Upload
others
View
7
Download
0
Embed Size (px)
Citation preview
METHODOLOGY COLLECTION
INTELLECTUAL OUTPUT
“Upload Your Dreams”
Erasmus+ KA2
2019.
The Methodology Collection (Intellectual Output) was compiled in the framework of the “Upload
Your Dreams” Erasmus+ KA2 strategic partnership for youth project.
Project information
Project title: Upload your dreams
Key Action: Cooperation for Innovation and the Exchange of Good Practices
Field: Strategic Partnership for youth
Main objective: Development of Innovation
Call and round: 2016/3
Project duration: 01 March 2017 – 31 August 2019.
Project background, rationale of the project1
Youth unemployment affects millions of young Europeans.
According to European statistics (Eurostat) more than 3.3 million young people (aged 15-24
years) are unemployed in 2019 in the EU. In 2018, more than 5.5 million young people (aged 15-
24 years) were neither in employment nor in education or training (NEETs) in the EU. The
situation was the same when the idea of “Upload your dreams” project was born in 2016.
Although these numbers have decreased in the recent years, the youth unemployment rate is
still very high in the EU (with peaks of more than 30% in several countries like at one project
partner, in Italy) and more than double the overall unemployment rate (less than 7%), and masks
big differences between countries, which requires a variety of different methods of intervention in
the different countries or regions. For all this youth unemployment is often examined separately.
In summary youth unemployment figures have not changed significantly over the last
decade, nor are they expected to improve in the next few years.
High unemployment co-exists sometimes with increased difficulties in filling vacancies, creating
labor market mismatches that are partly due to inadequate skills.
Why the successful integration of young people into the labor market is so important?
Helping young people enter and stay in the labor market
− helps to promote economic growth and better living conditions, and also
− has a positive effect on the mental state of young people.
(Without a job, young people are more likely to get close to various deviations or abuses,
and they are more likely to be affected by mental and physical illnesses such as
depression, which adversely affects all areas of their life.)
1 Sources: https://ec.europa.eu/social/main.jsp?catId=1036; https://www.statista.com/statistics/266228/youth-unemployment-rate-in-eu-countries/ NEETs Young people not in employment, education or training: Characteristics, costs and policy responses in Europe,
Luxembourg: Publications Office of the European Union, 2012
On the contrary, unemployment (especially if the person also does not attend any formal or non-
formal education or training) has severe adverse consequences for the individual, society and
the economy. Spending time in such a life situation may lead to a wide range of social
disadvantages, such as disaffection, insecure and poor future employment, youth offending, and
mental and physical health problems (from the mildest to the most severe), etc.
Young people in general face specific challenges in the transition from school to work:
− Since being new and less experienced to the labor market they are less likely to find a
job, or are often employed on temporary and part-time contracts.
− Young people are more easily dismissed if the economic cycle is weak, or due to the
industrial automation of processes.
− The levels of youth unemployment and inactivity are largely influenced by the economy,
but they may also be caused by structural challenges.
Structural challenges include unsatisfactory outcomes in education and training,
segmentation of labor markets affecting young people, and at times the low capacity of
public employment services to provide tailored services to young people, particularly to
the most vulnerable.
There are particularly vulnerable groups within young people whose life situation, background is
even more challenged, so that finding a job for them without help or intervention is more difficult.
The “Upload your dreams” project primarily focuses on them.
These youngsters have disadvantaged backgrounds and fewer opportunities compared to their
peers for different reasons:
− They could have some disability.
− They could have educational difficulties (e.g.: learning difficulties; early school-leavers;
low qualified adults; young people with poor school performance).
− They could have economic obstacles (e.g.: people with a low standard of living, low
income, dependence on social welfare system or homeless; young people in long-term
unemployment or poverty; people in debt or with financial problems).
− They could have cultural differences (e.g.: immigrants or refugees or descendants from
immigrant or refugee families; people belonging to a national or ethnic minority; people
with linguistic adaptation and cultural inclusion difficulties).
− They could have health problems (e.g.: chronic health problems, severe illnesses or
psychiatric conditions).
− They might face social obstacles (e.g.: people facing discrimination because of gender,
age, ethnicity, religion, sexual orientation, disability, etc.; people with limited social skills
or anti-social or risky behaviors; people in a precarious situation; (ex-) offenders, (ex-
)drug or alcohol abusers; young and/or single parents; orphans).
− They could have geographical obstacles (e.g.: people from remote or rural areas; people
living in small islands or in peripheral regions; people from urban problem zones; people
from less serviced areas (limited public transport, poor facilities).
− They could be NEETs (not in employment, education or training).
The target groups of the “Upload your dreams” project came from a mixture of the above listed
special young groups.
Objective of the project
The project intended to increase employability of disadvantaged youngsters (for example young
people not in employment, education or training) by sharing good practices that were particularly
successful in the partner countries, cities, and testing new methods in four European countries
(Hungary, Italy, Slovenia, Belgium).
The hypothesis behind the project: certain methods that are particularly successful and useful for
a certain young target group in certain European countries may work with minor or major
methodological changes with other young target groups in other contexts.
To prove this hypothesis, the partners shared their methods for certain young groups and tested
one new method learned from another partner.
Partner organizations
− Salva Vita Foundation, Budapest, Hungary
https://salvavita.hu/
− ICEI Istituto Cooperazione Economica
Internazionale, Milan, Italy
https://www.icei.it/
− De Groene Kans vzw, Diksmuide, Belgium
http://www.degroenekans.be/
− Hisa! drustvo za ljudi in prostore so.p.,
Maribor, Slovenia
http://www.drustvo-hisa.si/sl
Main target groups of the project
− Professionals of partner organizations working in the field of youth services: youth
workers, job coaches, social workers, teachers, trainers
− Youngsters
• at the age of 18-30 years
• at risk of socio-economical exclusion
• NEETs
• members of vulnerable groups
• living with disadvantaged background
The methodologies presented in this document
1. Special, thematic city walk with disabled tour guides (created and tested by Salva Vita
Foundation, Hungary)
2. A job shadowing experience for young refugees & asylum seekers (created and tested
by ICEI, Istituto Cooperazione Economica Internazionale, Italy)
3. Printmaking and graphic design for the new generation (created and tested by Hisa!
drustvo za ljudi in prostore so.p, Slovenia)
4. Soft-skill training for long-term unemployed (created and tested by De Groene Kans,
Belgium)
The document was compiled to enable other European organizations working with young people
from disadvantaged and vulnerable groups to use all or part of this material, ang got further
inspiration and motivation for their work.
More information, visit: https://uploadyourdreams.eu/
SPECIAL, THEMATIC CITY WALK WITH DISABLED TOUR
GUIDES
Methodology and recommendations
Salva Vita Foundation
https://salvavita.hu/
Hungary
2019
Thematic touristic walk focusing on the interaction between disabled tour guides and non-
disabled audience and special points of the city linked to disability.
The specialty of the program that the tour guides are disabled people, and the walk
combines the experience of a traditional sightseeing tour with the opportunity to get to know
disabled people and their abilities, skills, personality.
The special city walk with disabled tour guides gives a completely new role to young disabled
people, in which the young person with disabilities presents their own skills, knowledge,
information and his/her perspective to a non-disabled audience/users.
The walk is created for locals1 or tourist from the countryside, special groups (e.g. workplace
communities).
Technical information:
− A group of 10-15 people is ideally led by two disabled tour guides, and accompany
them 1 or 2 assistant persons (depending on the guides’ disability and required help).
− Tour guides can have any kind of disability, the key is they have to be prepared for
the route, possible (sometimes personal) questions and should be able to connect
and communicate with the audience.
− The route takes 1.5-2 hours
The goal of the special city walk:
− Creating a well applicable awareness-raising tool where disabled and non-disabled
people can make direct personal contact and interaction.
− Finding a new tool for non-formal learning for the target group.
− Giving opportunity to the target group to acquire new soft skills, competences and/or
strengthen existing skills, competences.
− Creating a possible form of employment opportunity for the target group.
• disability service providers
• organizations helping disabled people, youngsters
• schools / universities teach disabled youngsters
• every organization
1 It was tested with local audience, the language of the tour was Hungarian, the mother tongue of the tour guides and guests.
PROGRAM DESCRIPTION
RECOMMENDED ORGANIZATIONS
that aim to
− provide another opportunity for disabled and non-disabled people to meet personally,
get to know each other and get closer to each other through personal encounters.
− launch new initiatives that engages disabled and non-disabled people.
− reduce the misconception about disabled people through an innovative program.
− introduce a new, innovative awareness raising activity in its local environment.
− offer new non-formal education opportunity that help to gain or strengthen new soft
skills, competences.
− give opportunity for its clients, students to learn new knowledge about their local
environment.
In general:
− disabled people: with learning difficulties, visually, hearing impairment, autism
spectrum disorder2
− age: from 183
− university students, employed disabled adults
− NEETs
Required skills:
− basic communication skills (could be improved)
− basic transportation knowledge and skill
− well-articulated, clear expression,
− ability to learn simple text, information about the city
− a certain level of problem-solving skills (could be improved)
Required personality:
− motivation to acquire new knowledge, skills and competences
− openness
− humaneness, interest in others
− certain level of interest in architecture, (built) environment, city
− a certain level of confidence (could be improved)
All other skills, competences needed can be developed during the training. ☺
2 The program was not tested with wheelchair-users. 3 During the testing of the program, higher education students, 20-year-olds were more productive and motivated in tour guiding.
RECOMMENDED TARGET GROUP
PREPARATION
•Planning city route
•Recruiting participant
•Preparation of the training
IMPLEMENTATION
•Preparatory training
•Test walk
EVALUATION
•Training evaluation
•Participants evaluation
• Identifying outcomes and impacts
PROGRAMDEVELOPEMENT
•Based on the evaluation and other experiences during implamantation, program developement can start
PROJECT MANAGEMENT
Required steps:
1. Planning city route:
− Studying the method of other thematic city touristic walk in the area, city could be
useful.
− Data collection about the area presented during the tour:
Each station can have special meaning and has some connection with disability
(e.g. famous building where famous disabled person lived; examples of
accessibility or lack this etc.), in this way the whole route can show the audience
how many points in the city are linked in some way to disability.
− Planning the whole walking rout and each station.4
− Trying out the planned route by the trainers and target group personally to
measure the length, difficulties, accessibility of the route, and to find the
possibilities that the stations can give.
− Inventing games for each station.
Each station can have its own awareness-raising games where potential guest
can experience - through playful tasks - the challenges a disabled person has to
live with in a city.5 Participation in the games should be voluntary.
2. Recruiting participant:
− Writing recruiting news with a brief introduction about the planned program.
− Making contact with special schools (schools for disabled students), special
support service of universities in order to inform potentially interested youngsters.
− Announcing the program at several high schools, universities, special education
centers, sheltered workshops, where the news can reach the target group.
− Compiling interview questions (including questions about own ideas about the
program).6
− Organizing personal interviews with all possible candidates to assess their ideas
regarding the program, knowledge, abilities and skills, which also help to develop
an appropriate preparatory training program (training based on existing skills and
knowledge)
− Selecting participants from candidates based on personal interview experience,
and considering their skills required for the program.7
4 It is necessary to plan the route, stations, games before carrying out the preparatory training, but the evaluation of the disabled youngsters involved indispensable, it is very important to develop a route accepted by the participated young people. 5 The games can be linked to any type of disability and to the station/exact location where we are. Examples for games: scanning the sculpture label only with fingers, the eyes covered; mouth reading practice; etc. 6 See ANNEX1 and ANNEX2: original used interview questions (Hungarian) and English translation. 7 The program could be more attractive to certain groups (visually impaired and blind people) than to other (e.g. hearing impaired) due to the needed skills that the task requires.
PROJECT PREPARATION
− Signing learning agreement with participants. The contract detailed the
commitment of both parties.8
3. Preparation of the training taking into account the needs, abilities and knowledge of
the participants
− Planning training schedule, time and place.
− Planning training curriculum, exercises, figuring out topics to work on.
− Selection of the trainers who would teach and support the young people during
the training and testing.
− Keeping contact with participants.
8 See ANNEX3 and ANNEX4: example of a learning agreement: originally used Hungarian and English sample
• Type: group training, recommended size: 10-12 participants and 2-4 trainers
(depending on the disabilities of the participants and group composition,
homogeneity)
• Length: recommended at least 6 hours (depending on the length and complexity
of the planned route , and on the skills, prior knowledge and the composition of
the group)
• Methods:
o short presentation
o working groups
o situational exercises
o study visit (outdoor)
o facilitated discussion
Sections:
1. Theoretical part
− indoor
− not lecture-based but using proven training techniques, methods, taking into
account the needs, abilities and difficulties of the participants due to their
disabilities
− with a lot of games, exercises, situational exercises and subgroup work1
o to help the participants to get to know each other and learn from each
other,
o to create effective teamwork and atmosphere
o to practice presentation skills
o to gain participants’ motivation, active involvement
− discussed topics:
o detailed program presentation (what it is about)
o confidence building game
o small group exercises to understand each other's disabilities, and to learn
how to speak about themselves
o qualities of a good tour guide (presentation and brainstorming)
o presenting route details, possible games, further brainstorming
o question and answer section
2. Practical part
− outdoor
− trying out the route as a group, getting to know each station, practicing the
learned materials on the spot
− trying out the games, figuring out new games if necessary
− distribution of the stations between participants
Note: it has been proven during testing, that more extensive and longer training and more real practices
(test walks) were needed for the disabled tour guides to be prepared for this program than 6 hours.
ONE EXAMPLE OF A PREPARATORY TRAINING
4. Implementation of the training
− The training should be organized at a time appropriate to the target group.9
− The pre-designed training curriculum can be used with some necessary changes
on the spot (tailored to the needs of the participants and the current time frame).
− Participants should get the full description of the planned walk at the end of the
training, highlighting the parts they chose to present during later testing.
− During the training, the trainers are supposed to encourage participants’ own
ideas, so the youngsters can add new information (they collect themselves) to
their parts, or to the routes.
− Some time is needed between training and the test walk, giving young people the
opportunity to become more familiar with the route.
− During this month, project manager or trainers should keep contact with the
participants.
Each participant should be given the opportunity to have a personal consultation
and practice with the trainers.10
− It could be challenging to train together youngsters with different disabilities
because of the different needs, knowledge. To address these challenges:
• During the training, more subgroup exercises could be used in order to be
able to pay enough attention to every participant.
• It is important to select a sufficient number of trainers for the group11
• Youngsters with learning disabilities require more support and help beyond
the training.
− At the end of the training, feedbacks (ideas, opinions, comments) from
participants should be collected about the training experiences.
9 It could be at the weekend since the participants maybe cannot attend the training on the weekdays due to their study or work. 10 The youngsters with learning disabilities can possible require more time, support and preparation. High schools students can ask for help from their teachers who can also receive all materials as part of the collaboration. 11 During testing, 4 staff were available for the 11 youngsters.
IMPLEMENTATION
− It is essential to manage the expectations of the young participants regarding the
program, which means, since not all participants become automatically qualified
for tour guides after one training.
5. Implementation of the test walk, “exam”
− Test walk should be organized at a time appropriate to the target group.12
− Guests can be invited for the test walk who listen to the participants’ performance
and take part in the games. At the first time, audience could be family members,
teachers who know the participants well.
− At the end of test walk, feedbacks (ideas, opinions, comments) from participants
and guests should be collected about the test walk and their own feelings about it.
− After training and testing, participated youngsters can decide how challenging and
interesting this program was for them, it is also an opportunity for the participants
and trainers to identify together the additional skills needed.
6. Training evaluation
Internal evaluation of the training:
The results, effectiveness, strengths and weaknesses of the training are needed to evaluate
at the end of the training. This way, areas where improvement is needed could be identified.
Helping questions:
− Did we achieve with the training what we originally wanted?
− Was the group training an appropriate and effective way for preparation of the
participants?
12 It could be at the weekend since the participants maybe cannot attend the training on the weekdays due to their study or work.
EVALUATION, OUTCOMES, IMPACTS
− What were the strengths and weaknesses of the training?
− What should have the trainers done more?
− Were there any part that was uncomfortable for the participants?
− Could the group and the trainers work together efficiently?
− Was the venue, length and content of the indoor and outdoor training sufficient to
prepare the participants?
• If not, what important content was missing?
− Did the participants achieve the training objectives?
− What skills, knowledge did the participants learned?
Training evaluation by the participants:
Based on the feedback of the participants (after training and testing).
It could be a feedback form completed by each participant, or feedback in words in a group,
anonym or open.
7. Evaluation of the participants’ performance and improvement
Evaluating participants by the trainers:
Participants' performance and improvement should be evaluated based on their training
activity and city walk performance.
Strengths and weaknesses of all participants are needed to recognized.
A standardized evaluation form may also be used.
Not all participants become automatically qualified for tour guides after the training.
Some of them are ready to start as tour guides, some need more preparation.
Areas, where improvement is needed, should be identified.
6.4 Self evaluation
All participants should be encouraged to evaluate themselves and their performance during
testing.
Some participants may be unsure, they may not have had a good time in the test situation.,
and don’t want to take part in a city walk.
Based on the participants’ evaluation and self-evaluation, outcomes and impacts of the
training and testing could be identified.
The outcomes and impacts may vary depending on the participants’ disabilities, age, prior
knowledge, skills and competences, as well as effectiveness of the training program.
Expected outcomes and impacts for disabled participants:13
− The participants are likely to receive a lot of knowledge, interesting information about
the city.
− They learn a lot about each other and others’ disability.
− They learn how to talk confidently about their disability and situation (including
strength and weaknesses, difficulties).
− They got a new form of non-formal learning.
13 Based on our own experiences during testing.
− The participants can acquire a lot of new skills such as:
• Communication skills, including presentation, public speaking, storytelling and
giving feedback since they needed to learn and present the story of the
stations and buildings in their own words.
• Skills related to critical thinking such as desire to learn, creativity, research
since they were encouraged to do some research about the route and were
asked about their opinion many times during the training.
• Positive attitude, including cooperation, enthusiasm, honesty (e.g. about their
situation, difficulties)
• Teamwork, including cooperation, accepting feedback (e.g. from each other
and the trainers), interpersonal skills, empathy towards each other, social
skills.
• Work ethic such as attentiveness, dedication, following directions, meeting
deadlines, motivation, reliability, trainability.
− The participants can strengthen a lot of their competences such as:
• Competencies Dealing with People (e.g.: attention to communication, oral
communication, persuasive communication, interpersonal awareness,
Influencing Others, Customer Orientation)
• Self-Management Competencies (self confidence, personal credibility,
flexibility,)
• Leadership Competencies (e.g.: motivating and inspiring, embracing diversity)
− The learned and acquired key competences and skills are transversal.
Expected outcomes and impacts for organizations:
− The organization get a new awareness raising tool: New and effective methods/tools
that strengthen soft skills and promote youth employability and the inclusion of
disabled people.
− The organization can get to know its potential clients (disabled people) from another
side.
− The organization can support its clients with a new non-formal learning method.
− The organization can get a new tool to help their clients overcoming the challenges
that a life with disability means.
− The organization can strengthen contact with local partners (middle schools,
universities) teaching disabled youngsters.
− The organization experience professional development of the project staff.
Expected impact for the local community, society:
− The program can minimize the discriminating culture and promote disability
awareness through a unique platform.
− The program can help subsiding the stereotypical mindset of the society regarding
disabled people, hence providing opportunity for everyone (especially local
community) to get involved in creating an inclusive and diverse society.
− The program can lead the audience to gain empathy and to constitute a positive
approach and attitudes towards people with disabilities.
− The program can educate the local society regarding disability and how the society
and an individual can bring about the necessary changes for example accessibility.
− It can help to learn acceptance, and therefore to create an understanding approach to
disabilities.
ANNEX1
ERASMUS – UPLOAD YOUR DREAMS
FOGYATÉKOS EMBEREK ÁLTAL VEZETETT SPECIÁLIS ÉRZÉKENYÍTŐ TÚRA
ELSŐ BESZÉLGETÉS – INTERJÚVÁZLAT
A jelentkező adatai és adatvédelmi nyilatkozata:
Név: ……………………………………………………….………………………………………….
Lakóhely (település, ir.szám):……………………………………………………………………..
………………………………………………………………………………………………………..
Munkahely/iskola: …………………………………………………………………………………..
Telefonszám: ………………………………………………………………………………………..
Születési idő, hely.: …………………………………………….……………………………………
Hozzájárulok, hogy a Salva Vita Alapítvány kezelje és a projekt finanszírozói részére
továbbítsa személyes és különleges adataimat.
Budapest, 2018.……………………………….aláírás ……………………………………………
1. Kérjük, foglalja össze, hogy mit hallott a programról eddig? (Ezzel a kérdéssel
tesztelhetjük, mit tud a programról, vannak-e félreértések, mit érdemes jobban
elmondani.)
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
2. Kérjük, mondja el, hogy mi a személyes motivációja a programba való
bekapcsolódásra? Miért szeretne részt venni?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
3. Milyen a túravezetéssel kapcsolatos – elsősorban kommunikációs -
tapasztalatokkal rendelkezik? Pl.:
a. Kellett-e már olyan emberek előtt beszélnie, beszédet mondania, akiket
eddig nem ismert?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
b. Részt vett-e korábban bármilyen érzékenyítő témájú programon?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
c. Volt-e olyan kommunikációs helyzetben, ahol valamilyen váratlanul
felmerülő problémát kellett megoldani? (pl. valaki váratlan kérdést tett fel)
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
4. A jelentkező fogyatékossága:
a. Fogyatékosságának típusa (aláhúzandó):
− Mozgássérültség
− Látássérültség
− Hallássérültség
− Beszédfogyatékosság
− Tanulási nehézség, intellektuális képességzavar
− Autizmus
− Pszicho-szociális fogyatékosság
− Egyéb
b. A fogyatékosság mértéke?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
c. Milyen nehézségei vannak a fogyatékosságából kifolyólag? Miben igényel
segítséget (pl. közlekedés)? Mi az, amit jól meg tud oldani?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
d. Tud a saját fogyatékosságáról beszélni? Mennyit mondana el a
fogyatékosságáról?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
5. Van-e valami ötlete, javaslata, észrevétele a tervezett túrával kapcsolatban?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
6. Meg tudja-e oldani, hogy a képzésen és a teszttúrán is részt vegyen, és
felkészüljön?
(A megfelelő nap aláhúzandó, megjegyzések írása alább.)
a. 2019. Február 9. – oktatási nap
b. 2019. február 23. – tréneri anyag egyéni megbeszélése
c. 2019. Március 9. – belső tesztelés (kollégák, projektben dolgozók,
kuratóriumi tagok)
d. 2019. március 23. – külső tesztelés (meghívott vendégek, sajtó stb. -
opcionális)
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
7. Tudja vállalni egy kb. 10 mondatos szöveg megtanulását és visszaadását?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
8. Kérjük, fogalmazza meg, hogy milyen segítséget igényel a Salva Vita Alapítvány
munkatársaitól?
a. Milyen formában, mire figyeljünk a tréningen?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
b. Milyen szükségletei, igényei, kérései vannak a túraútvonalon? (Pl. mindig
legyen mellette segítő, valaki kísérje el az állomásra, majd haza ….)
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
Az interjút készítő munkatárs megfigyelései, személyes benyomásai, javaslatai:
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
ANNEX2
ERASMUS – UPLOAD YOUR DREAMS
SPECIAL CITY WALK WITH DISABLED TOUR GUIDES
FIRST INTERVIEW - INTERVIEW SCHEME
Data of the Participant and Privacy Statement:
Name: ……………………………………………………….………………………………………
Address:..................................……………………………………………………………………..
………………………………………………………………………………………………………..
Workplace/School: …………………………………………………………………………………..
Phone: .....…......……………………………………………………………………………………..
Date and Place of birth.: …………………………………………….………………………………
I agree that .... (name of the organization) manages and transmits my personal and special
information to the project sponsors if necessary.
Place and date: .……………………………….signature …………………………………………
9. Please summarize what you have heard about the program so far? (This question
is used to test what you know about the program, whether there are any
misunderstandings.)
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
10. What is your personal motivation for joining the program? Why do you want to
participate?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
11. Do you have any experience (e.g. communication experience) in a touristic walk
as a tour guide?
a. Have you ever had to speak to/in front of many people you didn't know
before?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
b. Have you ever participated in any disability equality / awareness
program?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
c. Have you been in a communication situation where you had to solve an
unexpected problem? (e.g. someone asked an unexpected questions)
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
.............
12. What is your disability?
e. Type of disability (Please, underline):
− Physical disabilities
− Visual impairment
− Hearing impairment
− Speech Disability
− Learning difficulties
− Autism
− Psycho-social disability
− Others
f. What is the degree of your disability?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
g. What are your difficulties regarding your disability? Where do you need help
(e.g. transport)? What are your strengths?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
h. Can you talk about your own disability? How much would you tell us about
your disability?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
13. Do you have any ideas, suggestions, comments regarding the planned activity?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
14. Can you attend the training and test tour at the following times?
(Please, underline the appropriate day, and write comments below if you have.)
a. ...
b. ...
c. ...
d. ...
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
15. Can you learn an approximately 10 sentence text?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
16. Please describe what kind of help you need from the staff in this activity?
a. What do we need to take care of during the training in your case?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………...........
.
b. What are your needs and requests along the activity? (e.g.: you always
need a helper beside you or someone who accompanies you etc.)
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
………………………………………………………………………………………………………........
The interviewer’s observations, personal impressions and suggestions:
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
ANNEX3
Részvételi Szerződés
amely létrejött egyrészről a Különleges Városi Séta Programot (továbbiakban Program)
szervező és lebonyolító ………………….. (továbbiakban Szervezet), másrészről a
Programban részt vevő Jelentkező között alulírott napon és helyen az alábbi feltételek
mellett:
1. A Jelentkező és a Programot szervező Szervezet adatai:
Programot szervező és lebonyolító adatai
Szervezet neve
Képviseletre jogosult
neve
Cím
Telefon
Jelentkező adatai Jelentkező törvényes képviselőjének
adatai
Név: Név:
Születési
hely:
Születési idő:
2. A Program keretében a Jelentkező részt vesz a Szervezet által szervezett,
………………….. időpontban megvalósuló Különleges Városi Séta Programon, és az
ahhoz kapcsolódó, azt előkészítő tréningen (bővebben szerződés 6. pont).
3. A Programban való részvétel a jelentkező számára ingyenes.
4. A Programban a jelentkező önkéntes alapon vesz részt.
5. A Program keretében a Szervezet biztosítja a Jelentkező egyéni szükségleteinek
figyelembe vételével:
– a tájékoztatást a Program céljairól és pontos menetéről;
– csoportos és igény esetén egyéni, ingyenes felkészítést a Programra;
– kísérőt a Program megvalósításakor;
– hogy a Jelentkező adatait az információs önrendelkezési jogról és az
információszabadságról szóló 2011. évi CXII. Törvénynek és az Általános
Adatvédelmi Rendeletnek (General Data Protection Regulation - GDPR)
megfelelően, és más kapcsolódó adatvédelmi jogszabálynak megfelelően
bizalmasan kezeli, és illetéktelen személyeknek nem adja át, azokat
nyilvánosságra nem hozza.
6. A Programban részt vevő Jelentkező vállalja, hogy
– a Program során együttműködik a szervező Szervezettel;
– a Programot érintő, figyelembe veendő szükségleteivel kapcsolatos információkat
őszintén feltárja;
– a Programban való részvételhez szükséges személyes iratokat, igazolásokat,
• bármely, a magyar jogszabályok szerinti jogkörben eljáró hatóság által kiadott
igazolás vagy annak tekinthető okirat a megváltozott munkaképesség, illetve
fogyatékosság igazolására,
bemutatja, és ezek fénymásolatát a Szervezetnek átadja;
– részt vesz a Programot előkészítő csoportos és/vagy egyéni felkészítéseken
(időpontja: ……………….) és a megszerzett tudást bemutató teszt napon
(időpontja: ……………………...);
– a Programon való részvételért semmilyen ellenszolgáltatásra nem tart igényt;
– részt vesz a Program értékelésében, az ezzel kapcsolatos felmérésben;
– részt vesz a Programmal kapcsolatos híradásokban, melynek keretében a
résztvevőkről fotók és egyéb felvételek készülhetnek a szervező Szervezet
megbízásából.
7. A programban részt vevő Jelentkező hozzájárul ahhoz, hogy a Programot szervező
Szervezet megbízásából fotókat és filmfelvételeket készítsenek róla a Program keretében,
és hogy az így készült képmását felhasználják. Továbbá tudomással bír arról, és egyben
hozzájárul ahhoz, hogy a fotók és felvételek
− a https://uploadyourdreams.eu/ honlapon,
− ………………………………..honlapon,
− ………………………………. Közösségi média felületen
− a Programhoz kapcsolódó híradásokban.
A Jelentkező tudomásul veszi, hogy a felvételek tulajdonosa a …………., a fentiektől eltérő
célból történő felhasználásuk csak a Szervezet és a Jelentkező írásos beleegyezésével
történhet.
A Jelentkező vállalja, hogy ha a fenti hozzájárulásainak bármelyikét a későbbiekben bármely
okból visszavonná, akkor a Szervezetnek vagy harmadik személynek az ebből fakadó
valamennyi kárát és költségét maradéktalanul megfizeti.
8. A Programban részt vevő Jelentkező ezúton kijelenti, hogy a jelen szerződésben
szereplő adatai a személyes okmányaiban szereplő adatokkal egyezőek. A Jelentkező
hozzájárul továbbá, hogy a jelen Szerződés teljesítésével kapcsolatban a Szervezet
tudomására jutott személyes adatait a Szervezet a Program szervezése és lebonyolítása
céljából kezelje.
9. A Programban részt vevő Jelentkező tudomásul veszi, hogy jelen pályázati programot a
támogató és a lebonyolító szervezet, vagy az általuk megbízott szervezet képviselője
ellenőrizheti, melynek során a Szervezetnél keletkezett személyes anyagaikba
betekinthetnek.
Az ellenőrzést végzők az Jelentkező adatait az információs önrendelkezési jogról és az
információ szabadságáról rendelkező 2011.évi CXII. Törvény és az Általános Adatvédelmi
Rendelet (General Data Protection Regulation - GDPR) előírásainak megfelelően kezelik.
Jelen Résztvevői Szerződés ………….. év …………….. hó …..-tól visszavonásig érvényes.
Dátum: ………………., 20……… év…………………. hó ….. nap
________________________ ____________________________
Résztvevő Szervezet
__________________________
Résztvevő törvényes képviselője
ANNEX4
Participation Agreement
which was established between the ……………………. Program organizing and
implementing Organization and on the other, the Participant of the Program, on the
undersigned date and place, under the following conditions:
1. Data of the Participant and the Organization:
Data of the Organization
Organization name
Representative name
Address
Telephone
Data of the Participant Data of the legal representative of the
Participant
Name Name
Place of birth Place of birth
Date of birth Date of birth
Mother’s
name
Mother’s
name
Address Address
Telephone Telephone
E-mail E-mail
2. In the framework of the Program, the Participant will participate in the …………………
Program organized by the Organization and the related events. (More in section 6 of the
contract).
3. Participation in the Program is free of charge for the Participant.
4. In the Program, the candidate will participate on a voluntary basis.
5. Within the framework of the Program, the Organization
- takes into account the individual needs of the Participant;
- informs the Participant about the objectives and the precise schedule, steps and
requirements of the Program;
- provides the individual and free preparation for the Program;
- provides mentor throughout the Program;
- ensures that the data of the Participant will be handled confidentially and in
accordance with ………... related data protection laws and will not be disclosed to
unauthorized persons or to the public.
6. The Participant undertakes to:
- cooperate with the Organization during the Program;
- genuinely reveal his/her requirements and needs to be taken into account during the
Program;
- provide those personal documents, certificates that are needed for the participation and
allow the Organization to make copies about them;
- participate in ……
- do not claim any compensation for participation in the Program;
- participate in the evaluation of the Program, in the related survey;
- participate in the Media Campaign regarding the Program, where photos and other
recordings of the participants can be taken or made on behalf of the organizing
Organization.
7. The Participant agrees that the Organization will take photos and videos on about him/her
within the framework of the program, and that his/her image taken is used.
The participant is also aware of and agrees that his/her photos and videos may appear
on the following sites/ websites:
- https://uploadyourdreams.eu/
- ….
The Participant acknowledges that the Organization owns the photos, videos, recordings
taken during the Program, and using those photos, videos for other purposes than
described above requires the written consent of the Organization and the Participant.
The Participant agrees that if the any of the above-mentioned agreements will be
subsequently revoked for any reason, then he or she reimburses the resulting damage to
the Organization.
8. The Participant hereby declares that the personal information in this contract is the same
as in his/her personal documents. The Participant also agrees that his/her personal data
will be handled by the Organization during the management of the Program.
9. The Participant acknowledges that the Program financed by the EU can be checked,
audited by the supporting and financing organization or by the representative of this
organization (Auditor) and in this way, the Auditor can have access to his/her personal data
collected by the Organization. The Auditor will handle the personal data confidentially and
in accordance with ….. related data protection laws.
The present Participant Agreement is valid until 2019 from ..................... month ... until the
date of withdrawal.
Date and place: ……………………………………………………
________________________ ____________________________
Participant Representative of the Organization
__________________________
Legal representative of the Participant
A JOB SHADOWING EXPERIENCE
FOR YOUNG REFUGEES & ASYLUM SEEKERS
Methodology and recommendations
ICEI Institute for International Economic Cooperation
www.icei.it
Milan, Italy
2019
The “Job shadowing experience for young refugees and asylum seekers” take inspiration
from the DUOday initiative (see for instance www.duoday.fr) and other similar/resulted
initiatives, such as the Job Shadow Day organized by IASE Irish Association of Supported
Employment (http://www.iase.ie/job-shadow/) and the JOB for you, DREAM for me! Organized
by Salva Vita in Hungary (http://nekedmunka.hu/inenglish/): every year, over the course of one
day – the “job shadowing day” - disabled participants explore the workplace ‘shadowing’
someone (the workplace mentor) as they go about their normal working routine. The aim of
the program is to bring people with disabilities and employers together for one day, to promote
equal employment opportunities, as well as, in the longer term, to contribute to strengthen the
knowledge and skills of the participants and their employment opportunities.
This kind of initiatives is a highly effective way of work – based learning and contribute to
starting the process of accessing the labour market for the target group, as the participants
can have "a taste" of the jobs, as well as of the key technical and soft skills needed to perform
it: in this way, they strengthen their employability.
At the same time, this initiative raises awareness about disability issues among employers and
on how to promote the labour inclusion of vulnerable people.
It also represents a flexible method, that can be adapted to other people with fewer
opportunities, such as refugees and asylum seekers: these constitute a particular vulnerable
group, at very high risk of social and economic exclusion, and always looking for opportunities
to show what they can do, to meet with locals, and to strengthen their skills and knowledge,
keeping in mind the actual opportunities offered by the labour market of the host country.
However, some adjustments need to be made in order for this program to meet the needs and
profile of this specific group of people, and make it really effective for their learning and a useful
step in their socio-economic integration. These adjustments are described here below.
Technical information:
One or more groups of 10 refugees and asylum seekers, guided by their tutors and
the employers’ mentors. While the programs described above mainly carry out
individual job shadowing experiences (one-to-one), it is recommended to organize
group job shadowing days with refugees & asylum seekers. In this way, participants
can, on one hand support each other and overcome together possible barriers (e.g.
language, lack of knowledge of the local labour market), and on the other hand, share
the learning and experiences among themselves, exploring together if and how the
job at hand could be a viable career option for them;
One or few employers, which should be selected taking into consideration the actual
local labour market demand and with attention to opportunities for people who, for
instance, do not speak the local language very well: this may help in preventing the
risk of frustrating the youngsters’ experiences and aspirations;
Half a day duration;
PROGRAM DESCRIPTION
The goals of the job shadowing experience:
Creating a well applicable awareness-raising tool for employers, to meet and “open
up” to work with refugees/asylum seekers, and highlighting the importance of diversity
in the workplace;
Finding a new tool for non-formal learning for the target group;
Giving an opportunity to the target group to acquire and/or strengthen skills and
competences, as well as to liaise and socialize with their peers;
Creating a possible form of employment opportunity for the target group.
Organizations/centres hosting and/or supporting refugees or asylum seekers and
their integration in the labour market and the society at large;
Employers willing to introduce a new and innovative awareness raising activity in their
company;
Not-for-profit organisations willing to launch new initiatives that engage refugees and
asylum seekers and working to reduce stereotypes and prejudices about them in the
society and the workplace.
In general:
Refugees or asylum seekers;
Age: from 18.
Required skills:
No specific skills are required for the job shadowing experience, apart from some
(very) basic knowledge of the host country’s language1.
Required personality:
motivation to acquire new knowledge, skills and competences;
openness and interest in others;
some kind of interest in the topic/sector of the job shadowing.
1 These provisions emerge from testing the job shadowing experience with young asylum seekers in Italy (see below), where this group is made up for the most majority by low-educated youth. In other countries, where refugees and asylum seekers are also for the most part high skilled individuals, the programme should be adapted accordingly.
RECOMMENDED ORGANIZATIONS
RECOMMENDED TARGET GROUP
PREPARATION
•Liasing with local organisations and employers
• Identifying and preparing participants
•Designing a tailor-made job shadowing program/experience
PROGRAM DEVELOPMENT
• Implementation of the job shadowing program/experience
•Evaluation of the program/experience
PROJECT MANAGEMENT
Required steps:
1. Liasing with local organisations and employers
Identifying one or more employers, which should be selected taking into consideration
the actual local labour market demand and with attention to the opportunities for
people who, for instance, do not speak the local language very well, so as to prevent
the risk of frustrating the youngsters’ experiences and aspirations; identification of the
mentors who will support the young people during the Job Shadowing;
Liasing with local organisations/centres hosting and/or supporting refugees or asylum
seekers and their work and social/cultural integration; identification of the tutors.
2. Identifying and preparing participants:
Via local organisations (see above) as well as social media communication where
useful/applicable;
Preparing and disseminating the application form2 to participate in the job
shadowing experience. This will be a simple form, to collect: personal details,
education/work experience, specific needs and interests. The form should be filled
in by the tutor together with each participant: this will be actively engaged so as to
explore his/her ideas regarding the program, knowledge, skills, interest in the
topic/economic sector, etc.;
Selecting participants from candidates;
Signing the learning agreement with participants, which details the commitment of
both parties3;
Preparation of the participants: brief explanation of the program, organisations
involved, some basic information on the topic/economic sector. It is essential to
manage the expectations of the young participants in the job shadowing day: it
must be clear what this day was about – i.e. “trying out” the job and strengthening
technical and soft skills, so as to improve one’s employability -, in order not to
raise expectations about employment as a direct outcome of the experience.
3. Designing a tailor-made job shadowing program/experience
Planning schedule, timing, logistics (e.g. transportation for the participants,
learning material, etc.);
Design a job shadowing program that is interesting, effective, engaging and
respondent to the needs and interests of the youngsters.
2 See Annex 1 3 See ANNEX 2
PROJECT PREPARATION
In the framwork of the project Upload Your Dreams, ICEI has designed a job shadowing
experience with young asylum seekers in the city of Milan (Italy), in the specific field of
sustainable and social agrIculture.
It might come as a surprise, but the city of fashion is also the second agriculture city in
Italy and the first in terms of agriculture production. The PASM South Milan Agricultural
Park is a protection area which however recognizes agriculture has a key aspect for
development, a first example in Europe. Social Agriculture is also promoted in the
Regional Law for Agriculture 25/2011. Thus, sustainable and social agriculture
represents nowadays in Italy a good employment sector for young people, including
those with fewer opportunities.
Sustainable agriculture is one of ICEI’s main areas of intervantions in their projects in
developing countries, where the organisation has been carrying out „Synthropic
Agriculture”. This is a new concept in agriculture field. It works in complete synchronicity
with nature and its resources and is based on species’ ecological successession,
applying this principle to intensive agro-forest systems of succession, with have a great
productive potential both in a quantitative way (up to 70 tons/hectare/year) and in
variety. Syntrophic agriculture drastically reduces unused spaces, inverting the soils
hydric degradation process and it highly optimises and diversifies productivity, in terms
of time and space.Apart from producing a huge variety of alimentary plants, (e.g. fruits,
vegetables, tubers, cereals, medicinal plants and wood) the right agro-forest systems
application’s guarantees natural resources preservation and it also fosters degradated
territories recovery, byodiversity progressive restoration and hydric resources
renaissance. For more information on Synthropic Agriculture and ICEI’s work in this
field, see www.icei.it/en/blog/2017/10/26/syntrophic-agriculture-a-technical-overview/
In Milan, ICEI collaborates with CasciNet (https://cascinet.it/ ), a not-for-profit
association/social enterprise which carries out local participatory projects in social and
sustainable agriculture and sustainability, including via Synthropic Agriculture, to re-
generate the city and engaging directly the citizens.
ICEI, together with CasciNet, organised in March 2019 a one day job shadowing
experience for 11 asylum seekers: the young people had the chance to learn two
simple but innovative agro-ecological practices via the job shadowing:
the first practice was a fertilization technique that does not include any chemical
products, in order to avoid soil contamination. The main ingredient used for this
methodology were bales of hay, and the youngsters had to decide how to
distribute them around the soil, creating a few different techniques;
The second practice was a sowing technique. Following a “triangle path”, small
sprouts coming from an ecological growth-room were seeded in a soil covered
with a black bio-degradable plastic bag.
Many of the participants already had some previous experience in farming and
agriculture in their home country, and, also for this reason, turn out to be very interested
in learning new approaches and techniques in this area, which are rapidly spreading
and may represent a new employment opportunity.
An example of a job shadowing experience for asylum
seekers in the field of sustainable agriculture
The job shadowing should be organized at a time appropriate to the target group;
Before, during and after the job shadowing, it is very important to encourage
participants to express and share their own ideas, feedback, etc., also to explore if
and how the job at hand might be considered as an employment opportunity for
them;
It could be challenging to work together with youngsters which have inevitably
different backgrounds. The tutors and trainers should thus be careful to ensure
attention is paid to each and every participant, while at the same time giving
everyone enough “space” to learn, make mistakes and share their views;
The job shadowing programme should focus as much as possible on practical
aspects and tasks (this will help also in case of language barriers); a small
theoretical introduction can be useful to frame the concepts and reflect on the
goals of the job shadowing day;
At the end of the programme, participants should receive a certificate of
participation: this may be useful as a written and official recognition of their work,
for young people who will probably will not have many certificates issued from the
host country.4
Expected outcomes and impacts for participants:5
The participants are likely to gain new knowledge and information about the
topic/economic sector and discover specific employment opportunities;
They learn about each other and others’ background;
They get an opportunity to show their skills and what they can do;
They get to liaise with local organisations and the local population;
They acquire or strengthen their skills and competences, such as:
4 See Annex 3. 5 Based on our own experiences during testing.
IMPLEMENTATION
o communication skills, including speaking in public and in the language of the
host country, share own’s ideas, give feedback, etc.;
o Learning to learn, self-confidence and motivation;
o Teamwork, including cooperation and social skills;
o Work ethic such as attentiveness, dedication, meeting deadlines, motivation,
reliability, trainability.
Expected outcomes and impacts for organizations:
getting a new awareness-raising tool in their work with employers and useful to
promote diversity in organisations and in the workplace;
acquiring a new and effective method to promote young migrants’ employability and
contribute to their integration, to promote work-based learning and the inclusion of
young people with fewer opportunities in the labour market;
strengthening links and the ability to network with local organisations working with
refugees/asylum seekers/migrants on one hand, and with employers on the other
hand.
Expected impact for the local community/society:
contributing to combat prejudices and stereotypes (for instance, about
refugees/asylum seekers taking advantage of the local welfare and not wanting to
work) in a new and participatory way;
Creating opportunities for natives and migrants to meet with each other and thus
contributing to intercultural dialogue;
Long-term contribution to fostering employability and inclusion in the labour market of
vulnerable young people;
Contribution to “open up” non-youth organisations to work with youth with fewer
opportunities.
1
UPLOAD YOUR DREAMS 2016-3-HU02-KA205-001946
SCHEDA DI PARTECIPAZIONE
JOB SHADOWING MILANO
21 Marzo 2019
2
1. PROFILO DEL PARTECIPANTE
1.1 Informazioni personali
Nome e Cognome:
Contatti (telefono e/o email)
Data e Luogo di nascita
Sesso
Nazionalità/Cittadinanza
Indirizzo
1.2 Istruzione/formazione/lavoro
Titolo/i di studio Citare e specificare se conseguito in Italia e/o all’estero
Situazione attuale di lavoro e/o studio
Es. tipo di contratto lavorativo, eventuali corsi che frequenta
Breve descrizione delle esperienze lavorative passate, incluso a livello informale
Conoscenza linguistiche (italiano e/o altre lingue)
- Base - Buona - Eccellente - Lingua madre
Es. Italiano base, Arabo lingua madre
Altri commenti
1.3 Situazione personale
Selezionare e fornire qualche informazione ulteriore per ciascuna categoria selezionata
3
☐ Disabilità (mentale, fisica, sensoria,
intellettuale, ecc. – definire livello)
☐ Difficoltà di apprendimento (es.
difficoltà di apprendimento, abbandono prematuro della scuola; risultati scolastici insufficienti)
☐ Ostacoli economici (es. basso tenore
di vita/reddito, che dipendono dall'assistenza sociale, disoccupati o disoccupati a lungo termine)
☐ Differenze culturali (es. immigrati o
rifugiati, seconda generazione, minoranze nazionali o etniche)
☐ Problemi di salute
☐ Ostacoli sociali (es. vittima di
discriminazione, (ex-)criminali, (ex-) dipendenti da alcol o droghe; genitori giovani e/o single)
☐ Ostacoli geografici (es. provenienti
da zone periferiche o rurali e dunque con servizi ridotti)
Altri commenti
2. INTERESSE E ESPERIENZA NEL SETTORE AGRICOLO
Ha già esperienza nel settore agricolo? Si ☐ No ☐
Se si, descrivere
Ha già sentito parlare di agricoltura sociale e agricoltura sostenibile? Si ☐ No ☐
Se si, descrivere
Potrebbe essere interessato a lavorare nel settore agricolo? Si ☐ No ☐
Se si, descrivere
Quali altri settori lavorativi interessano il/la ragazzo/a?
Sociale Ambiente Artigianato Meccanica
☐
☐
☐
4
Tecnologie Audio-visivo Cultura Ristorazione Turismo Altro
☐
☐
☐
☐
☐
____________________________________
Trattamento dei dati personali
Dichiaro di aver preso visione dell'informativa sulla privacy di ICEI pubblicata a questo link
https://www.icei.it/privacy/ e, ai sensi e per gli effetti degli artt. 13 e 23 del D.Lgs. n. 196/2003 e ai sensi del
Regolamento UE 2016/679 sulla protezione dei dati personali (GDPR)
ACCONSENTO al trattamento dei dati personali : Si ☐ No ☐
1
UPLOAD YOUR DREAMS 2016-3-HU02-KA205-001946
APPLICATION FORM
JOB SHADOWING IN MILAN
21th of March 2019
2
1. PARTICIPANT’S PROFILE
1.1 Personal Data
Full Name:
Contacts (phone/email):
Date and place of birth:
Gender
Nationality/ies
Full Address (including district, etc. where applicable)
1.2 Education/training/work background
Qualification(s) List and specify if acquired in Italy or other country(ies)
Current study/work status Specify training currently attended, type of current work contract, etc.
Past work experience/s, including at informal level
Knowledge of Italian and/or other
languages (including English and
mother tongue):
• Basic
• Intermediary
• Good
• Excellent
• Mother tongue
Other comments
1.3 Personal situation
Select and include explanatory notes.
☐ Disability (mental, physical,
sensory, intellectual, etc. –
please state percentage/level)
3
☐ Educational difficulties (e.g.
learning difficulties, early school
leaver, poor school performance)
☐ Economic obstacles (e.g.
unemployed/long term unemployment, low standard of
living, minimum income recipients)
☐ Cultural differences (e.g.
immigrants, ethnic minorities,
second generation)
☐ Health problems
☐ Social Obstacles (e.g. facing
discrimination, ex-offenders, young parents, addiction
problems, social services report,
etc.)
☐ Geographical Obstacles (e.g.
from remote/suburban areas and
thus with less facilities, etc.)
Other comments
2. INTEREST AND EXPERIENCE IN AGRICULTURE
Does he/she already have any experience in agriculture?
Yes ☐ No ☐
If yes, please describe
Has he/she ever heard about social and sustainable agriculture
Yes ☐ No ☐
If yes, please describe
Is he/she interested in working in the agriculture sector?
Yes ☐ No ☐
If yes, please describe
Which other sector(s) is he/she interested in?
Social Environment Arts/Crafts Mechanics IT Media Culture Food Tourism Other
☐
☐
☐
☐
☐
☐
☐
☐
____________________________________
4
Personal data processing
I hereby declare that I have read ICEI’s privacy policy published at https://www.icei.it/privacy/ and according
to articles 13 and 23 of Italian D.Lgs. n. 196/2003 and UE Regulation 2016/679 (GDPR)
Confirmation of data processing Yes ☐ No ☐
Co-funded by the Erasmus+ Programme of the Europen Union. Call: 2016 KA2 - Cooperation for Innovation and the Exchange of Good Practices
Strategic Partnerships for youth Project title: Upload your dreams
Contract number: 2016-3-HU02-KA205-001946
Participation Agreement
established between
ICEI, as organizing and implementing organization of the project Upload Your Dreams
(2016-3-HU02-KA205-001946) in Italy,
and
the Participant in the project
on the undersigned date and place, under the following conditions:
1. Data of the Participant and the Organization:
Data of the Organization
Organization name ICEI Istituto Cooperazione Economica Internazionale
Legal Representative Alfredo Luis Somoza, President
Address Via Cufra 29, 20158 Milan (Italy)
Telephone +39 02 25785763
E-mail [email protected]
Data of the Participant
Name
Place and
date of birth
Nationality
Address
Telephone
2. In the framework of the Project, the Participant will participate in the JOB SHADOWING
EVENT organized by the Organization, as well as in related project events.
3. Participation in the project is free of charge for the Participant.
4. In the project, the candidate will participate on a voluntary basis.
5. Within the framework of the project, the Organization
- takes into account the individual needs of the Participant;
- informs the Participant about the objectives and the precise schedule, steps and
requirements of the Program;
- provides the individual and free preparation for the Program;
- provides support to the Participant throughout the project;
- ensures that the data of the Participant will be handled confidentially and in
accordance with Italian and EU legislation on data protection nad processing.
Including the EU Data Protection Directive (95/46/EC) and GDPR 2016/679.
Co-funded by the Erasmus+ Programme of the Europen Union. Call: 2016 KA2 - Cooperation for Innovation and the Exchange of Good Practices
Strategic Partnerships for youth Project title: Upload your dreams
Contract number: 2016-3-HU02-KA205-001946
6. The Participant undertakes to:
- cooperate with the Organization during the project;
- genuinely reveal his/her requirements and needs to be taken into account during the
Program;
- participate in the JOB SHADOWING EVENT, as well as in related project events
- do not claim any compensation for participation in the project;
- participate in the Media Campaign regarding the project, where photos and other
recordings of the participants can be taken or made on behalf of the organizing
Organization. The participant agrees that photos and videos taken will be used solely
for the purposes of the Project.
-
7. The Participant agrees that the Organization will take photos and videos on about
him/her within the framework of the program, and that his/her image taken is used.
The participant is also aware of and agrees that his/her photos and videos may appear
on the following sites/ websites:
- https://uploadyourdreams.eu/
- www.icei.it
- ICEI social media (Facebook, Instagram, Twitter)
The Participant acknowledges that the Organization owns the photos, videos, recordings
taken during the Program, and using those photos, videos for other purposes than
described above requires the written consent of the Organization and the Participant.
The Participant agrees that if the any of the above-mentioned agreements will be
subsequently revoked for any reason, then he or she reimburses the resulting damage to
the Organization.
8. The Participant hereby declares that the personal information in this contract is the same
as in his/her personal documents. The Participant also agrees that his/her personal data
will be handled by the Organization during the management of the Program.
9. The Participant acknowledges that the Program financed by the EU can be checked,
audited by the supporting and financing organization or by the representative of this
organization (Auditor) and in this way, the Auditor can have access to his/her personal
data collected by the Organization. The Auditor will handle the personal data
confidentially and in accordance with Italian and EU legislation on data protection ad
processing.
The present Participant Agreement is valid from 15/03/2019 until 31/07/2019.
Date and place: ……………………………………………………
________________________ ____________________________
Participant Representative of the Organization
“UPLOAD YOUR DREAMS" - UYD Riferimento Progetto: 2016-3-HU02-KA205-001946, Programma: Erasmus+,
Azione Chiave: Cooperation for innovation and the exchange of good practices, Tipo di Azione: Strategic Partnerships for youth
CERTIFICATO
SI ATTESTA CHE
_________________________________________________________________
Ha partecipato con successo alla giornata di Job Shadowing a Milano
in collaborazione con CasciNet
Milan, 21 March 2019. _____________________________________
Alfredo Luis Somoza ICEI
“UPLOAD YOUR DREAMS" - UYD Project Number 2016-3-HU02-KA205-001946, Erasmus+ Programme KA2 Cooperation for innovation and the exchange of good practices,
Strategic Partnerships for youth
CERTIFICATE
THIS IS TO CERTIFY THAT
_________________________________________________________________
HAS SUCCESSUFLLY TAKEN PART IN THE JOB SHADOWING DAY IN MILANO
IN COLLABORATION WITH CasciNet
Milan, 21 March 2019 _____________________________________
Alfredo Luis Somoza, President ICEI
PRINTMAKING AND GRAPHIC DESIGN FOR THE NEW
GENERATION
Methodology and recommendations
HOUSE! SOCIETY FOR PEOPLE AND PLACES
http://www.drustvo-hisa.si/sl
SLOVENIA
2019
Printmaking and graphic design have developed with computer technology. It has enabled us
to produce designs faster, but the connection between production and the design is slowly
being lost. In addition, the generic production of printed materials has produced a flood of
mediocre designers, who as a result are blocking the employment possibilities of the young
graduates.
As youth unemployment in Slovenia is high the testing phase provided a chance to see why
those Youths are unable to get jobs and how to through that job shadowing we are able to
provide additional practical information in helping to become more eligible for employment.
Technical information:
− Weather it is a group of up to 15 people or 1 person, the individual approach provides
a insight where they need support from mentors (either design itself, design thinking,
understanding of printing technology, low self-esteem)
− Designers do not need computers for a design. The technological aspect can be
added when we are preparing for printing. Prior to that design thinking needs to be
involved.
− A work plan is to be constructed according to the prior knowledge of youths in
accordance with their needs.
The goal of the job shadowing:
− Creating a well applicable awareness-raising tool where youth experience first and
hands on jobs as printmakers and graphic designers.
− Finding a new tool for non-formal learning for the target group.
− Giving opportunity to the target group to acquire new soft skills, competences and/or
strengthen existing skills, competences.
• Student organizations
• National unemployment agency
• schools / universities teach disabled youngsters
that aims to
− provide opportunity for employment of youths
PROGRAM DESCRIPTION
RECOMMENDED ORGANIZATIONS
− launch new initiatives for non-formal education.
In general:
− Young people who either finished Vocational school, High school or university and
are unable to find job due to lack of job experience or lack of quality of work
− Age: from 181
Required skills:
− basic communication skills (could be improved)
− are willing to use new knowledge in other fields of job search (e.g. re-design their
portfolio or CV)
− ability to use basic design software
− are not scared to get printing ink on them
− a certain level of problem-solving skills (could be improved)
− ability to listen to potential client and understanding the clients wishes
Required personality:
− motivation to acquire new knowledge, skills and competences
− openness
− humaneness, interest in others
− certain level of interest new ways of achieving a design
− curiosity
All other skills needed can be developed during the training. ☺
RECOMMENDED TARGET GROUP
PREPARATION
•Planning learnign itinerary
•Recruiting participant
•Preparation ofmaterials
IMPLEMENTATION
•Lectures -theoretical input
•Test designs
•printmaking nad printing
EVALUATION
•Training evaluation
•Participants evaluation
• Identifying outcomes and impacts
•Exhibition
PROGRAMDEVELOPEMENT
•Based on the evaluation and other experiences during implamantation, program developement can start
PROJECT MANAGEMENT
Required steps:
1. Preparing the itinerary:
− Division of tasks between mentors (Theoretical, practical)
− What makes a good design and how is CV showing this
Each professional designer has a portfolio, which is a integral part of his CV and
presentation of their skills. This impact show they present themselves in the pubic
sphere and with potential clients.
− Using basic designer tools for design and design thinking
Construction a introduction to designer tools and implementing those in design
thinking and concept development
− Connecting designer tools to printing itself
a stage where the design has to be seen form the point of view of the printing
technology and possibilities
− Preparation of printing equipment and materials
Printing materials need to be pre- prepared and printing machines need to be
ready for multiple users, so they do not disturb the dynamic of the job.
2. Recruiting participant:
− Writing recruiting news with a brief introduction about the planned program.
− Making contact with relevant organizations (schools, university, unemployment
agency)
− Announcing the program at several high schools, universities, special education
centers.
− Organizing personal interviews with all possible candidates to assess their ideas
regarding the program, knowledge, abilities and skills, which also help to develop
an appropriate preparatory training program (training based on existing skills and
knowledge)
− Signing learning contract with participants. The contract detailed the commitment
of both parties.
3. Preparation of the training taking into account the needs, abilities and knowledge of
the participants
− Planning training schedule, time and place.
− Planning training curriculum, exercises, figuring out topics to work on.
− Selection of the trainers who would teach and support the young people during
the training and testing.
− Keeping contact with participants.
PROJECT PREPARATION
• Type for short term shadowing: group training, recommended size: 10-15
participants and 2-4 trainers (depending on the knowledge of the participants
and group composition, homogeneity)
• Length: recommended 5 – 7 days (depending on the skills, prior knowledge and
the composition of the group)
• Methods:
o short presentation
o working individually
o practical exercises
o facilitated discussion
Sections:
1. Theoretical part
− indoor
− not only lecture-based but using proven training techniques, methods, taking into
account the needs, abilities with a lot of games, exercises, situational exercises
and subgroup work
o to help the participants to get to know each other and learn from each
other,
o to create effective teamwork and atmosphere
o to practice presentation skills
o to gain participants’ motivation, active involvement
− discussed topics:
o detailed program presentation (what it is about)
o confidence building game
o small group exercises to build presentation skills
o qualities of a good design (presentation and brainstorming)
2. Practical part
− In the printmaking studio
− trying out the printmaking technique, getting to know the materials
− trying out techniques, assessing what skills are needed to produce a quality print
− printing it self
Note: it has been proven during testing, that more extensive and longer training and
more real practices were needed to obtain practical printmaking knowledge
ONE EXAMPLE OF A PREPARATORY TRAINING
4. Implementation of the training
− The training should be organized at a time appropriate to the target group.
− The pre-designed training curriculum can be used with some necessary changes
on the spot (tailored to the needs of the participants and the current time frame).
− Participants should get the full description of the planned walk at the end of the
training, highlighting the parts they chose to present during later testing.
− During the training, the trainers are supposed to encourage participants’ own
ideas, so the youngsters can add new information (specifically design thinking
techniques).
− During this month, mentors need to have assessments between themselves to
assess the development of the participants and to highlight the aspects of
motivation and where the participants need additional support.
Each participant should be given the opportunity to have a personal consultation
and practice with the trainers.
− At the end of the training, feedbacks (ideas, opinions, comments) from
participants should be collected about the training experiences.
− It is essential to manage the expectations of the young participants regarding the
program.
IMPLEMENTATION
5. Presentation of the works – exhibition and how to present the works in actual space
− In addition, the to a portfolio upgrade the youths should also think of how to
present their work in actual space
− The logic of presenting in a space where there are also other works is also a
challenge in real life where the designs need to fulfill the role of traction and
massage. The youths then had to organize the space so all of the massages
would be read. And testing that on the opening of the exhibition on viewers.
− At the end of the exhibition - feedbacks (ideas, opinions, comments) from
participants and guests should be collected.
− After training and testing, participated youngsters can decide how challenging and
interesting this program was for them, it is also an opportunity for the participants
and trainers to identify together the additional skills needed.
6. Training evaluation
Internal evaluation of the training:
The results, effectiveness, strengths and weaknesses of the training are needed to evaluate
at the end of the training. This way, areas where improvement is needed could be identified.
Helping questions:
− Did we achieve with the training what we originally wanted?
− Was the group training an appropriate and effective way for preparation of the
participants?
− What were the strengths and weaknesses of the training?
EVALUATION, OUTCOMES, IMPACTS
− Was the participant trained as whole or only in parts?
− Was the trainer observant enough of the participants mental and/or physical needs?
− What should have the trainers done more?
− Were there any part that was uncomfortable for the participants?
− Could the group and the trainers work together efficiently?
− Was the venue, length and content of the indoor and outdoor training sufficient to
prepare the participants?
o If not, what important content was missing?
− Did the participants achieve the training objectives?
− What skills, knowledge did the participants learned?
Training evaluation by the participants:
Based on the feedback of the participants (after training and testing).
It could be a feedback form completed by each participant, or feedback in words in a group,
anonym or open.
7. Evaluation of the participants’ performance and improvement
Evaluating participants by the trainers:
Participants' performance and improvement should be evaluated based on their training
activity and design development.
Strengths and weaknesses of all participants are needed to recognized.
A standardized evaluation form may also be used.
Not all participants become automatically qualified after the training.
Some need more preparation.
Areas, where improvement is needed, should be identified.
Self-evaluation
All participants should be encouraged to evaluate themselves and their performance during
testing.
Some participants may be unsure, they may not have had a good time in the test situation
and will not want to develop their skill further
Based on the participants’ evaluation and self-evaluation, outcomes and impacts of the
training and testing could be identified.
Expected outcomes and impacts for disabled participants:
− The participants are likely to receive a lot of knowledge, interesting information about
printmaking and design thinking other participants disability.
− The participants can acquire a lot of new skills such as:
• Communication skills, including presentation, public speaking, storytelling and
giving feedback since they needed to learn and present the story of the
stations and buildings in their own words.
• Skills related to critical thinking such as desire to learn, creativity, research
since they were encouraged to do some research about the route and were
asked about their opinion many times during the training.
• Positive attitude, including cooperation, enthusiasm, honesty (e.g. about their
situation, difficulties)
• Teamwork, including cooperation, accepting feedback (e.g. from each other
and the trainers), interpersonal skills.
• Work ethic such as attentiveness, dedication, following directions, meeting
deadlines, motivation, reliability, trainability.
− The participants can strengthen a lot of their competences such as:
• Competencies Dealing with costumers (e.g.: attention to communication, oral
communication, persuasive communication, interpersonal awareness,
Influencing Others, Customer Orientation)
• Self-Management Competencies (self confidence, personal credibility,
flexibility,)
• Leadership Competencies (e.g.: motivating and inspiring, embracing diversity)
Expected outcomes and impacts for organizations:
− The organization get a new awareness raising tool.
− The organization can get to know its potential clients from another side.
− The organization can support its target group with a new non-formal learning method.
SOFT SKILLS TRAINING
Methodology and recommendations
De Groene Kans
http://www.degroenekans.be/
Belgium
2019
1. Content
1 Good practice ..................................................................................................... 3
2 Target group ....................................................................................................... 3
3 Methodology ....................................................................................................... 4
3.1 Test 0 : starting point .................................................................................. 4
3.2 Teaching soft skills ..................................................................................... 6
3.3 Test 2 ............................................................................................................ 7
3.4 Lessons learnt ............................................................................................. 9
3.5 Follow up ....................................................................................................... 9
1 Good practice
De Groene Kans chose to combine two good practices as seen in the partner organisations.
These good practices were relevant to the target groups we work with and provided an answer
to the questions our target group face?
We learned the good practice from the Salva Vita organisation who teach social skills to their
target group. A lack of adequate social skills limit the people we work with in their search for
jobs. In the past De Groene Kans tried and tested several ways to teach social skills to the
target group. Those attempts were not always successful. The method used by Salva Vita was
new to our organisation. Salva Vita also used short videos of different situations that occur in
the workplace. Those videos show employers how to deal with people with disabilities in the
workplace. De Groene Kans combined the two good practices into an innovative method used
in our organisation. The use of videos as a methodology to teach appropriate social skills to a
target group presented us with a new challenge.
2 Target group
Our target group were youngster, all under the age of thirty. Most of them live with their parents
or in sheltered accommodation. They work in our day centre, where they perform simple basic
tasks for a few hours a week. During their work they are guided and supervised by a mentor
who assists them with their tasks. They develop new skills and competences. The people at
the day centre are not in paid employment. They receive a benefit from the government.
Working in a day centre is a step in their pathway to employment. A job coach monitors their
progress and will guide them into paid employment if possible. The day centre operates an
organic farm and a petting zoo. The farm and petting zoo are open to the public. The
youngsters working in the day centre interact with visitors, colleagues and their instructors and
job coaches.
Target group :
• Young people
• Inactive - NEETS
• Lacking the necessary competencies and skills for paid employment
• In need of intense support for their mental, psychological and medical problems
3 Methodology
We designed the methods in three stages (see project management graphics below):
• Test 0 : starting point
• Teaching soft skills
• Test 2: repetition of the test 0 after 2 months
3.1 Test 0 : starting point
For the first test we had a group of 25 participants. The goal of the test was to establish the
level of the group and to take a zero measurement. The initial results would allow us to evaluate
the methods used and identify the key factors for success.
We organised the test during the working hours at the day centre. It was held in the premises
of De Groene Kans. We considered a familiar environment as very important for the target
group. It meant that their stress level were manageable.
For the test we used a questionnaire. The questions were based on different realistic situations
that can happen in the workplace. The response to the situation required the use of social
skills. There were 17 questions. For each question we showed four short videos in which
different responses to the situation were showed. Only one video demonstrated the correct
response. The videos lead to group discussion on what was appropriate behaviour in different
contexts. If there was some doubt or the situation was ambiguous, the group talked about the
alternatives.
Example of the questions:
1. Give a compliment
O video A O video B O video C O video D
2. Safety workequipment
O video A O video B O video C O video D
The multiple choice answers allowed the youngsters to answer the questions. Some of the
youngsters experience difficulties in reading and writing. The answer scheme had to be straight
forward. It was clear that only one answer could be correct.
Recommendations for the initial testing :
• Familiar environment
• Short questionnaire
• Visual aids
• Multiple choice
• Room for discussion
• Time to reflect on one’s own behaviour
3.2 Teaching soft skills
For this part of the test, we worked together with a partner organisation (GTB). GTB is a service
provider in the local job centre.
The group was split in two. The initial group was way too big to have the necessary interactions.
Moreover, the level of the two groups was heterogeneous and the ultimate aim of their
trajectory was different.
The first group was a group of youngsters working at the day centre, who are considered to be
able to enter the labour market in the future and obtain paid employment. Their job search is
unsuccessful at the moment because of a lack of social skills and a lack of necessary
competencies. The training was focussed on the social skills that are relevant in the workplace.
The second group was a group of youngsters working at the day centre, who are considered
to be unable to obtain paid employment. They will remain in the day centre for an indefinite
period of time. Their training was focussed in the social skills that are relevant to the working
in a group at the day centre and interacting with visitors and colleagues of the day centre.
The training consisted of two parts. In the first part the participants were taught about the
importance of personal branding. The second part consisted of a hands-on training of social
skills.
Personal branding: the youngsters were taught the importance of first impressions and
consequently the importance of the image they presented to others. Themes that were
discussed are: self-image, body language, personal hygiene, personal style, tattoos, piercings.
The group also discussed the effects of body language and personal style when going for a
job interview. The trainer used a powerpoint presentation (see training material below) to
discuss those topics in both groups. Picture were used to demonstrate the importance of one’s
outer appearance and body language at work.
In the second part of the training a game called Sociopoly was used. Sociopoly is based on
monopoly. Everyone got a set of cards. The questions and the tasks on the cards involved an
interaction with other participants. This allowed the youngsters to train their social skills in a
real-life situation. The training was hands-on, which is a key factor for this target group
The setting of the game for the first group was a job interview. The tasks and questions on the
cards were a preparation for this job interview. The cards gave examples of real-life situations
in the workplace. The participants had to discuss the situation and decide on a way to respond
to that particular situation. Via role play the participants could practice their response. The
group then discussed the role play and offered alternative response. In the final group
discussion, the various responses were assessed and the group decided on a best response.
For the second group, the setting of the game was working in the petting zoo. The cards
described different situations in the petting zoo, that required interactions with colleagues and
visitors. Real-life situations in the petting zoo were described on the cards, eg ‘some visitors
feed the sheep bread. What do you do?’ The participants had to discuss what they would do,
how they would phrase it and what the desired outcome is. Via role play they
practised the response. The group discussed the response and looked for alternatives and
decided on the best response.
Recommendations for teaching soft skills
• Role of the trainer
• Small size groups
• Use real-life situations
• Use of photos and videos
• Allow plenty of time to practice
• Importance of group discussion to reach a consensus
• Allow sufficient time to reflect
3.3 Test 2
In order to measure the outcome of the new methods, we repeated the first test two months
after the training of the soft skills. The second test was identical to the first test (test 0).
The results would give us an indication of the outcome of the training. Differences in scores
could give an indication of the learning outcome. Discussion on the topics forced the
participants to think about their own behaviour.
We had put all results of the tests in an Excel-file. The results of the first test was on average
60%. The results of the second test was on average 58%.
There seem to be no statistical differences between the first and the second test. What the
participants learnt during the training, altered their behaviour in the weeks following the training
but they quickly return to their initial behaviour.
This indicates that a soft skills training has to be repeated regularly in one form or another.
Soft skills can be taught in different ways. Repetition of the lessons learnt is key to reach a
sustainable change in behaviour.
Recommendations for test 2
• Test immediately after the training
• Test again after a longer time interval
• Allow for repetition of the learning outcome
• Measure not only the test but value the discussions
• Teach people to reflect on their behaviour
3.4 Lessons learnt
This new methodology taught us different aspects on the soft skills training:
• The material used in training should be adapted to the level of the group. We used
videos that showed real-life situations. Those situations should be clear and
understood by all the participants. We discovered that we had to show the same video
a couple of times before everyone understood what was going on. The participants
should be able to relate to the situation at hand. The ultimate thing should be to make
videos of the workplace as they know it
• Taking tests causes stress in the target group. They have little or very bad experiences
with test taking in their schooldays.
• Group discussions are very valuable as a method to talk about appropriate behaviour.
However too much nuances in discussions lead to insecurity with this target group.
• Need for repetition: the learning outcome should be repeated in different ways and
forms as often as possible
• Writing and reading should be limited because some people struggle to read and write
3.5 Follow up
• De Groene Kans will test the new methodology with a different target group in the
future. We will test it with a group of people working in sheltered employment. We would
like to see whether better results are obtained with this group.
• De Groene Kans will adapt the methodology to accommodate the learning needs of the
youngsters working in the day centre.
• De Groene Kans will use the videos of the training to teach soft skills to unemployed
people.
IMPLEMENTATION IN OUR
ORGANISATION
PROJECT MANAGEMENT
PREPARATION SOCIAL SKILLS
TRAINING (I) FIRST TEST
Preparational
meetings
Design
method
Contact with
‘social skills’
trainer
SECOND TEST/
EVALUATION
SOCIAL SKILLS
TRAINING (II)
Global test
Participants:
25 people
13 youngsters
Professional
trainer helps
our
participants
how to react
correctly using
all kind of
examples.
Board game
‘sociopoly’
shows the
participant
show to
improve their
social skills.
Doing the
global test
again
Participants:
23 people
12 youngsters
Photo’s and pictures are helping our
participants to remember what they
have learnt in the training.
To work in style
De Groene Kans
Upload your dreams
Content
• Different Do-activities (stereotypes) /
interaction/ invitation
• 6 short videos (preparation,
clothing, manners, body
language)
• Duration: 2,5 - 3 hours
• NO personal approach
You only got ONE
chance to make a good
first impression!
First Impression
• First 30 seconds
• Consists of:
– 57%: Body Language
95% non-verbal
– 38%: Intonation
– 5% : speech
Stereotypes
• Nerd:floppy ears, braces, large glasses, braces, white shirt with button closed, tie bow
• Johny en MarinaCap, tracksuit, chest hair, golden chain, bling bling
Curls, cheap chic, short-smocked, lots of make-up, ...
• Madame Flodder
Cigarette, loose-fitting clothes, boots, shorts, vulgar
Body Language (57%)
Consists of:
• Clothes
• Posture
• Hygiene
Clothes
Clothes
• Preparation
– ‘Prepare yourself the previous evening
• Smartphone
• Prepare your transport
• Prepare clothing and shoes
-A Tidy wardrobe/closet
* Sorting / declutter
Clothes
• Preparation
– Your Photo on your CV
• Recent
• Neutral background
• No holiday photos
Do’s en dont’s (preparation)
Do’s en dont’s preparation
Clothes
• Shopping
– Make a list and stick to it
– Chose the right size
– Analyse dress code
– Do not buy above your budget
– Quantity ≠ Quality
Clothes
• Don’t:
– Bare arms, beach clothes
- Jeans: low waist, distressed
– Too tight clothes
– smell of cigarettes
– low neckline
– Slippers / sandals / sport shoes
– Too expensive clothing/ jewelry
Clothes
• Do’s:
– Polished shoes
– Freshly washed and clean clothing
– Keep it simple (color, accessories, make-up)
– distinguish work and private life (printed T-shirt, festival bands, tattoos, piercings)
Accessories give character
•jewelry and watches•Scarves•Glasses•Shoes•Belts
• Briefcases and handbags
Clothes
• Tips
– Give accent colours to a black outfit
– If you are petite : no wide skirts, no oversized
clothing
– Never use more than 3 colours in an outfit
– Re-color washed clothing
Do’s en dont’s clothes
Do’s en dont’s clothes
Keep your clothes tidy
•Washing (etiquette)•Ironing•Retouches•Lint-free•Clean shoes•Sports clothing
Your Body
Posture
Your Body Posture
Good
behaviour +
Tidy CLothes
= SCORE!
Your Body Posture
• Don’t:
– Chewing gum, yawning, pulling up your
nose
– Sunglasses, cap, helmet, earphones
– Eskimo
– Wiggle, exaggerated hand gesture
Your Body Posture
• Don’t:
– To be late
– Sitting with your legs spread wide
Your body Posture
• Do:
– Straight attitude: more confident
– Switch off your smartphone
– Be Polite
– Self-control
– Open attitude
– Smile
Your Body Posture
• Tips:
– Handshake
– Sitting down at a job interview
• Wait for the invitation
• Wait until the conversation partner sits down
Do’s en dont’s Manners
omgangstijlen
Do’s en dont’s
omgangstijlen
Your Body Posture
– Be aware of your facial expression
Do’s en dont’s Body Posture
Do’s en dont’s Body Posture
Hygiene
Hygiene
• Interfering factors?• Smelly breath / unkempt teeth
•Sweat odour
•Greasy and unkempt hair•Dirty clothing
Hygiene
• Skin
– Wash yourself daily
– Thoroughly clean your face (makeup)
– Moisturize your dry skin
– Don't overdo your perfume
– Protection from the bright sun (sun cream
and cap)
Hygiene
• Hair•Wash regularly (at least twice a week)
•Daily combing
•Well-groomed cut / coloring
•Sometimes tie up
•Taking care of / beard and mustache•Hair removal
Hygiene
• Mouth•Brush your teeth daily (toothbrush, duration, all zones)
•Annual dentist visit
•Smelling breath: coffee, garlic, cigarettes, alcohol, ...
•Scraping the tongue•Coins, drink water after coffee
Hygiene
• Lips•Dried out and chapped lips: balm
•Mouth corners
•Lipstick (do not exaggerate, make up)•A sincere smile = beauty and free
Hygiene
• Hands and feet•Wash hands regularly (by use of toilet)
•Well-groomed and cut nails (hand and toenails)
•Avoid sweaty feet (cotton stockings, leather shoes, variety)
•Groomed nail polish•Smoker's fingers (toothpaste, lemon)
Hygiene
• Healthy Life•Enough water•Enough exercise•Healthy food
•When?•What•How?
•Smoking, alcohol, drugs
“Invest in You.”
Intonation (38%)
• Volume of your voice:
– Loud: agressive
– Silent: shy
•Speak clearly and not too quickly
•Variation
• Expressing emotion (by example: I am not angry !!!)
Verbally (5%)
• Let the other person finish
talking
• You leave personal concerns
at home
• Become too personal
• Swearing
• Polite and discreet
“ a person is like a diamond: the more facets cut through life, the
greater the brilliance..”
• Exercise:
Select a vacancy and tell how you would
dress for this job interview
What did you learn
• 1)
• 2)
• 3)
Good luck!
Sources
• De juiste look op het werk (Lien Degol)
• Impact: Emma Gelaude
• Jobat : De grootste modemissers op het
werk
• Cursus: Jobcentrum “Hygiëne en werk”
• Cursus: Levanto “Stijl en Identiteit”
• You tube