 To learn how to use tools or different resources to empower others.

To experiments the tools regarding with empowerment with others.

Face to Face, group activities 6
7 To reflect about empowerment. Individual, online 2
TOTAL HOURS 34

 

 

Learning unit 3. Planning and change management competences

 

Received feedbacks

 

Professionals consider that there are some emotions more important than others are, when we want to change.

They have identified as the most important, to have a positive attitude and enthusiasm, it is also important to have trust, faith and hope, as you can see in the chart below.

According to the guidance and training model, it was felt that learning to learn is related to the competence:

  • Updating the knowledge constantly
  • Adapting the recent data to each individual situation
  • Adapting to any context by using the available resources
  • Handling challenges: Adapting to changes
  • Handling challenges: Confronting pressure
  • Handling challenges: Learning from mistakes

Professionals have to support elements of emotional and personals development, such as the control of stress situations, the activation of consciousness and have to enhance the personal resources, self-confidence, emotional intelligence, resilience, and autonomy.

In addition, it is important for them to learn about things that will help the future of the NEET such as, developing of strategies, challenges, finding alternatives, learning programs, leisure activities, or change factors.

Concerning the need to take into account every suggestion the NEET makes, there is not agreement, but we see that most of the professional that answered (74%) say that YES, we have to considered all of the suggestions the NEET make.

The difference is that some of them say that all the suggestion are important, other say that some of the suggestion can be out of please and others say that only the ones that follow the stablished rules.

Concerning innovative suggestions the professional gives to us, we can see that all of them are related with the three areas we are developing.

Also it is important for them to learn about things that will help the future of the NEET such as, developing of strategies, challenges, finding alternatives, learning programs, leisure activities, or change factors.

The professional has to know the context and environment in which NEET is moving.

Work from the beginning, from the base, to promote good management of emotions.

Create a bond of trust with young people, so they do not see the professional as the enemy but as an aid, to be able to go if need help.

It is very useful for young that the professionals just give opinions or propose the alternatives; do not impose them the solution.

For a good change management it is necessary to manage time, through weekly planning, list of task, establish phases, control the goal and write small reports.

For better change management, is important to tap the resources that are available and enhance the qualities and abilities of young people.

It is important the concept of “deconstruction” of negative representations associated with stereotypes like the “drug addict”, the “gypsies”, and “marginal”, deepening of the specific context of each young person who accumulates negative social and personal situations in relation to training activities.

Consider the motivational Paulo Freire influencing strong relationships with active citizenship and encouraging transformative education initiatives and support social change.

To feel worthy of trust does mean warn suitable in an attempt to do, dream, experience, reach new fittings and significant turning point intersections.

The NEETs (or ex-NEETs) express that to manage change the perseverance is very important, also for other processes.

Entrust with confidence to the person who had pushed them to initiate change (in their projects, aspirations, desires, in their dreams…) is essential.

The personal resources / competences that have helped in a situation of change those NEETs qualify that important are:

  • To put ideas into action
  • To know how to ask for help
  • Insight
  • To grow
  • Esteem
  • Look for motivation
  • Reception without prejudice
  • Others (learn about tools, define the needs, to project…).

 

Module 1. Meta competence for the change

 

LEARNING UNIT n° 3

Planning and change management competences

Duration: 20 hours
Module 1: Meta competence for change
Knowledge
–       To know that emotions are important for the change:

o   Happiness.

o   Faith.

o   Confidence.

o   Positivity.

o   Hope.

o   Job satisfaction.

o   Enthusiasm.

o   Others (commitment, fears, tranquillity, curiosity stress…)

–       To know how to improve the learn to learn competence.

–       To know the procedure to stablish and follow a plan.

Skills
–       To make a NEET stablish a plan for action with have: to have to know how to make the NEET to do this plan by him/herself. The operator only has to act as a guide.

o   To set goals that the NEET really want, considering its competences and potential and the social reality;

o   To devise strategy;

o   To prioritize actions;

o   To manage the time.

–       Analyse the problem: explore context of problem, examine causes of problem, and identify stakeholders involved in problem.

–       Take action to solve the problem: Implement strategy, coordinate actions, multi task, evaluate success, and troubleshoot.

–       Handle challenges: Manage frustration, cope with pressure, deal with uncertainty, learn from mistakes, adapt to changes, and build on experience.

–       To propose alternatives without impose mandatory.

–       To show like a person in whom a NEET can trust.

–       To develop in the NEET resources that help in a situation of change:

o   To put ideas into action

o   To know how to ask for help

o   Insight

o   To grow

o   Esteem

o   Look for motivation

o   Reception without prejudice

o   Others (learn about tools, define the needs, to project…).

Competence
–       To accompany NEETs, leaving them to make their own decisions and helping them to make a plan with objectives and tasks to reach them.

–       To guide the NEETs, helping them to manage their emotions, avoiding stress and frustration.

Course of the learning unit
Description of the contents of the LU:

–       Proactive attitudes for the change.

–       Essentials emotions for the change.

–       Communication techniques with NEETs

Didactic methods
–       Team working.

–       Online learning.

Didactic tools for trainers
–       PC

–       Online access

–       Slides

–       Material of monitoring

Didactic tools for learners
–       PC

–       Online access

–       Slides

–       Material that the professionals could considerer. Guidance and Training Model for trainers leading training for socio-educational professionals working with NEET’S

o   Tool 3.1 – the change gym.

o   Tool 3.2 – develop curiosity: what is new?

o   Tool 3.3 – develop the senses / develop creativity.

o   Tool 3.4 – multisensory description.

o   Tool 3.5 – technique 6-3-5 or brain writing.

o   Tool 3.6 – improvisation.

–       Tools for learning how to

o   Plan weekly planning.

o   Make a list of task.

o   Establish phases.

o   Control the goal and write the reasons.

–       Material that the professionals considerer

Needed material
–       Spaces that help to teamwork and reflection
Assessment of learning outcomes
Procedures and criteria for assessment of these learning outcomes.

We will evaluate if the student is able to:

–       To accompany NEETs, to take decisions by him/herself.

–       To guide NEETs, helping them to manage their emotions, avoiding stress and frustration.

Mastery indicators of Learning outcomes or skills or competences or … acquired
Procedures and criteria for assessment of these learning outcomes.

–       We will evaluate if the student has the knowledge, skills and competences that are explained before.

Bibliography
Each country can use different materials adapt to the needs.

 

Module 2. Creativity and innovation

 

LEARNING UNIT n° 1:

Planning and change management competences

Duration: 14 hours
Module 2: Creativity and innovation
Knowledge
–       To know that we can solve a problem with different solutions.

–       To know good and new practices that has been used to help NEETs in other context.

–       To know new methods that professionals use to with young people.

Skills
–       Generate new ideas:

o   Anticipate needs.

o   Experiment.

o   Show originality.

o   Recognize opportunity.

o   Visualize completed work.

–       Turn ideas into action:

o   Create implementation strategy.

o   Adapt implementation strategy.

o   Produce original work.

–       To face a problem with original solutions.

–       To change the point of view according to a new context or situation being flexible and open mind.

–       To take into account the NEETs ideas, decisions, suggestions although they are different or alternative

Competences
–       To plan an intervention in which we want to solve a problem o situation apply different and alternative solutions, which maybe are not the conventional methods.

–       To be willing to update their competences continuously integrating new tools and methods in the daily work, so the NEET could have more opportunities.

Course of the learning unit
Description of the contents of the LU:

–       New methods.

–       New instruments.

–       Divergence thinking.

–       Different and multiply languages such as artistic, musical.

–       Good practices in this field.

Didactic methods
–       Team working.

–       Online learning.

Didactic tools for trainers
–       PC

–       Online access

–       Slides

–       Material of monitoring

Didactic tools for learners
–       PC

–       Online access

–       Slides

–       Material that the professionals could considerer. Guidance and Training Model for trainers leading training for socio-educational professionals working with NEET’S

o   Tool 3.1 – the change gym.

o   Tool 3.2 – develop curiosity: what’s new?

o   Tool 3.3 – develop the senses / develop creativity.

o   Tool 3.4 – multisensory description.

o   Tool 3.5 – technique 6-3-5 or brain writing.

o   Tool 3.6 – improvisation.

–       Material that the professionals considerer

Needed material
–       Spaces that help to teamwork and reflection
Assessment of learning outcomes
Procedures and criteria for assessment of these learning outcomes.

We will evaluate if the student is able to:

–       Set a plan an intervention for solving problems using alternative solutions.

–       Update their competences continuously integrating new tools and methods.

Mastery indicators of Learning outcomes or skills or competences or … acquired
Procedures and criteria for assessment of these learning outcomes.

We will evaluate if the student has the knowledge, skills and competences that are explained before.

Bibliography
Each country can use different materials adapt to the needs.

Sessions, goals, activities and time.

 

GOALS TRAINING TYPE TIME
SESSIONS 1 To know the connection between emotions and change.

To set a plan and it structure.

To share experiences.

Face-to-Face, group activities such as discussions. 6
2 To be able solve problems:

Analyse problems

Set a goal

Set a plan to reach the goal and solve the problem

Face to Face, group activities 6
3 To know how to improve the emotional intelligence of the NEET (frustration, stress, success…) in order to improve

Learning to learn

Face to Face, group activities throw dynamics and tools 6
4 To reflect about meta competence for change. Individual, online 2
5 Share experiences: good and innovate practices. Face to Face, group activities 6
6 To solve problems in a creativity way (new ideas, original solutions…)

 

Face to Face/online, group activities 6
7 To reflect about creativity and innovation. Individual, online 2
TOTAL 34

  General suggestions

 

Concerning the most appropriate method to develop the Learning Units, professionals have responded that the best option to implement this Learning Unit is to combine two methods: face-to-face and online. The number of professionals that prefer this combination is the double that who prefer one of the options.

Concerning the most appropriate method to work with the NEETS, the most interesting conclusion is that for working with NEET is necessary to work in person. Between the options to work in a group or individual, the professionals prefer to work in a group. Moreover, they highlight other important aspects such as that the dynamic will be participative and active or the possibility to use the online method.

Concerning the characteristics of the interviewed, the results of these questions show us that the participants have different years of experience. The professionals with more experience have participated in greater number. This is positive for the results of this report because we have more opinions from more experiences.

Regarding to the training of professionals, we find professionals from different fields.

During the open audit every country collect comments and suggestions that can be transversal and considered out of the areas that CoMWork stablish.

The suggestions are:

  • It is needed to work together with NEETs.
  • The professional team should be multidisciplinary.
  • follow a plan and reach the goal it is needed to set smalls objectives. And objectives that can be archived for the NEET.
  • work in group and in individual way.
  • We have to take into account that there is a lack of cooperation between institutions: there is no traceable information what is happening with the NEET after his / her registration in the labour market offices.
  • The personal attitude of the professional is a cornerstone – if he/she will be engaged and devoted to his/her work.
  • What motivates professionals is to see how young people are reaching the goals, always considering their needs
  • If youngers find a job or start training, the professionals will motivate and will continue helping others.
  • create a bond of trust with young people so they do not see the professional as the enemy but as an aid to be able to go if he/she needs help.
  • It is important the concept of “deconstruction” of negative representations associated with stereotypes like the “drug addict” the “gypsies”, “marginal”, etc.
  • Deepening of the specific context of each young person who accumulates negative social and personal situations in relation to training activities.
  • Consider the motivational Paulo Freire influencing strong relationships with active citizenship and encouraging transformative education initiatives and support social change.
  • The promotion of volunteering as a way for young to develop skills before becoming NEETs.
  • Is necessary to do sustainability of the programs;
  • There is not enough training to work with NEETs. Neither dissemination about the existing opportunities and services.
  • The young people do not have real perspective about the opportunities that they have and what is the situation at the labour market – preferred occupations, valued skills and competences.
  • Most of the services are targeting at adults (18+) and the chance NEETs between 16-18 years old to be involved in programs are few.

 

Conclusive reflections

 

The complexity in defining Neet as a category is related to the fact that being NEET is more characterised by living in a given situation than by belonging to a group, one could precisely describe.

Producing tools to work with NEET is therefore related to the perception of a phenomenon that changes very quickly in the different countries, not only because of discrepancies between changing labour markets and old-fashioned training opportunities, but also because of statistical data and politics considering NEET on a very wide scale concerning age, income, family situation, months of inactivity, qualification and competences. The question should be: which kind of Neets is growing or sinking? Which kind of Neets is lost in long-time exclusion? How is it possible to match people and opportunities ? This person with his/ her potential and his/her opportunities.

Of course producing educational tools is related to a narrow space where intervention is possible in the sense that we have to identify and work in a domain where education and training actually are able to achieve something. Therefore our team effort was to identify where operators should meet young people with some (not necessary all) characteristic of Neets and how they can identify them: operators have to be aware of the elements of structural complexity of the phenomenon and to feel competent to address Neets with proposals that enable them to cope with complexity. Neet should have a concrete and symbolic space to  improve their capacity to explore the own agency.

We wanted to focus on, and to act in, the “empty space between” different ways of being excluded and “the time remaining before” exclusion becomes a long-term condition. Exclusion means having to stay outside or just on the precarious   border of the official labour market, or to miss out on training opportunities at a particular age (between 15-29), or in a particular condition (poor or high qualification) . Exclusion means also to lose motivation and therefore energy to become aware about one’s own capacity and competences.

The variety of territories represented in the Comwork partnership showed us the necessity to think of Neet as elements of contexts and to provide a dynamic solution to empower them to “listen” to the particularity of their places and to become a dynamic and flexible element of the context in which they live. This should be taken for granted by operators dealing with them regularly or occasionally.

In this perspective our action research experience showed us that it does not make sense to separate training and vocational guidance, but to link both to the social development and economic process at local level.

Moving from training to workplaces and from workplaces to training opportunities helps to reframe stereotypes about both of them and to avoid hopefulness and disillusionment by young people. But we also have to link this dynamic to vocational training also in the perspective of making working opportunities more visible and attractive in order to enable young people to identify possible working chances.

On the basis of our meetings with operators a practical part of the training should also be to deconstruct the cliché “there is no jobs at all” and to encourage young people to observe working places and become aware of something new: “maybe this activity or job is a good idea also for me”. This is part of a dynamic itinerary to autonomy. To look at and to make a first step.

Guidance and job centres have to be aware of the priority to make work opportunities accessible and transparent and to avoid that young people wait for “help”, because information are not available for them.

From a methodological point of view, dealing with Neets means to cope with short and very focused space (time) for training. Therefore the training has to be tailored individually and the personalisation of knowledge must become the very criterion for quality in order to succeed.

Statistical numbers and conceptual definitions are just a framework around NEETS   but it is more interesting and useful to be aware about three dimensions producing the danger to become NEETS ,or to lead to a certain NEET orientation: the structural dimension, meaning the economic and labour market issues in the different countries; the educational dimension, fostering motivation, security, sense of belonging and agency, and the lobbying dimension, which means creating networks and sharing good practices, but especially promoting integration of education, vocational guidance, placements and work.

Precisely because Neet are an intersectional product of our social situation we need to work as intersectionally as possible, deconstructing categories, exploring the contents of categories, the space in-between, and the related generalisation power of categories. We need also to understand the influence of “given” categories in the development of their subjectivity. And to open the door to facilitate their way out from categories.

Personalising training and vocational guidance requires of course a major effort but seems to give more guarantee for young people in the long term.

Training experiences have a mixed target and have first of all to deal with de- motivation and discouragement. Personalising training is not like individualisation, it is about moving from NEETS people to NEEDS of young people, keeping in mind the different axes of inequality they are/were exposed to and recognising the uniqueness of the person in order to empower active subjectivation and agency. At the same time different social operators dealing with Neets have to assume a common Needs perspective which is interdisciplinary.

In this perspective the learning unit becomes a flexible tool, and an important module in different kinds of vocational or motivational training of young people, empowering them to become actors with their own opportunities of personal and professional growth.

The learning unit shall be the space where to facilitate the move from a Neets static condition to a dynamic philosophy of Needs, first of all regarding the competence of operators and then hopefully also involving young people in a dynamic self-perception and in struggling for their rights, so that they come to believe in their capability to acquire new competences.

 

[1] ESCO “European Skills, Competencies, Occupation Taxonomy”. Officially introduced in 2013, by the European Commission, the European classification of skills, qualifications and occupations, is a useful tool for institutions and citizens. ESCO is a common language to facilitate cooperation and dialogue between education, training and labour market players. The European classification, accessible online, totally free and translated in 25 European languages, contributes to relevant initiatives of European cooperation in education and training, support for mobility, study and work, transparency of titles and qualifications.

[2] Each report is available on the project website: http://comworkproject.org/

[3] The link to the platform is: http://www.observal.es/comwork/moodle.

[4] Each survey had its link:

English:   http://www.observal.es/analisis/index.php/397698?lang=en

Bulgarian: http://www.observal.es/analisis/index.php/397698?lang=bg

Spanish: http://www.observal.es/analisis/index.php/397698?lang=es

Italian: http://www.observal.es/analisis/index.php/397698?lang=it

Portuguese: http://www.observal.es/analisis/index.php/397698?lang=pt