5. Diagnosis – Definition of career and definition of integrated inclusion pathways

Objective

The objective of this task is to provide you with basic theoretical knowledge so you can later work with the students on their competencies, starting with what each person knows, what he or she knows how to do, wants to do and is willing to do at this time. We will also provide you with complementary materials (optional) if you want to go into greater depth on the subject.

Remember that you can continue this unit by showing the ARACNE Canvas (attached in ‘Other resources’) and then continue with the PREZI presentation (https://prezi.com/view/VNJZuoIVagI21nZ3CqoA/), which explains the entire journey and provides tips on activities you can do with the students.

Description

‘Everything starts with a wish’: 

This is the starting point that professionals come across when a person would like to work in a specific position or in a counselling or guidance setting when imagining which functions they would wish to do in a job.

Starting at this time, you will start an analysis process that lets you find out the contributions a person makes to the job market to then create a professional project that considers each person’s current circumstances.

‘Visualise the professional project’:

This may require a progressive approach, doing specific activities, studying and analysing references, life stories so that you can define professional options that are motivating and realistic for each participant and that are within their reach.

Conversion to occupation families:

After you have explored what they want and it is going well, it is time for them to specify an employment activity, meaning a job post. Knowing different professional families and their qualifications will let you go into greater depth on which competencies are necessary or need to be acquired to practice a specific profession (what we have called professional function in the Aracne+ model).

Going through the map from one to three could take more or less time depending on the user person’s clarity and motivation for a specific professional field.

Competency analysis:

To do this, issues must be analysed that are related to: their personalities, knowledge, skills, socioeconomic conditions affecting them, job preferences, the value they give to working, and so forth.  Namely, all behaviours and conditions that are important for having a job post, as well as their personal and professional strengths and weaknesses, clearly identifying what they are able to offer and to do.

Remember that the Aracne+ model lets you work on individual and group empowerment competencies using critical thinking and reflection techniques to raise awareness about their competencies and motivations, and facilitate their paths towards constructing a professional project (professional function) in which they are autonomously able to sustain the project and generate solid structures of self-realisation and individual and/or group entrepreneurship. It is not enough for an individual to be qualified for a profession, they must also feel capable of starting up a project.

This activity will let you have the resources to find out, expand upon and remember different issues related to their skills.

Development / methodology:

Follow the instructions described below:

Basic materials

1) Watch the video: ‘What are Competencies?’:

2) This video presents Dilts Neurological or Logical Levels of Change, which you will use as the model to invite students to go through how the personality is structured. It helps to understand how you behave in certain environments, the attitudes and aptitudes you have developed until now and the beliefs and values that are the foundations of your personality. (Competency Iceberg). There is also information on this model in English at:

3) You can use the SWOT technique as a tool to analyse competencies:

4) The Aracne+ model has its own competency map. Knowing of and working with the Aracne+ competencies dictionary will help you determine a person’s competency levels in empowerment and entrepreneurship. Professional function competencies will be developed in activity 5.3 Career.

Each of the competencies described in the dictionary has behavioural levels ranging from 0 to 3, where zero is absence and 3 is excellence for the competency in question. Most often, you will have to determine them by observation during personal interviews. Detecting these competencies will help you to estimate the support level needed by each person (basic, intermediate, advanced) and to establish which resources you will need to activate, design, teach, etc. the training action that you will later schedule during the execution of the pathway that will in all cases lead to personal, entrepreneurial and professional development.

https://docs.google.com/spreadsheets/d/1ypfYuh5CkJuN4n6kbdeiXdCulZWKJAl0N_CwdZWSBA0/edit#gid=2106822866

This material is basic, given that it will be the reference for the entire pathway, and its success should be reflected in an increased competency level in all three core areas.

For further work:

4) Obtain information on the specific competencies published in your country that make up the professional function pathway in the ARACNE Model. To this end, we provide a link to official organisations, as well as the legislation in force on professional qualifications in different European countries.

European qualifications: http://incual.mecd.es/europa

Core competencies in European framework:

http://www.educacionyfp.gob.es/educacion/mc/lomce/el-curriculo/curriculo-primaria-eso-bachillerato/competencias-clave/competencias-clave.html4

5) Read the document: ‘Human resources management by competencies’, subsidised by FEDER funds: https://codigo100.sergas.es/Contidos/DocumentosCP/Benchmark%20Gesti%C3%B3n%20RRHH%20por%20competencias.pdf

6) If you need to use a competency measurement system, you can use one or more of the resources provided at this site: ‘Self-assessment test of labour competencies and professional preferences’: https://orientadorespalencia.wordpress.com/2013/05/31/tests-de-autoevaluacion-de-competencias-laborales-y-preferencias-profesionales/

HIDAEC is a tool designed to integrate with job placement through social inclusion processes for groups in situations of vulnerability and social disadvantage; specifically for women who have jobs with medium and low qualifications. http://surt.org/hidaec/es/productos.html

7) If you would like to learn about another technique you can use to analyse times of change and significant experiences throughout a person’s life, as well as to project experiences into the future, read about the Lifeline: It is about constructing a line, either graphically or imaginary, along which the person organises their most significant life experiences in chronological order until reaching the present. In the exercise, the present time is defined, as well as the past and future, dividing it into stages depending on the objective pursued. You could use it to completely go through the person’s history, or focus on the evolution in one particular area, or even on one concrete experience.