Developing CMS in companies undergoing restructuring in Portugal
Name of the good/interesting practice/initiative/policy
Developing CMS in companies undergoing restructuring in Portugal
Country
Portugal
I am proposing that this example will be published also in the KSLLL database
No
1. Background
What makes this an example of good/interesting practice/initiative/policy?
- The motivation of the initiative (What is the history/background of the policy?)
- Linkages with LLG policy priorities (Please add references to other national/EU policies or documents)
- Participants
The Portuguese Public Employment Service has developed a programme addressed to companies undergoing restructuring.
Aims and targets
- Objectives of the initiative (What did the policy set out to achieve?)
- Target group
- Methods applied to reach the objective (technological and /or pedagogical)
This programme has two main goals, in one hand to decrease the impact of these changes in the workers and in other hand to have workers with the skills to face new challenges and in adjusting the availability of their workforce.
2. Implementation
Strategy and actions (Please describe the approach adopted to make the reform work and any actions taken.)
- Level of implementation (national, regional etc.)
- Implementation (description)
The first step is to realize the skills profile of employees that the company needs, after this the work with the employees begin with an interview to evaluate expectations of workers and to explain all the process. Mainly the intervention is developed inside the company.
This initiative is in the hands of guidance practitioners, who operate as part of a wider technical team (counselors, social workers and jobs technicians) that works closely with diverse entities. The goal is to support worker retraining while enhancing employability, largely by fostering the CMS that enable them to face not only this transition, but also the future management of their careers in an autonomous way.
Workers typically accumulate knowledge that can be transferred to other work contexts.
The first intervention is a ‘balance of competences’ to support identify, assess and enhance the skills acquired throughout life in various contexts, as well as to detect skills gaps. After the ‘balance of competences’ is completed, an individual plan is drawn up. This may include the development of CMS (relational skills, as well as problem-solving, information management, learning skills, and teamwork), training (tailor made, according company needs and workers skills after a validation of all knowledge and skills , or other aspects that include attitudes towards change, self-esteem and entrepreneurship. Job seeking strategies are also often part of the plan when it is not possible the worker to remain on the same company or to be placed on one of the employee offers available on the employment center.
Depending on the included actions on the individual plan, small groups, of 10-12 elements that participated on the developing CMS interventions, are constituted. They can participate on a complete program, with an average duration of 60 hours or in specific modules according to the specific needs of each candidate.
This supports efforts to re-integrate workers in employment, in the same company, in another or as a self employee, linked to the needs of the company and the labour market is more and more helpful in times of high rates of unemployment .
Monitoring and evaluation
- What has been put in place for monitoring and evaluation?
- What actors are involved?
3. Outcomes
Achievements (Please describe the main outcomes/results according to the following headings. Each option can be answered - up to 50 words)
- Specific results
- Cost effectiveness
- Budget
- Innovative aspects
Success factors (What key success factors have led to or prevented success?)
- Lessons learnt
- Unintended impacts (Have there been any unintended impacts? Positive or negative?)
Strengths and weaknesses
- What areas of the policy can we learn lessons from?
- Are there still challenges ahead?
4. Additional narrative description of the policy/practice/initiative
Additional information
Name of contact
Role (in policy initiative)
Organization name
Address
Phone
Fax
Website address
No links specified.
Documents and publications
Attached files
Links
No links specified.
This information was provided/updated by:
Marjo Halmiala
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good practice, initiative, interesting practice, policy, employability, transition, comptences, career management skills, learning skills, problem-solving, information management, teamwork, self-esteem, employment, unemployed, employed, career information, Portugal
National Strategy For Entrepreneurial Learning
Subject of the Policy document
National Strategy For Entrepreneurial Learning
Reference data
Adopted/Released by Government of the Republic of Croatia
Year of adoption 2010
Reference number 60th session of the Croatian Government
Available at http:// www.e4e.com.hr/pdf/60_sjednica_vlade_rh_1.1_strategija.pdf
Available in English at http://
1. Additional narrative description of the reference to Lifelong Guidance
• Objective 1: Develop a more positive attitude of wider public towards entrepreneurship, as well as encourage a positive attitude towards life-long learning for entrepreneurship
The goal of the strategy for entrepreneurial learning sets the following, concrete tasks:
a) recognise the importance of building entrepreneurial attitudes, knowledge and skills of all citizens of Croatia,
b) better understanding of entrepreneurship in the wider sense,
c) better understanding of youth about the role and importance of developing entrepreneurial attitudes, knowledge and skills for future personal and professional development,
d) increase the interest of members of different target groups for training to develop entrepreneurial attitude, knowledge and skills;
• Objective 2: Introduce learning and training for entrepreneurship as key competencies into all forms, types and levels of formal and informal education and learning
One of the 22 activities listed for the purpose of achieving Objective 2 is: "Implement entrepreneurial competence in professional informing and guidance, and career planning and development."
• Chapter 6. REASONS FOR ENTREPRENEURIAL LEARNING includes the following:
"Every man is also a homo economicus, who is competitive on the labour market with his business abilities, and it is precisely these abilities, if entrepreneurial competences are also implemented in it, that can achieve higher value. This enables higher and permanent employability and competitiveness of the individual, and easier professional orientation when choosing the first occupation and later, in career development."
…
Later sections of the same chapter (6), include the following:
"The Council of Ministers has passed the Resolution on Lifelong guidance in May 2004, which emphasises the following:
1. Career guidance refers to a range of activities that enable individuals of any age and at any point in their lives to identify their capacities, competences and interests, to make educational, training and occupational decisions and to manage their own professional career.
2. Priority 1 is important for entrepreneurship development, as it says that it is necessary to encourage lifelong development of career management skills. Career management skills are the decisive factor in empowering people for active participation and assuming responsibility in crating their own learning, education and career development.
3. Such skills, which should be nurtured throughout life, are based on key competences (especially 'to learn how to learn'), social and civil competences, including intercultural competences, and on initiative and entrepreneurship."
• Within the Action Plan, in measure 10: INCREASE THE NUMBER OF SUCCESSFUL SMALL ENTERPRISES ESTABLISHED OUT OF A BUSINESS OPPORTUNITY, lists the following activities:
1. Implementing entrepreneurial competence in career planning and development,
2. Improving training programmes to establish and develop enterprises
3. Increased availability of training programmes for entrepreneurship.
4. Development of entrepreneurial centres and incubators.
Attached files
This information was provided/updated by:
Croatian Employment Service (CES), Employment Preparation Department
No comments by users.
policy, career management skills, career guidance, professional orientation, career development, employability, competitiveness, competences and interests, formal education, informal education, entrepreneurial competence, career planning, training programmes, enterprises development, Croatia, lifelong learning, social entrepreneurship, National level, Regional level, strategy, co-operation and co-ordination, quality assurance and evidence-base, schools, VET, higher education, adult education, employment, social inclusion
Employability
Term
Employability
Definition
Combination of factors which enable individuals to progress towards or get into employment, stay in employment and progress during their careers. The employability of individuals depends: (a) on personal attributes (including adequacy of knowledge and skills); (b) on the way these personal attributes are presented on the labour market; (c) on the environmental and social context (incentives and opportunities offered to update and validate their knowledge and skills); and (d) on the economic context.
Comment
Employability is often a focus of lifelong guidance activities and particularly of employment counselling/guidance.
Source
Scottish Executive (2007). What is employability? Available from Internet: http://www.scotland.gov.uk/Topics/Business-Industry/Employability/definition
Tamkin, P. & Hillage, J. (1999). Employability and Employers: The missing piece of the jigsaw. Institute for Employment Studies (Report 361). Available from Internet: http://www.employment-studies.co.uk/summary/
Attached files
Links
http://www.scotland.gov.uk/Topics/Business-Industry/Employability/definition
http://www.employment-studies.co.uk/summary/
This information was provided/updated by:
No comments by users.
ELGPN Glossary, employable, employability, employment
Transversal skills
Term
Transversal skills
Definition
The skills individuals have which are relevant to jobs and occupations other than the ones they currently have or have recently had. These skills may also have been acquired through non-work or leisure activities or through participation in education or training.
More generally, these are skills which have been learned in one context or to master a special situation/problem and can be transferred to another context.
Comment
The term ‘transversal skills’ has largely replaced the term ‘transferable skills’.
Source
Cedefop (2008a). European Training Thesaurus. Luxembourg: Publications Office. Available from Internet: http://www.cedefop.europa.eu/EN/Files/3049_en.pdf
Attached files
Links
http://www.cedefop.europa.eu/EN/Files/3049_en.pdf
This information was provided/updated by:
No comments by users.
ELGPN Glossary, competences, skills, employability, lifelong learning, skills development, work
Employment counselling/guidance
Term
Employment counselling/guidance
Definition
Counselling or guidance that addresses one or more of the following domains: career/ occupational decision-making, skill enhancement, job search and employment maintenance. Activities include assessment, development and implementation of an action plan, follow-up and evaluation.
Comment
The outcome of employment counselling is to help clients improve their employability and self-sufficiency in the labour market.
Source
Canada Career Information Partnership (2006). A Career Development Resource for Parents. Available from Internet: http://www.ccdf.ca/ccdf/wp-content/uploads/2010/12/a_career_development_resource_for_parents_e.pdf
Career Guidance and Counselling Glossary. Result of Leonardo da Vinci programme project “Overcoming Intercultural and Linguistic Barriers in Continuously Accessible Vocational Guidance and Counselling” (project No LT/03/B/F/LA-171023). Available from Internet: http://glossary.ambernet.lt/main.php?lang=eng#
Attached files
Links
http://www.ccdf.ca/ccdf/wp-content/uploads/2010/12/a_career_development_resource_for_parents_e.pdf
http://glossary.ambernet.lt/main.php?lang=eng#
This information was provided/updated by:
No comments by users.
ELGPN Glossary, employability, employment, guidance, counselling, decision-making