A. Definition

The partners refer to labour counselling as the set of supporting actions which purpose is to facilitate the students’ autonomy and preparation in relating with the labour market and to encourage their labour (and social) integration.
It includes: practice during the training, preparation for practice in companies, practice in companies, follow-up during that period, CV elaboration, interviews performances, employment seek and other activities related to the labour insertion preparation.

B. Working methodology

Specific methodologies that we use in order to improve social skills through the labour counselling are the following ones:

1. Practice and labour orientation during the training:

• During their training our students are informed about further education and the School System, they visit different schools. They get counselling from the school-councillor about what to do to reach their goals. In social science they study the trade unions and the employers’ union. They learn about the rights of the employees and the employers, what the working condition and wages are in the different types of work.
• Students need and get many counselling conversations. These conversations take place between: the student and the tutor at school; the student, the practice-teacher and the tutor; the student, the tutor and the counsellor in the company.
  At least three times a year the student has a POP-conversation (see activity), which is recorded officially. In this conversation the student tells what things he/she can do well and what things he/she has to learn or need improvement.
  All day reality shows that there is counselling all the time. As teacher you need to react and reflect at the students all through the day. All these reflections and details we write down in a digital student-guiding-system.
• One-to-one coaching situations offer the opportunity to increase the students/clients ‘motivation. By offering the students/clients information and sources to find information about job opportunities their insecurity can be reduced and they become more open to new ideas.
• Introductory courses offer students the opportunity to improve their skills in working in a group situation. Interview situations can be simulated in a safe atmosphere. The interaction in the group and the feedback from the group and the teacher help them train their ability to work in a team and test their commitment. Listening skills are sharpened and stress management can be enhanced. The ability to reflect about themselves and introduce themselves is also trained. Further the capability to solve conflict situations is upgraded.
  Creative pedagogical tools can help loosen up the atmosphere. One example is the “Vocational Throne” (see in the Activities section).
• Orientation is offered using various tools and methods:
  • Description of the various accessible jobs with their specific technical aptitudes and social competencies;
  • Manual exercises to make students discovering preferences for a professional branch of industry and reveal aptitudes to approach it (wood workshops, gardening, electricity, etc.);
  • Discovery/ awareness modules in the various sections of training department of our organization.
• Job application training is implemented in the following ways:
  • An Introductory course in job application training; group work where CV is elaborated, interview situations are simulated and tips about job research are given.
  • Contracts regarding individual career path are planned.
  • Coaching situations where counsellors talk to the clients/students about their salary expectations, give clients information about employment possibilities, and help them raise their level of confidence.
  • We also offer intensive counselling for job seekers who are highly motivated.
  • Accompaniment and guidance towards the structures of job offers (Young Job and counselling centre, Job Centre Pole);

2. Practice in companies

• After an introduction/training period the students are placed in a company as soon as possible. Here they learn common working skills (to be in time, to be friendly, to cooperate etc.) and some professional skills; they can make or reinforce a personal choice. During that period the students start at school training in job application. They learn how to write a formal letter and CV, how to search on the internet for vacancies, how to behave in an interview at the company. Moreover the students have to visit the local employment centre.
• The experience in company has different duration and individual objectives.
• The prospect for work experience it is carried out either by telephone, by door to door in physical presentation, by email. The teachers look for companies that want to collaborate, they establish an agreement with our organisation and appoint a tutor for the pupil in the company.
• In order to prepare the students for the practice role-playings are performed; telephone conversations and face to face interview are performed and  individual discussions with the student are carried out in order to reinforce his/her self-confidence and to exceed the stress. These activities are carried out in group in order to allow a reciprocal stimulation and the exchange of resources.
• During the practice in companies, there is follow-up and on-going evaluation through visits in the company by the referent, meeting with trainee, with the tutor of the company, technical adjustments if necessary, on the required tasks.
• The evaluation of the practice is carried out also at end of the period in several ways: by the tutor; by a discussion with the trainee, the tutor, and the referent representing the Centre of Training; by a self evaluation written by the trainee: he/she can use a questionnaire or write a report.
• After the practice, the pupils are advised by the teachers and by the labour counsellor of our organisation: some of them go on studying and receive specific information and support. Some of them want to enter into the labour market, so the counsellors support them in elaborating their CV, in looking for job vacancies.

C. Difficulties and results

Social competencies approached thanks to the practice and labour orientation during the training:

• Valorisation, self-confidence, confidence to the others.
• Attitudes to make the job concerned.
• Acceptance of the rules and adaptation to them, communication abilities, punctuality, politeness.
• The sense of effort and determination to obtain a result, to learn how to be patient, to agree to pass by various stages before result, to accept rules.
• Participation in a collective action that implies working for a common objective, tolerating the differences and identifying with this group.
• Autonomy in prospect and professional and social steps.
• Capacity to use the various services of assistance available for a good social integration and employment.

Social competencies approached thanks to the practice in companies:

• Assiduity, punctuality, behaviour, politeness.
• Integration in a work team.
• Acceptance of the rules of life of the company (rules of procedure, custom and habits).
• Adaptation to the social and relational context of the company.
• Acceptance of the remarks, tolerance with respect to the differences.
• Adaptation to the modes of communication of the company.
• The localization of the places of work experience also allows a geographical location as well as a familiarisation with the necessary means of transport.

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