Empowering Public Employment Service Practitioners’ peer facilitation with peer coaching training (original) (raw)
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Introducing learning innovation in public employment services . What role can facilitation play ?
2014
Public Employment Services (PES) in Europe are authorities that match supply and demand on the labor market. Rising unemployment in times of crisis and demographic change are amongst others main challenges that PES practitioners, as direct interface between jobseekers and employers, have to deal with. They have to support career adaptability of their clients as well as to enhance and transform their own individual and collective professional identity to successfully cope with today’s challenges of the labor market. The research project EmployID is exploring how to facilitate the learning process of PES practitioners in their professional identity development. The aim of the project is to empower individual PES practitioners, their community and organizations, to engage in transformative practices, using a holistic tool suite combining e-coaching, reflection, MOOCs, networking, analytical and learning support tools. Initial contextual exploration has started to reveal the complexity ...
The Role of Facilitation in Technology-Enhanced Learning for Public Employment Services
International Journal of Advanced Corporate Learning (iJAC), 2014
Public Employment Services (PES) in Europe are authorities that attempt to match supply and demand on the labor market. Rising unemployment in times of crisis and demographic change are among the main challenges with which PES practitioners, as a direct interface between jobseekers and employers, have to deal. They have to support career adaptability of their clients, as well as to enhance and transform their own individual and collective professional identities, in order to cope successfully with the challenges of a changing labor market. As part of the research project EmployID, we are exploring how to facilitate the learning process of PES practitioners in their professional identity development. The aim of the project is to empower individual PES practitioners, their community, and organizations, to engage in transformative practices, using a holistic tool suite combining e-coaching, reflection, MOOCs, networking, analytical, and learning support tools. The key to successful professional identity transformation is continuous learning. Individuals may take on the role of facilitators for the learning of others as well as being facilitated by peers, technology and environment.
Proceedings of the 10th International Conference on Computer Supported Education, 2018
This paper draws upon work from a European research project, EmployID, in order to provide an overarching view of how to use on-line collaborative learning to facilitate learning, development and professional identify transformation of careers and employment practitioners. The methodology comprised participatory design, so that learning support could be developed that met the particular needs of the practitioners. IT applications were developed to support practitioners with on-line reflection, coaching and the use of labour market information (LMI) in their practice. In the UK Public Employment Service (DWP) two blended learning programmes were developed to support identity transformation for employer advisers and work coaches, while subsequently a MOOC was developed to support the continuing professional development of careers and employment practitioners more generally. Employer engagement and coaching staff took forward the development and adaptation of an LMI on-line tool demonstrated in the learning programmes. The learning and development staff used the ideas and skills developed in the blended learning programmes to feed into DWP's on-line learning support. The International MOOC was successful in facilitating a dialogue about the implications of the changing world of work for the professional identities of careers and employment practitioners in Europe.
Peer to Peer Employability Coaching and Mentoring; a case study of Bournemouth University in the UK
2019
The purpose of this research is to identify the impact of a peer to peer employability coaching and mentoring initiative within the higher educational context. Whilst peer to peer assisted learning initiatives have been proven to positively impact student learning and the overall Student Experience, such a program with a focus on employability in relation to the mandatory ‘sandwich placement’ component of many UK undergraduate academic programs has not been looked at. Using a post 92 public institution located in the South West of the UK, a constructivist lens was applied upon a theoretical framework of the works of Kolb and Experiential Learning, Vygotsky and the Zones of Proximal Development, and Whitmore with the GROW Model of Coaching. Volunteer first and final year participants were randomly paired up. Following semi structured interviews with all participants, their feedback was directly used in the session development and guideline notes. Consisting of four intervention s...
International Journal of Mental Health Nursing, 2019
The peer workforce has increased significantly in recent years; however, structured development and support for the roles are lacking. This paper explores the role of executive and senior management understanding in the employment of peer roles. In-depth, semi-structured interviews and one focus group were conducted with 29 participants from a range of nongovernment and public mental health services within Queensland, Australia. Findings of this study suggest management exposure to and understanding of peer work are essential to the development of an effective peer workforce. Exposure and understanding of peer roles reportedly led to greater acceptance and commitment from management. This commitment inspired action in the form of; enhanced support including advocacy/championing, increased development of roles and influenced culture within the organization to be more accepting of peer work. There was a perception that developing an 'accepting' organizational culture supported the integrity and expansion of peer roles including designated 'peer management' positions. Development of peer management positions is suggested as an effective means of improving the impact of peer perspectives, advocating for peer work and providing ongoing and timely supervision. Recommendations include the need for training and information for management on the unique function, purpose and value of peer roles; and the development of networks, including mentoring opportunities, for organizations with limited experience to gain support and advice from those with greater experience developing peer roles.
2017
All material supplied via JYX is protected by copyright and other intellectual property rights, and duplication or sale of all or part of any of the repository collections is not permitted, except that material may be duplicated by you for your research use or educational purposes in electronic or print form. You must obtain permission for any other use. Electronic or print copies may not be offered, whether for sale or otherwise to anyone who is not an authorised user. European Network of Public Employment Services Mutual Learning : PES Network Seminar ‘Career Guidance and Lifelong Learning’ 28-29 June 2017. Discussion Paper Arnkil, Robert; Spangar, Timo; Vuorinen, Raimo
Building professional skills through peer group assessment
The International Journal of Interdisciplinary Social Sciences: Annual Review
There is growing demand for continuous improvement in the workplace in the knowledge economy of the twenty-first century in Hong Kong. Full-time employees are being challenged by greater demands on quality and the introduction of new practices through the use of new technologies. To review what they have been practising, employers may consider promoting employee development through a partnership with universities. This paper discusses a feasibility study of the learning experiences of an employee development partnership course, 'Basic Apparel Construction', run by a university in Hong Kong. The course was structured as a mix of learning modes, with interactive lectures and practical-based workshops; this aimed to match employees with different working experience, and with different roles and responsibilities in a company. With 56 in-service students selected from over 500 staff, conventional lectures were modified so that they were given practical tasks to work on while theories were introduced. Students were also given multiple opportunities to provide peer feedback in the practise-based workshops and end-of-course project. As observed, these students required some time to adopt a critical reflective practice during the course. Nevertheless, they were not hindered but rather were ready to review their current practice through the exercises when they reviewed both the basic concepts and the introduction of new technology. A paper-based survey was conducted when the course was finished. Results indicate that full-time employees benefit from this type of partnership scheme, particularly when they could make the connection between their work and the theories and with multiple opportunities to practise peer-group assessment.
Workplace Learning Analytics for Facilitation in European Public Employment Services
2016
The paper is based on early research and practices in developing workplace Learning Analytics for the EU funded EmployID project, focused on identity transformation and continuing professional development in Public Employment Services (PES) in Europe. Workplace learning is mostly informal with little agreement of proxies for learning, driven by demands of work tasks or intrinsic interests of the learner, by selfdirected exploration and social exchange that is tightly connected to processes and the places of work. Rather than focusing on formal learning, LA in PES needs to be based on individual and collective social practices and informal learning and facilitation processes rather than formal education. Furthermore, there are considerable concerns and restraints over the use of data in PES including data privacy and issues including power relations and hierarchies. Following a consultation process about what innovations PES would like to pilot and what best meets their needs, PES de...
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There is growing demand for continuous improvement in the workplace in the knowledge economy of the twenty-first century in Hong Kong. Full-time employees are being challenged by greater demands on quality and the introduction of new practices through the use of new technologies. To review what they have been practising, employers may consider promoting employee development through a partnership with universities. This paper discusses a feasibility study of the learning experiences of an employee development partnership course, ‘Basic Apparel Construction’, run by a university in Hong Kong. The course was structured as a mix of learning modes, with interactive lectures and practical-based workshops; this aimed to match employees with different working experience, and with different roles and responsibilities in a company. With 56 in-service students selected from over 500 staff, conventional lectures were modified so that they were given practical tasks to work on while theories were introduced. Students were also given multiple opportunities to provide peer feedback in the practise-based workshops and end-of-course project. As observed, these students required some time to adopt a critical reflective practice during the course. Nevertheless, they were not hindered but rather were ready to review their current practice through the exercises when they reviewed both the basic concepts and the introduction of new technology. A paper-based survey was conducted when the course was finished. Results indicate that full-time employees benefit from this type of partnership scheme, particularly when they could make the connection between their work and the theories and with multiple opportunities to practise peer-group assessment.