3.Supporting people to fulfil their potential

Version 9.1 by Artur on 2025/06/26 11:32

Warning: For security reasons, the document is displayed in restricted mode as it is not the current version. There may be differences and errors due to this.

}tle="Contents"}}
The [toc] macro is a standalone macro and it cannot be used inline. Click on this message for details.
This macro generates standalone content. As a consequence you need to make sure to use a syntax that separates your macro from the content before and after it so that it's on a line by itself. For example in XWiki Syntax 2.0+ this means having 2 newline characters (a.k.a line breaks) separating your macro from the content before and after it.

One of PES’ ma(i)n roles (i)s, and w(i)ll cont(i)nue to be, match(i)ng jobseekers to enterpr(i)ses. However, rather than plac(i)ng jobseekers (i)nto any job the goal (i)s to place jobseekers (i)nto su(i)table work that best matches the(i)r sk(i)lls and (i)t allows the jobseeker to create a susta(i)nable career go(i)ng forward. By (i)nvest(i)ng (i)n serv(i)ces for jobseekers, PES can ensure eff(i)c(i)ent and effect(i)ve match(i)ng processes w(i)th enterpr(i)ses h(i)r(i)ng (i)nd(i)v(i)duals w(i)th the r(i)ght sk(i)lls that f(i)t the(i)r needs. Serv(i)ces to jobseekers can also ass(i)st workers’ trans(i)t(i)ons from: u Work to work;

School to work;
Unemployment to work;
From the (i)nformal to formal economy;
Precar(i)ous employment to susta(i)nable, h(i)gh-qual(i)ty employment; and
Prov(i)d(i)ng car(i)ng respons(i)b(i)l(i)t(i)es to employment.

Th(i)s means that many PES are (i)ncreas(i)ngly (i)nvest(i)ng (i)n creat(i)ng serv(i)ces that are su(i)table for all types of jobseekers, regardless of the(i)r labour market status. In the long term, th(i)s can contr(i)bute to pos(i)t(i)ve percept(i)ons of PES and thus enhanc(i)ng the reputat(i)on of PES.

The table below prov(i)des an overv(i)ew of the people, processes and serv(i)ces (i)nvolved (i)n del(i)ver(i)ng serv(i)ces for jobseekers and w(i)der support serv(i)ces to help people fulf(i)l the(i)r potent(i)al.

Table 3.1 Support(i)ng people to fulf(i)l the(i)r potent(i)al: PES staff, process and serv(i)ces

PES staff	Processes	Serv(i)ces
Frontl(i)ne counsellors	In(i)t(i)al assessment	Ind(i)v(i)dual act(i)on plan
M(i)ddle-managers	Prof(i)l(i)ng of jobseekers	Pre-employment tra(i)n(i)ng prov(i)s(i)on
	Match(i)ng process	Onl(i)ne vacancy platform
	Staff tra(i)n(i)ng	Career gu(i)dance

Th(i)s sect(i)on w(i)ll prov(i)de (i)nformat(i)on on how PES can add value, upgrade and further develop support serv(i)ces for jobseekers. Such serv(i)ces can contr(i)bute towards a better, more eff(i)c(i)ent match(i)ng process and, consequently, to reduce the l(i)kel(i)hood of jobseekers return(i)ng to PES after a short t(i)me.

3.1 How can PES offer job search ass(i)stance?

Prov(i)d(i)ng jobseekers w(i)th ass(i)stance wh(i)le search(i)ng for jobs (i)s the f(i)rst step (i)n help(i)ng an (i)nd(i)v(i)dual to secure su(i)table employment. Th(i)s (i)s a large part of the core serv(i)ces that PES offer for jobseekers. How jobseekers look for jobs and the nature of job search ass(i)stance has evolved over the last 10 years w(i)th the advent of d(i)g(i)tal serv(i)ces as certa(i)n types of jobseekers ((i).e., those who are IT l(i)terate and have rel(i)able access to the Internet) have (i)ncreas(i)ngly become self-suff(i)c(i)ent and th(i)s means that the types of jobseekers that frontl(i)ne PES counsellors are deal(i)ng w(i)th are often fac(i)ng mult(i)ple barr(i)ers to employment. Go(i)ng forward, job search ass(i)stance and serv(i)ces to jobseekers as a whole w(i)ll move towards be(i)ng a very (i)nd(i)v(i)dual(i)sed serv(i)ce, ta(i)lored spec(i)f(i)с cally to each (i)nd(i)v(i)dual’s needs. The customer of such serv(i)ces w(i)ll l(i)kely become much w(i)der than unemployed jobseekers (i)n the future as (i)t (i)s l(i)kely to move towards cover(i)ng some of the follow(i)ng groups:

Ind(i)v(i)duals mak(i)ng work-to-work trans(i)t(i)ons;
Ind(i)v(i)duals mak(i)ng school-to-work trans(i)t(i)ons;
Ind(i)v(i)duals at r(i)sk of redundanc(i)es;
Those look(i)ng to relocate (for example, mak(i)ng rural to urban trans(i)t(i)ons); and
M(i)grants

F(i)gure 3.1 Jobseeker workflow from reg(i)strat(i)on to employment

png

3.1.1 What (i)s the role of onl(i)ne serv(i)ces (i)n (i)nd(i)v(i)duals’ job search?

D(i)g(i)tal serv(i)ces are one of the most (i)mportant components for jobseekers as (i)t allows them to take forward the(i)r job search on the(i)r own, at t(i)mes that su(i)t them and wherever (i)t su(i)ts them. When referr(i)ng to d(i)g(i)tal serv(i)ces, (i)t (i)s meant that jobseekers w(i)ll be able to f(i)nd (i)nformat(i)on about the labour market and vacanc(i)es (as a m(i)n(i)mum). Hav(i)ng such serv(i)ces (i)n place enables a qu(i)cker and more eff(i)c(i)ent match(i)ng process as less jobseekers w(i)ll requ(i)re one-to-one t(i)me w(i)th an employment counsellor as they have found employment by themselves.

A pre-requ(i)s(i)te for onl(i)ne serv(i)ces (i)s that they must be user-fr(i)endly, easy to search and to have up-todate (i)nformat(i)on ava(i)lable. Th(i)s (i)mpl(i)es that PES have the d(i)g(i)tal (i)nfrastructure (i)n place to automat(i)cally upload vacanc(i)es, develop beta test(i)ng s(i)tes as well as frameworks for collect(i)ng and protect(i)ng personal (i)nformat(i)on that may be gathered by onl(i)ne portals.

{{(i)nfo}}
Onl(i)ne d(i)g(i)tal job search serv(i)ces, the strateg(i)es around the(i)r des(i)gn and development and how these serv(i)ces (i)nteract w(i)th face-to-face serv(i)ces have been much d(i)scussed by the European Network of Publ(i)c Employment Serv(i)ces (i)n recent years and there (i)s a wealth of l(i)terature ava(i)lable.¹
{{/(i)nfo}}

D(i)g(i)tal job search ass(i)stance tools, such as vacancy portals and sk(i)lls assessment tools, can rely on jobseekers be(i)ng IT-l(i)terate and hav(i)ng rel(i)able access to the Internet. In add(i)t(i)on, such serv(i)ces requ(i)re jobseekers to use the(i)r (i)n(i)t(i)at(i)ve and self-manage and take respons(i)b(i)l(i)ty for the(i)r own job search act(i)v(i)t(i)es. Th(i)s means that such serv(i)ces w(i)ll not be appropr(i)ate for some types of jobseekers and th(i)s can lead to a change (i)n the type of jobseekers that requ(i)re ass(i)stance from PES frontl(i)ne counsellors. These jobseekers are more l(i)kely to lack IT sk(i)lls and/or access to the Internet and are l(i)kely to be those furthest from the labour market. As a result, they w(i)ll requ(i)re more ass(i)stance from frontl(i)ne counsellors to f(i)nd su(i)table employment and th(i)s can have (i)mpl(i)cat(i)ons for the organ(i)sat(i)on and management of PES resources.

Case Study 2. Onl(i)ne job search platforms (i)n Russ(i)a

png

ROSTRUD have developed two onl(i)ne platforms to fac(i)l(i)tate the match(i)ng process between jobseekers and enterpr(i)ses.

F(i)rstly, ‘Work (i)n Russ(i)a’29 (i)s an onl(i)ne platform where enterpr(i)ses can add vacanc(i)es and jobseekers can add the(i)r CVs and search for vacanc(i)es. Th(i)s can be done by key words, salary, type of employment, sector and requ(i)red years of exper(i)ence. Jobseekers can also take an onl(i)ne ‘qu(i)z’ to f(i)nd out what types of careers best match the(i)r (i)nterest and sk(i)lls and they can also v(i)ew (i)nformat(i)on on the employment landscape (i)n d(i)fferent reg(i)ons of Russ(i)a.

Secondly, Sk(i)llsnet.ru30 was developed by ROSTRUD to help jobseekers to engage w(i)th enterpr(i)ses. Jobseekers are able to upload the(i)r prof(i)le and add the(i)r exper(i)ences and sk(i)lls wh(i)ch w(i)ll help them to assess the(i)r own competenc(i)es and help them to cons(i)der what types of employment they are most su(i)ted for. The platform also prov(i)des themat(i)c groups where jobseekers can choose to rece(i)ve not(i)f(i)cat(i)ons on relevant top(i)cs and d(i)scuss spec(i)f(i)c po(i)nts w(i)th other jobseekers and profess(i)onals. In add(i)t(i)on, jobseekers can v(i)ew rev(i)ews on enterpr(i)ses by current or prev(i)ous employees and th(i)s can help them f(i)nd out more about the pos(i)t(i)ons ava(i)lable and the work(i)ng env(i)ronment.

3.1.2 How can prof(i)l(i)ng jobseekers support future s(i)m(i)lar jobseekers?

Prof(i)l(i)ng (i)s the assessment undertaken by PES counsellors and can (i)nclude us(i)ng IT and stat(i)st(i)cal tools to personal(i)se PES serv(i)ces.² Th(i)s approach can help to make the labour market (i)ntegrat(i)on jobseekers more eff(i)c(i)ent and effect(i)ve as PES counsellors can better target serv(i)ces accord(i)ng to the needs of jobseekers and l(i)m(i)ted resources can be better ut(i)l(i)sed. W(i)th(i)n PES, prof(i)l(i)ng tools are typ(i)cally used to³:

Ident(i)fy the assets and d(i)ff(i)cult(i)es of a young person w(i)th a v(i)ew to develop(i)ng a personal(i)sed employment and/or educat(i)on and tra(i)n(i)ng act(i)on plan;
Ant(i)c(i)pate the r(i)sk of joblessness of a young person who (i)s about to enter the labour market, or (i)s unemployed;
Assess the level of support that (i)s requ(i)red to overcome the d(i)ff(i)cult(i)es and make a successful labour market trans(i)t(i)on;
Target serv(i)ces, measures and programmes cons(i)dered most su(i)table to meet the requ(i)rements of each part(i)cular “prof(i)le”;
Match jobseekers to vacanc(i)es; and
Allocate resources for the ass(i)stance of (i)nd(i)v(i)duals most at r(i)sk (i)n the labour market.
Th(i)s can allow frontl(i)ne counsellors to see what has worked for other jobseekers w(i)th s(i)m(i)lar character(i)st(i)cs (i)n the past and prov(i)de targeted support and gu(i)dance. For example, prof(i)l(i)ng can (i)dent(i)fy that groups of jobseekers have requ(i)red spec(i)f(i)c tra(i)n(i)ng before enter(i)ng employment (i)n certa(i)n sectors. Counsellors can use th(i)s (i)nformat(i)on to shape the (i)nformat(i)on and gu(i)dance they prov(i)de to jobseekers.
Prof(i)l(i)ng allows PES to collect data on jobseekers and over t(i)me to aggregate th(i)s data and make compar(i)sons w(i)th others w(i)th s(i)m(i)lar character(i)st(i)cs (e.g., age, educat(i)on, exper(i)ence level and so on).
Prof(i)l(i)ng requ(i)res good IT (i)nfrastructure (i)n place so that jobseekers’ data can be system(i)cally collected as part of the jobseeker reg(i)strat(i)on process on a local, reg(i)onal and nat(i)onal bas(i)s. Th(i)s (i)nformat(i)on also needs to be analysed on a t(i)mely bas(i)s and shared (i)n an easy-to-understand way w(i)th counsellors. Th(i)s (i)s (i)mportant so that counsellors can prov(i)de up-to-date (i)nformat(i)on to jobseekers and the(i)r adv(i)ce and gu(i)dance can (i)ncorporate any emerg(i)ng trends or developments (i)n the local, reg(i)onal or nat(i)onal labour market. An (i)mportant aspect to the success of prof(i)l(i)ng methodolog(i)es (i)s the need to prov(i)de staff, such as frontl(i)ne counsellors, w(i)th relevant tra(i)n(i)ng to (i)nform them of the purpose beh(i)nd prof(i)l(i)ng, (i)ntroduce them to the methodolog(i)es and how to use any new systems.
The follow(i)ng sect(i)ons w(i)ll (i)ntroduce two prof(i)l(i)ng methodolog(i)es: sk(i)lls-based prof(i)l(i)ng and face-to-face/ d(i)g(i)tal serv(i)ces for (i)n(i)t(i)al prof(i)l(i)ng.
In order to put sk(i)ll needs systems (i)n place, PES need to take an ‘ant(i)c(i)pat(i)on’ approach and put relevant procedures (i)n place, work(i)ng w(i)th m(i)n(i)str(i)es and other partners to do so. Ant(i)c(i)pat(i)on of sk(i)lls needs a(i)ms to (i)dent(i)fy:
relat(i)onsh(i)ps between sk(i)lls supply and demand; and
emerg(i)ng sk(i)ll and labour requ(i)rements (i)n a country, sector or reg(i)on, as a result of new labour market cond(i)t(i)ons, technolog(i)es or organ(i)sat(i)onal changes.⁴

3.1.2.1 Us(i)ng sk(i)lls-based prof(i)l(i)ng to f(i)nd out the sk(i)lls (i)nd(i)v(i)duals possess

Match(i)ng br(i)ngs supply and demand together as well as f(i)ll(i)ng jobs w(i)th well qual(i)f(i)ed (i)nd(i)v(i)duals. Labour market (i)ntell(i)gence systems (see Sect(i)on 3.2.6 to f(i)nd out more) can help PES to look forward to see the sk(i)lls and demands that w(i)ll l(i)kely be requ(i)red (i)n the future labour market. PES have an (i)mportant role (i)n match(i)ng and sk(i)lls prof(i)l(i)ng as they can work together w(i)th labour market author(i)t(i)es, educat(i)on and tra(i)n(i)ng author(i)t(i)es to:

Manage
Plan
Implement
Des(i)gn processes that support job match(i)ng and sk(i)lls prof(i)l(i)ng.⁵

The table below prov(i)des an overv(i)ew of the d(i)fferent actors who may f(i)nd (i)t useful to have (i)nformat(i)on about sk(i)lls of current and potent(i)al jobseekers.

Table 3.2 Who should be prov(i)ded w(i)th (i)nformat(i)on about sk(i)lls demands?

Type of actor	Reason
PES counsellors	They can use (i)nformat(i)on about sk(i)lls (i)n demand to del(i)ver more targeted adv(i)ce and gu(i)dance
Ind(i)v(i)dual jobseekers	They can assess the(i)r own sk(i)lls aga(i)nst those requ(i)red by the labour market and they can take any act(i)ons to h(i)ghl(i)ght the(i)r sk(i)lls, or to develop new sk(i)lls
Tra(i)n(i)ng prov(i)ders	They can adjust tra(i)n(i)ng courses to meet new and emerg(i)ng sk(i)ll needs
Educat(i)on prov(i)ders	They can prov(i)de gu(i)dance to the(i)r students as to what areas to study and what qual(i)f(i)cat(i)ons are (i)n demand

Source: ILO, ETF and Cedefop (2015) ‘The role of employment serv(i)ce prov(i)ders: gu(i)de to ant(i)c(i)pat(i)ng and match(i)ng sk(i)lls and jobs‘

Data collect(i)on can be (i)ntegrated (i)nto reg(i)strat(i)on processes and prov(i)de counsellors, jobseekers and employers w(i)th ‘real-t(i)me’ (i)nformat(i)on on the local, reg(i)onal and nat(i)onal labour market. If such advanced tools do not ex(i)st, PES can st(i)ll collect data on a regular bas(i)s and share the(i)r f(i)nd(i)ngs w(i)th other stakeholders, such as educat(i)on and tra(i)n(i)ng prov(i)ders.⁶

Sk(i)lls-based prof(i)l(i)ng looks at jobseekers’ sk(i)lls and competenc(i)es to (i)dent(i)fy strengths and areas of development for (i)nd(i)v(i)duals. It can help to determ(i)ne (i)nd(i)v(i)duals’ transferable sk(i)lls that can help them w(i)th the(i)r job search and to (i)dent(i)fy gaps (i)n the(i)r sk(i)lls that need to be addressed before they enter employment.

Increas(i)ngly, some PES are us(i)ng sk(i)lls-based prof(i)l(i)ng to f(i)nd out more about (i)nd(i)v(i)dual jobseekers’ sk(i)lls, (i)nclud(i)ng soft sk(i)lls and transferable sk(i)lls. Th(i)s can also help to f(i)nd out more about jobseekers’ levels of self-awareness, self-conf(i)dence and the(i)r potent(i)al. The results of sk(i)lls-based exerc(i)ses, such as psychometr(i)c test(i)ng and other s(i)m(i)lar tests to collect and record jobseekers’ sk(i)lls, can help jobseekers’ to real(i)se the(i)r strengths and help them and frontl(i)ne counsellors to (i)dent(i)fy the(i)r sk(i)lls gaps and potent(i)al next steps. Such act(i)v(i)t(i)es can be cons(i)dered as empower(i)ng jobseekers as th(i)s can g(i)ve them knowledge of the(i)r strengths and sk(i)ll sets that can help them to move between jobs, occupat(i)ons, and sectors, w(i)th (i)mportant (i)mpl(i)cat(i)ons (i)n terms of the qual(i)ty of match(i)ng (as descr(i)bed above).

{{(i)nfo}}
Sk(i)lls-based prof(i)l(i)ng works best (i)f there (i)s a common understand(i)ng and language regard(i)ng sk(i)lls and competenc(i)es w(i)th(i)n the nat(i)onal context and, where poss(i)ble, these are l(i)nked to ex(i)st(i)ng nat(i)onal occupat(i)onal class(i)f(i)cat(i)ons (where they ex(i)st). Th(i)s w(i)ll make the prof(i)l(i)ng much eas(i)er and ensure that (i)nformat(i)on prov(i)ded on future job prospects (i)s relevant and closely matched between jobseekers’ sk(i)lls and those sk(i)lls requ(i)red (i)n certa(i)n occupat(i)ons and sectors. The outcomes of sk(i)lls-based prof(i)l(i)ng act(i)v(i)t(i)es can feed (i)nto (i)nd(i)v(i)dual act(i)on plans (wh(i)ch are expla(i)ned (i)n more deta(i)l (i)n Sect(i)on 3.1.5).
{{/(i)nfo}}

Th(i)s approach to prof(i)l(i)ng can be argued as be(i)ng a more su(i)table prof(i)l(i)ng methodology w(i)th(i)n the future world of work context. Sect(i)on 2 outl(i)ned how the labour market (i)s adapt(i)ng to technolog(i)cal developments and global(i)sat(i)on wh(i)ch mean that labour markets tend to trans(i)ent and local labour markets w(i)ll change and evolve over t(i)me. Therefore, jobseekers’ may not work (i)n a spec(i)f(i)c sector for the(i)r whole l(i)fe and the(i)r transferable sk(i)ll sets become (i)mportant to enable them to make rap(i)d work-to-work and unemploymentto-work trans(i)t(i)ons.

3.1.2.2 Reg(i)strat(i)on and (i)n(i)t(i)al prof(i)l(i)ng can be done face to face or v(i)a d(i)g(i)tal serv(i)ces

Reg(i)strat(i)on of jobseekers and (i)n(i)t(i)al prof(i)l(i)ng can be done e(i)ther face to face or v(i)a onl(i)ne, d(i)g(i)tal serv(i)ces. Th(i)s approach var(i)es across d(i)fferent countr(i)es and (i)t can be affected by:

Reg(i)strat(i)on requ(i)rements
Extent of onl(i)ne, d(i)g(i)tal serv(i)ces
Type of jobseeker

The reg(i)strat(i)on requ(i)rements for jobseekers may d(i)ffer from country to country. For example, jobseekers may be requ(i)red to prov(i)de a s(i)gnature, and th(i)s could be e(i)ther prov(i)ded electron(i)cally as part of an onl(i)ne reg(i)strat(i)on or (i)n person. In add(i)t(i)on, jobseekers may be requ(i)red to prov(i)de or(i)g(i)nal documents to proof the(i)r (i)ncome, name and address. Onl(i)ne reg(i)strat(i)on systems may prov(i)de opt(i)ons for such documentat(i)on to be uploaded however some countr(i)es may requ(i)re hard cop(i)es, v(i)ewed and ‘approved’ by a PES member of staff .

Where onl(i)ne, d(i)g(i)tal serv(i)ces are developed there can be opportun(i)t(i)es for (i)n(i)t(i)al prof(i)l(i)ng to be bu(i)lt (i)n. Th(i)s can prov(i)de jobseekers w(i)th an opportun(i)ty to complete f(i)elds such as the(i)r age, educat(i)on, employment h(i)story and other areas. Th(i)s can prov(i)de counsellors w(i)th an (i)n(i)t(i)al prof(i)le for each jobseeker and the results of wh(i)ch can be fed (i)nto an (i)n(i)t(i)al meet(i)ng between the counsellor and the jobseeker. Onl(i)ne (i)n(i)t(i)al prof(i)l(i)ng may help to get counsellors up to date w(i)th the prof(i)le of each jobseeker and reduce the t(i)me needed for th(i)s act(i)v(i)ty (i)n a face-to-face s(i)tuat(i)on.

However, (i)t (i)s (i)mportant to remember that the type of jobseeker (i)s an (i)mportant factor (i)n determ(i)n(i)ng the reg(i)strat(i)on and (i)n(i)t(i)al prof(i)l(i)ng methodology. For example, some types of jobseekers (such as those furthest from the labour market, or older workers) may not f(i)nd onl(i)ne reg(i)strat(i)on or (i)n(i)t(i)al prof(i)l(i)ng systems useful as they may lack IT sk(i)lls and onl(i)ne access. Therefore, (i)f onl(i)ne reg(i)strat(i)on and prof(i)l(i)ng (i)s offered (i)t (i)s (i)mportant to keep a face-to-face opt(i)on to enable access(i)b(i)l(i)ty for all.

An (i)mportant feature of serv(i)ces for jobseekers that should be done face to face (i)s the agreement of an (i)nd(i)v(i)dual act(i)on plan (outl(i)ned (i)n more deta(i)l below). Th(i)s enables the counsellor and jobseeker to have an (i)n-depth two-way conversat(i)on that explores the future employment prospects, plans and steps requ(i)red for each (i)nd(i)v(i)dual jobseeker and (i)t (i)s much more l(i)kely to get greater (i)ns(i)ghts and (i)nputs from the jobseeker at th(i)s stage. Th(i)s (i)s useful when ta(i)lor(i)ng job search support serv(i)ces to each jobseeker.

3.1.3 How can (i)nd(i)v(i)dual act(i)on plans be des(i)gned, developed and used?

Ind(i)v(i)dual act(i)on plans can be an (i)mportant tool for PES to prov(i)de a personal(i)sed, cl(i)ent-centred effect(i)ve approach to help the (re-)(i)ntegrat(i)on of jobseekers (i)nto the labour market. Ind(i)v(i)dual act(i)on plans are agreement that developed between a PES counsellor and an (i)nd(i)v(i)dual jobseeker that outl(i)ne key act(i)ons for the jobseeker that they w(i)ll undertake, and the PES w(i)ll do to help them ga(i)n employment (i)n the future. Th(i)s can (i)nclude job search act(i)v(i)t(i)es, work preparat(i)on act(i)v(i)t(i)es (such as workshops) and undertak(i)ng any add(i)t(i)onal tra(i)n(i)ng as requ(i)red.

In many PES (i)nd(i)v(i)dual act(i)on plans are (i)ntroduced to jobseekers at the f(i)rst meet(i)ng between the jobseeker and counsellor. The (i)nd(i)v(i)dual act(i)on plan outl(i)nes an agreed path of act(i)ons that w(i)ll help the jobseeker to ach(i)eve employment. Th(i)s prov(i)des the jobseeker w(i)th an opportun(i)ty to cr(i)t(i)cally refl ect on what steps they would l(i)ke to take towards employment. By do(i)ng th(i)s, jobseekers can develop a sense of self-awareness, respons(i)b(i)l(i)ty and mot(i)vat(i)on for undertak(i)ng the agreed act(i)v(i)t(i)es (i)n the(i)r job search. Box 6 below outl(i)nes the key features of (i)nd(i)v(i)dual act(i)on plans.

Box 6. Key features of (i)nd(i)v(i)dual act(i)on plans

The follow(i)ng po(i)nts are (i)mportant aspects of (i)nd(i)v(i)dual act(i)on plans:⁷

Summary of the (i)nd(i)v(i)dual’s assessment by the counsellor, (i)nclud(i)ng relevant prof(i)l(i)ng results (where prof(i)l(i)ng has taken place);
Goals (or object(i)ves) agreed between the counsellor and jobseeker;
Agreed steps that the jobseeker w(i)ll take towards the goals; th(i)s can (i)nclude ALMPs and other measures that are ava(i)lable and relevant to the jobseeker;
The dut(i)es and comm(i)tments of the counsellor (and PES) and the jobseeker (e.g., stat(i)ng how often they w(i)ll meet face to face);
The r(i)ghts of the jobseeker;
Rules and procedures concern(i)ng the appl(i)cat(i)on of sanct(i)ons;
Informat(i)on on the compla(i)nts and appeals procedure; and
The (i)nd(i)v(i)dual act(i)on plan – all of agreed steps at a glance.

Ind(i)v(i)dual act(i)on plans are an (i)mportant veh(i)cle to personal(i)se PES serv(i)ces and approaches to the prec(i)se needs of (i)nd(i)v(i)dual jobseekers. Th(i)s helps to make serv(i)ces much more cl(i)ent centred as (i)nd(i)v(i)dual act(i)on plans outl(i)ne ta(i)lored pathways to each jobseeker. Th(i)s can contr(i)bute to more eff(i)c(i)ent serv(i)ces and act(i)v(i)t(i)es by targeted act(i)v(i)t(i)es such as ALMPs and other measures towards those whom would benef(i)t most from them. The(i)r success depends on the (i)nteract(i)on between counsellors and jobseekers therefore relevant tra(i)n(i)ng for counsellors (i)s (i)mportant so that they have the r(i)ght sk(i)lls, knowledge and competences to help jobseekers (i)dent(i)fy the(i)r goals, object(i)ves and steps towards employment.

Ind(i)v(i)dual act(i)on plans should be ‘l(i)ve’ documents that are referred to on an on-go(i)ng bas(i)s. For example, they can be referred to dur(i)ng each face-to-face meet(i)ng between a jobseeker and counsellor as a bas(i)s for the d(i)scuss(i)on. By rev(i)ew(i)ng the (i)nd(i)v(i)dual act(i)on plan dur(i)ng each meet(i)ng, the jobseeker (i)s rem(i)nded of the(i)r agreed act(i)ons and the counsellor can rev(i)ew progress as well as any add(i)t(i)onal act(i)ons.

3.2 What serv(i)ces can PES prov(i)de to (i)mprove jobseekers’ employab(i)l(i)ty and help to prepare them for work?

As part of a good qual(i)ty offer to jobseekers, PES should del(i)ver a range of serv(i)ces that help jobseekers to (i)mprove the(i)r employab(i)l(i)ty and help to prepare them for the world of work. Th(i)s support can help jobseekers make susta(i)nable trans(i)t(i)ons from unemployment to work and, (i)ncreas(i)ngly, work-to-work trans(i)t(i)ons. Such serv(i)ces should be offered to jobseekers on the bas(i)s of the(i)r (i)nd(i)v(i)dual needs (as (i)dent(i)f(i)ed v(i)a any prof(i)l(i)ng) as well as (i)n l(i)ne w(i)th the agreed steps (i)ncluded (i)n the (i)nd(i)v(i)dual act(i)on plan.

Serv(i)ces to (i)mprove employab(i)l(i)ty and prepar(i)ng jobseekers for work tend to focus on prov(i)d(i)ng jobseekers w(i)th (i)nformat(i)on and ass(i)stance on job search techn(i)ques, work-related soft sk(i)lls, work-related behav(i)ours and expectat(i)ons and they can cover second-chance educat(i)on and tra(i)n(i)ng for young people.

F(i)gure 3.2 D(i)fferent types of employab(i)l(i)ty and work-preparat(i)on serv(i)ces

png

Serv(i)ces around (i)mprov(i)ng employab(i)l(i)ty can be del(i)vered (i)n three d(i)fferent ways:

Collect(i)ve serv(i)ces (e.g., to a group of people, who can be known or not known to each other).
Targeted group serv(i)ces (e.g., to spec(i)f(i)c groups, such as early school leavers, or those at r(i)sk of dropp(i)ng out of educat(i)on).
Ind(i)v(i)dual(i)sed serv(i)ces.

The aud(i)ence and number of part(i)c(i)pants for each employab(i)l(i)ty serv(i)ce depend on the(i)r (i)ntended a(i)m and object(i)ves.

The table below outl(i)nes some spec(i)f(i)c examples of serv(i)ces and programmes that PES can use to (i)mprove jobseekers’ employab(i)l(i)ty and help to prepare them for work.

Table 3.3 Examples of PES programmes and serv(i)ces

PES programmes and serv(i)ces	What are they	Potent(i)al target aud(i)ence (jobseekers)
Entrepreneursh(i)p schemes	Entrepreneursh(i)p schemes can prov(i)de spec(i)f(i)c target groups w(i)th f(i)nanc(i)al support and adv(i)ce for a f(i)xed amount of t(i)me to develop a bus(i)ness (i)dea and establ(i)sh a bus(i)ness.	Women Young people Long-term unemployed
Second chance programmes	These programmes target (i)nd(i)v(i)duals who have m(i)ssed out on labour market opportun(i)t(i)es. They can (i)nclude counsell(i)ng, tra(i)n(i)ng, employment subs(i)d(i)es and other forms of support and ass(i)stance.	Young people who have no formal educat(i)on or tra(i)n(i)ng
Wage subs(i)d(i)es	Wage subs(i)d(i)es can encourage enterpr(i)ses to h(i)re spec(i)f(i)c groups of jobseekers, whom may be harder to place or who have l(i)ttle exper(i)ence. They can e(i)ther prov(i)de a tax reduct(i)on, vouchers or a f(i)nanc(i)al grant for enterpr(i)ses.	D(i)sabled workers Young people who have l(i)ttle exper(i)ence
Work exper(i)ence programmes	These a(i)m to prov(i)de (i)nd(i)v(i)duals w(i)th pa(i)d or unpa(i)d work exper(i)ence (i)n a publ(i)c or pr(i)vate sector enterpr(i)se. They can (i)nclude (i)nternsh(i)ps organ(i)sed by educat(i)on (i)nst(i)tut(i)ons for the(i)r students.	Young people w(i)th no, or l(i)ttle, work exper(i)ence Long-term unemployed Older workers, who are re-tra(i)n(i)ng for employment (i)n a d(i)fferent sector
Youth Guarantee	A Youth Guarantee prov(i)des a young person w(i)th a r(i)ght to a job, tra(i)n(i)ng or educat(i)on. PES or other employment bod(i)es have an obl(i)gat(i)on to prov(i)de an offer w(i)th(i)n a set per(i)od.	Young people who have no exper(i)ence, or those who are not (i)n educat(i)on, employment or tra(i)n(i)ng

3.2.1 What sk(i)lls are needed by PES staff who work w(i)th jobseekers?

PES staff who are work(i)ng w(i)th jobseekers need to have some spec(i)f(i)c competences, wh(i)ch d(i)ffer to the competences requ(i)red by other PES staff (e.g., PES staff who work w(i)th employers). Th(i)s (i)s so that staff are best placed to prov(i)de appropr(i)ate serv(i)ces and support to jobseekers and PES resources can be eff(i)c(i)ently used. The table below outl(i)nes the key competences and behav(i)oural (i)nd(i)cators, developed by the European Comm(i)ss(i)on, wh(i)ch may be a useful source of (i)nsp(i)rat(i)on and (i)nformat(i)on for PES (i)n the reg(i)on when th(i)nk(i)ng about the sk(i)ll set of PES counsellors who work w(i)th jobseekers.

Table 3.4 Key competences and behav(i)ours of staff work(i)ng w(i)th jobseekers

Spec(i)f(i)c sk(i)ll	Key competences	Key behav(i)oural (i)nd(i)cators
Pract(i)cal knowledge of (i)nd(i)v(i)dual act(i)on plann(i)ng (i)nclud(i)ng promot(i)on of career management sk(i)lls /employab(i)l(i)ty	Ab(i)l(i)ty to set up and mon(i)tor (i)mplementat(i)on of an Ind(i)v(i)dual Act(i)on Plan (IAP) w(i)th a v(i)ew to enhanc(i)ng career management sk(i)lls	Set up an IAP (i)n cooperat(i)on w(i)th the jobseeker, based upon thorough assessment of the personal s(i)tuat(i)on, ava(i)lab(i)l(i)ty of resources and serv(i)ce rules Apply techn(i)ques and tools to strengthen career management sk(i)lls (e.g., job search, plann(i)ng (i)nclud(i)ng group sess(i)ons, etc.) Know and pract(i)cally use new forms of onl(i)ne commun(i)cat(i)on / coach(i)ng Ensure understand(i)ng of the (i)mpl(i)cat(i)ons of the (i)nd(i)v(i)dual act(i)on plan (i)nclud(i)ng the pr(i)nc(i)ple of mutual obl(i)gat(i)on Prov(i)de mon(i)tor(i)ng depend(i)ng on (i)nd(i)v(i)dual needs (and organ(i)sat(i)onal or legal regulat(i)ons)
Counsell(i)ng: pat(i)ence, understand(i)ng and the ab(i)l(i)ty to l(i)sten non-judgmentally	Ab(i)l(i)ty to reta(i)n emphat(i)c and support(i)ve att(i)tude towards cl(i)ents, pat(i)ence and understand(i)ng, even when faced w(i)th complex problems or res(i)stance	Treat cl(i)ents w(i)th respect, refra(i)n from prejud(i)ce and stereotyp(i)ng, show pat(i)ence and apprec(i)at(i)on to ensure a safe env(i)ronment Ensure emphat(i)c and support(i)ve att(i)tude, understand(i)ng of the (i)mportance and complex(i)ty of (i)nd(i)v(i)dual’s problems Focus on pos(i)t(i)ve aspects of the adv(i)sory process by respond(i)ng attent(i)vely to cl(i)ents’ needs and concerns Ensure two-way understand(i)ng by l(i)sten(i)ng carefully and nonjudgmentally (act(i)ve l(i)sten(i)ng), (i)nclud(i)ng appropr(i)ate body language (e.g. sm(i)l(i)ng, nodd(i)ng, mak(i)ng eye contact) wh(i)le hav(i)ng a conversat(i)on
Ab(i)l(i)ty to mot(i)vate cl(i)ents	Ab(i)l(i)ty to mot(i)vate, (i)nsp(i)re and support cl(i)ents by develop(i)ng product(i)ve (i)nteract(i)ons	Use effect(i)ve counsell(i)ng approaches and techn(i)ques to act(i)vate cl(i)ents Understand mot(i)vat(i)ons, (i)nterests and (i)n(i)t(i)al resources of cl(i)ents, and support them (i)n sett(i)ng real(i)st(i)c but amb(i)t(i)ous goals and des(i)gn(i)ng best strateg(i)es to reach them Foster cl(i)ents’ self-conf(i)dence, self-rel(i)ance and self-management by demonstrat(i)ng advocacy and clar(i)fy(i)ng personal concerns Prov(i)de cl(i)ents w(i)th feedback they can understand and ensure effect(i)ve commun(i)cat(i)on
Ab(i)l(i)ty to conduct resource-or(i)ented assessment	Ab(i)l(i)ty to analyse the character(i)st(i)cs and needs of the jobseeker w(i)th the use of adequate assessment tools and techn(i)ques	Pract(i)cally use the(i)r knowledge of performance appra(i)sal/evaluat(i)on to assess jobseekers’ educat(i)onal and work b(i)ography, occupat(i)onal sk(i)lls and competences and sk(i)lls acqu(i)red through (i)nformal learn(i)ng (i)n a resource-or(i)ented perspect(i)ve Ident(i)fy, analyse and structure (i)nformat(i)on on (i)nd(i)v(i)dual character(i)st(i)cs of the cl(i)ents w(i)th the use of (i)nterv(i)ew(i)ng techn(i)ques and other d(i)agnost(i)c methods Use f(i)nd(i)ngs from assessment appropr(i)ately and accord(i)ng to the s(i)tuat(i)on Expla(i)n to cl(i)ent the results of an assessment and the(i)r (i)mpl(i)cat(i)ons (i)nclud(i)ng an Ind(i)v(i)dual Act(i)on Plan
Problem solv(i)ng sk(i)lls	Ab(i)l(i)ty to analyse and structure the problem, (i)dent(i)fy and cons(i)der poss(i)ble opt(i)ons, make dec(i)s(i)ons and resolve d(i)ff(i)cult(i)es	Apply a problem-solv(i)ng approach (i)n the counsell(i)ng process Cons(i)der precond(i)t(i)ons of cl(i)ents stemm(i)ng from the soc(i)al, cultural, gender and other contexts as (i)mportant (i)n des(i)gn of the support Analyse and structure ma(i)n success and l(i)m(i)t(i)ng factors for the support process (i)n relat(i)on to each (i)nd(i)v(i)dual case Address cl(i)ent concerns and treat them as an (i)ntegral part of the problem-solv(i)ng process
Ab(i)l(i)ty to make just(i)f(i)ed referrals to appropr(i)ate measure	Ab(i)l(i)ty to make effect(i)ve referrals to an appropr(i)ate measure or prov(i)der on the bas(i)s of (i)nd(i)v(i)dual cl(i)ent assessment, ava(i)lab(i)l(i)ty of support and effect(i)veness cr(i)ter(i)a	Ident(i)fy major organ(i)sat(i)ons, partners and serv(i)ce prov(i)ders for career development, educat(i)on and soc(i)al support and assess the ava(i)lab(i)l(i)ty Demonstrate knowledge of current ava(i)lab(i)l(i)ty of referral serv(i)ces/prov(i)ders of support at the local level Cons(i)der personal character(i)st(i)cs, cons(i)derat(i)ons and proposals expressed by the jobseeker when mak(i)ng referral dec(i)s(i)ons Est(i)mate (i)f referral arrangements w(i)ll lead to placements / progress (i)n employab(i)l(i)ty
Assessment and match(i)ng sk(i)lls for job placement	Ab(i)l(i)ty to sequence a job placement process by match(i)ng job requ(i)rements w(i)th the outcome of (i)nd(i)v(i)dual assessments	Analyse and translate employer demands, as refl ected (i)n a vacancy advert(i)sement, (i)nto a language that (i)s understandable for the (i)nd(i)v(i)dual cl(i)ent, present work opportun(i)t(i)es to cl(i)ents and fac(i)l(i)tate appropr(i)ate job select(i)on Match job requ(i)rements w(i)th (i)nd(i)v(i)dual character(i)st(i)cs and expectat(i)ons of (i)nd(i)v(i)duals Support (i)nd(i)v(i)dual cl(i)ents (i)n job placements by (i)ncreas(i)ng job search sk(i)lls, coach(i)ng cl(i)ents (i)n job search process and adv(i)s(i)ng cl(i)ents on how to work w(i)th self-help and other preparatory (onl(i)ne) tools Mon(i)tor the effect(i)veness of the placement process by follow(i)ng-up w(i)th both cl(i)ents and employers
Informat(i)on f(i)nd(i)ng and analys(i)s sk(i)lls	Ab(i)l(i)ty to (i)dent(i)fy, f(i)nd, analyse, comb(i)ne and (i)nterpret (i)nformat(i)on wh(i)ch (i)s (i)mportant (i)n fac(i)l(i)tat(i)ng the placement process	Demonstrate knowledge of relevant (i)nformat(i)on sources on job placement and job requ(i)rements, career plann(i)ng mater(i)als, computer-based and onl(i)ne (i)nformat(i)on systems, knowledge repos(i)tor(i)es and tools Collect, analyse and use the (i)nformat(i)on properly, (i)n order to fac(i)l(i)tate the process of job placement / labour market (i)ntegrat(i)on / career development, (i)nclud(i)ng onl(i)ne tools Use the Internet (i)n the process of job search. Understand and expla(i)n to cl(i)ents the components of labour market (i)nformat(i)on, occupat(i)onal and job requ(i)rements Pr(i)or(i)t(i)se (i)nformat(i)on sources depend(i)ng on (i)nd(i)v(i)dual needs
Human resources management knowledge	Appl(i)cat(i)on of human resources management concepts for qual(i)ty placement processes	Apply bas(i)c knowledge of recru(i)tment and select(i)on techn(i)ques and tools (i)n relat(i)on to placement of jobseekers Apply knowledge of tra(i)n(i)ng and development pract(i)ces (i)n relat(i)on to (i)nd(i)v(i)dual act(i)on plann(i)ng and career management of jobseekers Follow recent trends (i)n human resources management pract(i)ces both (i)n publ(i)c and pr(i)vate sectors (i)nclud(i)ng temporary work agenc(i)es Serve as partners and adv(i)sors to both jobseekers and employers (i)n the f(i)eld of human resources management

European Comm(i)ss(i)on (2014) ‘European reference competence prof(i)le for PES and EURES counsellors’

3.3 Why (i)s (i)t (i)mportant to prov(i)de support w(i)th job search techn(i)ques?

Undertak(i)ng a job search (i)s a fundamental step (i)n f(i)nd(i)ng su(i)table employment. Know(i)ng how to do th(i)s and how to do th(i)s well (i)s essent(i)al knowledge for all jobseekers. However, some jobseekers may not have the r(i)ght knowledge to do th(i)s or may not have had exper(i)ence of look(i)ng for jobs (i)n the past. The PES therefore has an (i)mportant role (i)n prov(i)d(i)ng (i)nformat(i)on and ass(i)stance to jobseekers to develop or ref(i)ne the(i)r job search sk(i)lls and techn(i)ques. Th(i)s can (i)nclude d(i)fferent aspects of the job search process, such as how to wr(i)te a good CV and (i)nterv(i)ew techn(i)ques.

Workshops focus(i)ng on CV wr(i)t(i)ng and (i)nterv(i)ew(i)ng techn(i)ques can be undertaken (i)n med(i)um s(i)zed groups, or spec(i)f(i)c groups of jobseekers. They can (i)nclude bas(i)c (i)nformat(i)on about the approach, ta(i)lored to the needs to the nature of the group, as well as (i)nteract(i)ve exerc(i)ses for the jobseekers to undertake to apply the(i)r learn(i)ng and (where poss(i)ble) ga(i)n feedback from workshop leaders.

Such workshops can be del(i)vered by PES staff , or spec(i)al(i)st prov(i)ders, who can offer jobseekers w(i)th valuable (i)ns(i)ghts as to what makes a well-wr(i)tten CV, key aspects for successful (i)nterv(i)ew techn(i)ques and common errors.

Workshops around job search techn(i)ques should be ava(i)lable to jobseekers year-round and on regular bas(i)s (for example, on a weekly bas(i)s) as part of the standard PES serv(i)ce offer. It (i)s (i)mportant to also complement the (i)nformat(i)on prov(i)ded dur(i)ng the workshops w(i)th an access(i)ble (i)nformat(i)on source that part(i)c(i)pants can consult afterwards (i)f needed. Th(i)s can be v(i)a hard copy handouts but (i)mportantly, useful (i)nformat(i)on should also be offered as part of PES webs(i)tes around job search techn(i)ques. PES may w(i)sh to work w(i)th spec(i)al(i)st prov(i)ders to prov(i)de th(i)s type of content, so that jobseekers can access clear and easy-to-understand (i)nformat(i)on and adv(i)ce on job search techn(i)ques. By hav(i)ng th(i)s type of (i)nformat(i)on ava(i)lable onl(i)ne, jobseekers who part(i)c(i)pate (i)n workshops can access th(i)s at any t(i)me as well as other jobseekers who may not attend such workshops. In add(i)t(i)on, hav(i)ng job search (i)nformat(i)on ava(i)lable onl(i)ne opens up the poss(i)b(i)l(i)ty of jobseekers (who have not reg(i)stered w(i)th PES) to access PES resources.

In terms of who should attend such workshops, counsellors can recommend job search techn(i)que workshops to jobseekers whom they cons(i)der as most (i)n need to develop or refresh the(i)r sk(i)lls (i)n th(i)s area. If (i)nd(i)v(i)dual act(i)on plans are used, counsellors can (i)nclude attendance to job search techn(i)que workshops as an act(i)on for an (i)nd(i)v(i)dual jobseeker. In add(i)t(i)on, PES can target spec(i)f(i)c groups of jobseekers who may be (i)n a pos(i)t(i)on to benef(i)t from th(i)s serv(i)ce, such as older workers and young unemployed people, who may have had l(i)m(i)ted exper(i)ence of look(i)ng for jobs (i)n the past. In add(i)t(i)on, counsellors can also refer (i)nd(i)v(i)duals to attend workshops (i)f they have been unemployed for some t(i)me (for example, more than s(i)x months) and therefore could benef(i) t from refresh(i)ng the(i)r knowledge (i)n th(i)s spec(i)f(i)c area.

Offer(i)ng such serv(i)ces (i)s (i)mportant for PES as (i)t can help to fac(i)l(i)tate and (i)mprove the eff(i)c(i)ency of the match(i)ng process. Jobseekers who have attended job search workshops may be able to put forward better prepared CVs and may have better (i)nterv(i)ew techn(i)ques compared to (i)f they had not attended such workshops. Th(i)s means that enterpr(i)ses may be more l(i)kely to h(i)re such cand(i)dates and therefore may be more l(i)kely to h(i)re a jobseeker referred by PES (i)n the future. Jobseekers also benef(i)t as they can ga(i)n l(i)felong sk(i)lls that can help them w(i)th future job searches, wh(i)ch may reduce the r(i)sk of them return(i)ng to the PES (i)n the future.

3.4 What serv(i)ces can PES offer to help jobseekers to develop work-related soft sk(i)lls, or to allow them to resk(i)ll or upsk(i)ll?

Some jobseekers may not be ready to go d(i)rectly (i)nto employment and may need add(i)t(i)onal support to (i)mprove the(i)r soft sk(i)lls, or to resk(i)ll or upsk(i)ll w(i)th a v(i)ew of develop(i)ng sk(i)lls that are appropr(i)ate to the current labour market needs.

Support that focuses on develop(i)ng work-related soft sk(i)lls may be su(i)table for those furthest away from the labour market, for example long-term unemployed, young people who have dropped out of educat(i)on or other d(i)sadvantaged groups who are fac(i)ng mult(i)ple barr(i)ers (i)nto work.

Soft sk(i)lls can (i)nclude th(i)ngs l(i)ke commun(i)cat(i)on, teamwork, (i)nterpersonal sk(i)lls and flex(i)b(i)l(i)ty/ adaptab(i)l(i)ty to new s(i)tuat(i)ons.

By prov(i)d(i)ng jobseekers w(i)th opportun(i)t(i)es to develop the(i)r work-related soft sk(i)lls, as well as opportun(i)t(i)es to (i)mprove the(i)r l(i)teracy, d(i)g(i)tal and numer(i)cal sk(i)lls, PES are prov(i)d(i)ng jobseekers w(i)th l(i)fe-long sk(i)lls that help develop (i)nd(i)v(i)duals’ sk(i)lls sets so that they are better equ(i)pped to make the trans(i)t(i)on (i)nto employment.

In compar(i)son, support serv(i)ces around resk(i)ll(i)ng and upsk(i)ll(i)ng can target older workers who are trans(i)t(i)on(i)ng (i)n the labour market due to changes (i)n the(i)r jobs, or sector. However, such serv(i)ces can also be deployed (i)n cases where large compan(i)es (e.g., (i)n the manufactur(i)ng sector) are relocat(i)ng and thus a group of sk(i)lled workers need to upsk(i)ll or resk(i)ll so that they have an appropr(i)ate sk(i)ll set to the needs of the local labour market.

In both cases, workshops ava(i)lable to targeted groups or collect(i)ve serv(i)ces can be a su(i)table mechan(i)sm to del(i)ver tra(i)n(i)ng around work-related soft sk(i)lls and upsk(i)ll(i)ng and resk(i)ll(i)ng workshops. PES may f(i)nd (i)t benef(i)c(i)al to work w(i)th selected partners, such as sector-spec(i)f(i)c tra(i)n(i)ng prov(i)ders or local educat(i)on (i)nst(i)tut(i)ons to del(i)ver such workshops. Such workshops should be scheduled at t(i)mes that are m(i)ndful of the(i)r (i)ntended target groups. For example, workshops for those (i)n work but look(i)ng to resk(i)ll and upsk(i)ll should be del(i)vered (i)n even(i)ngs or weekends and workshops for young people may not be su(i)table to be del(i)vered early (i)n the morn(i)ng.

3.4.1 How can PES prepare jobseekers for work-related behav(i)ours?

Work-related behav(i)ours (i)nclude profess(i)onal(i)sm, punctual(i)ty, ab(i)l(i)ty to act respons(i)b(i)l(i)ty and able to meet deadl(i)nes. These are (i)mportant behav(i)ours for employees to demonstrate (i)n work however some jobseekers (such as the long-term unemployed) may not possess them and therefore need to be tra(i)ned on them before they ga(i)n susta(i)nable employment. By (i)nvest(i)ng (i)n such tra(i)n(i)ng, PES reduce the r(i)sk of jobseekers qu(i)ckly leav(i)ng employment or be(i)ng d(i)sm(i)ssed by an enterpr(i)se as they have fa(i)led to demonstrate these core competences.

Work-based learn(i)ng (i)s learn(i)ng that (i)ncludes the process of undertak(i)ng and refl ect(i)ng on product(i)ve work (i)n real workplaces, pa(i)d or unpa(i)d, and wh(i)ch may or may not lead to formal cert(i)f(i)cat(i)on. It prov(i)des (i)nd(i)v(i)duals w(i)th exposure to real work env(i)ronments (or s(i)mulated work env(i)ronments) and (i)t prov(i)des opportun(i)t(i)es to develop knowledge and pract(i)cal sk(i)lls.⁸

One method that (i)s used successfully by PES across the reg(i)on to prepare jobseekers for work-related behav(i)ours (i)s work-based learn(i)ng. Th(i)s prov(i)des jobseekers w(i)th an opportun(i)ty to learn a spec(i)f(i)c sk(i)ll, or range of sk(i)lls, as well as develop(i)ng work-related behav(i)ours.

Work-based learn(i)ng (i)s known by d(i)fferent names and (i)t can (i)nclude apprent(i)cesh(i)ps, tra(i)neesh(i)ps, work placements, work exper(i)ence and (i)nternsh(i)ps. It prov(i)des an opportun(i)ty for (i)nd(i)v(i)duals to develop workrelated knowledge as well as an opportun(i)ty to develop and put (i)nto pract(i)ce work-related behav(i)ours, such as turn(i)ng up on t(i)me, commun(i)cat(i)on sk(i)lls, team work(i)ng sk(i)lls and profess(i)onal(i)sm. It also allows (i)nd(i)v(i)duals to learn other sk(i)lls and behav(i)ours as well that can strengthen the(i)r trans(i)t(i)ons (i)nto the labour market.

An (i)mportant aspect of del(i)ver(i)ng work-based learn(i)ng programmes (i)s establ(i)sh(i)ng work(i)ng relat(i)onsh(i)ps w(i)th an extens(i)ve network of enterpr(i)ses, who may be w(i)ll(i)ng to prov(i)de placements for (i)nd(i)v(i)duals, work tr(i)als or even a member of staff to oversee and prov(i)de (i)nput (i)nto s(i)mulated work(i)ng env(i)ronments. In add(i)t(i)on, (i)t may also be helpful for PES to establ(i)sh good work(i)ng relat(i)onsh(i)ps w(i)th vocat(i)onal educat(i)on tra(i)n(i)ng prov(i)ders so that s(i)mulated work(i)ng env(i)ronments can be prov(i)ded as well and PES can benef(i)t from the(i)r knowledge of prov(i)d(i)ng work-based learn(i)ng act(i)v(i)t(i)es. PES may also w(i)sh to subcontract spec(i)f(i)c serv(i)ces to tra(i)n(i)ng prov(i)ders to del(i)ver work-based learn(i)ng act(i)v(i)t(i)es, wh(i)ch would ensure that h(i)ghly, relevant sk(i)lled (i)nd(i)v(i)duals are respons(i)ble for such programmes and th(i)s can be a more eff(i)c(i)ent use of PES resources.

Across the world, programmes that (i)nclude work-based learn(i)ng have fac(i)l(i)tated trans(i)t(i)ons to decent, susta(i)nable work and have proved to lead to stronger and better labour market outcomes for (i)nd(i)v(i)duals, enterpr(i)ses and governments. Th(i)s (i)s (i)n terms of better employment outcomes and wages, and pos(i)t(i)ve rates on return on (i)nvestment to enterpr(i)ses and governments.⁹

3.4.2 What (i)s the role of second chance educat(i)on and tra(i)n(i)ng programmes?

Young people who are unable to f(i)n(i)sh educat(i)on and tra(i)n(i)ng programmes are at a d(i)sadvantage (i)n the labour market as they do not have relevant qual(i)f(i)cat(i)ons or sk(i)lls, knowledge and competences that enterpr(i)ses are look(i)ng for. So called ‘second chance’ educat(i)on and tra(i)n(i)ng programmes are des(i)gned to prov(i)de young people who have been unable to complete the(i)r stud(i)es w(i)th an alternat(i)ve route and help young people to make the trans(i)t(i)on from unemployment to employment. Second chance educat(i)on and tra(i)n(i)ng programmes can help to address the root causes of the(i)r fa(i)lure and they offer mot(i)vat(i)ng env(i)ronments for learn(i)ng.¹⁰

By prov(i)d(i)ng young people w(i)th an opportun(i)ty to develop new sk(i)lls, knowledge and competences, they w(i)ll also become more attract(i)ve to enterpr(i)ses and thus be (i)n a better pos(i)t(i)on to f(i)nd su(i)table employment (i)n the short-term and longer-term.

The table below (i)dent(i)f(i)es the key elements of successful second chance educat(i)on and tra(i)n(i)ng programmes.

Table 3.5 Key elements of successful second chance educat(i)on and tra(i)n(i)ng programmes

Element	In place?
One to one w(i)th programme leader/tutor and part(i)c(i)pant where the(i)r learn(i)ng needs, gaps (i)n knowledge and tra(i)n(i)ng and other support needs are (i)dent(i)f(i)ed and agreed (i)n an (i)nd(i)v(i)dual development programme	png
The programme (i)ncludes pract(i)cal tra(i)n(i)ng	png
The programme (i)s del(i)vered (i)n small classes (i)n a support(i)ve, mot(i)vat(i)ng env(i)ronment	png
The programme comb(i)nes pract(i)cal tra(i)n(i)ng w(i)th short-term work exper(i)ence placements	png
Part(i)c(i)pants can access psycholog(i)cal and other support (e.g., a mentor), so that other external (i)ssues and obstacles to labour market part(i)c(i)pat(i)on can be addressed	png

Source: ILO (2017) ‘Towards pol(i)c(i)es tackl(i)ng current youth employment challenges (i)n Eastern Europe and Central As(i)a’

Second chance educat(i)on and tra(i)n(i)ng programmes can be used as a ‘preventat(i)ve’ measure for those at r(i)sk of be(i)ng not (i)n educat(i)on, employment or tra(i)n(i)ng (NEETs). Th(i)s approach requ(i)res work(i)ng closely w(i)th schools to (i)dent(i)fy at-r(i)sk young people and prov(i)de them w(i)th add(i)t(i)onal support and alternat(i)ve forms of educat(i)on and tra(i)n(i)ng. Th(i)s (i)ntroduces PES serv(i)ces to at-r(i)sk young people at an early age and helps to ma(i)nta(i)n contact w(i)th the young person as they make the trans(i)t(i)on from educat(i)on to employment.

These types of programmes tend to be very personal(i)sed to the spec(i)f(i)c needs and w(i)shes of each part(i)c(i)pant as th(i)s helps to ma(i)nta(i)n the(i)r engagement as well as work around any external barr(i)ers that they may be fac(i)ng. In add(i)t(i)on, successful second chance educat(i)on and tra(i)n(i)ng programmes tend to (i)nclude on-go(i)ng counsell(i)ng from one named contact at the PES. Th(i)s (i)s so that trust can be bu(i)lt up between the young person and PES staff and so that the PES counsellor (i)s fully aware of the young person’s spec(i)f(i)c needs and any barr(i)ers that they are fac(i)ng.

Young people can e(i)ther be (i)dent(i)f(i)ed by schools or other types of partners (such as soc(i)al serv(i)ces, youth organ(i)sat(i)ons) as potent(i)al benef(i)c(i)ar(i)es (a ‘proact(i)ve’ approach) or they can be referred to such programmes when the young person themselves reg(i)ster w(i)th the PES (a ‘react(i)ve’ approach). A proact(i)ve approach means that PES need to take the (i)n(i)t(i)at(i)ve to work w(i)th d(i)fferent partners, such as schools, to work w(i)th young people who are deemed as be(i)ng at-r(i)sk of dropp(i)ng out of educat(i)on. Th(i)s can be fac(i)l(i)tated by a PES member of staff v(i)s(i)t(i)ng the school and hav(i)ng meet(i)ngs w(i)th young people (i)dent(i)f(i)ed as be(i)ng at r(i)sk as th(i)s can he(i)ghten the prof(i)le and serv(i)ces of PES to young people as well as prov(i)d(i)ng PES w(i)th (i)n-depth knowledge of the (i)ssues that at-r(i)sk young people are fac(i)ng. Case Study 3 below outl(i)nes an approach taken by the Norweg(i)an PES regard(i)ng (i)dent(i)fy(i)ng at r(i)sk young people and offer(i)ng second-chance educat(i)on and tra(i)n(i)ng programmes.

Case Study 3. Norway: PES tutors (i)n upper secondary schools: work(i)ng together w(i)th schools to reduce dropout rates

In Norway, a p(i)lot took place between 2013 and 2016 to br(i)ng PES and schools closer together to prov(i)de counsell(i)ng and support to young people at r(i)sk of leav(i)ng upper secondary educat(i)on. PES tutors were based w(i)th(i)n schools to work w(i)th teachers and students, aged between 15 and 21, to reduce the r(i)sk of them leav(i)ng educat(i)on and to help them (i)ntegrate (i)nto the labour market. The p(i)lot project also tr(i)alled cross-sectoral collaborat(i)on, developed knowledge about the need for and use of PES serv(i)ces for young people and deepened the PES’ knowledge about the (i)ssues fac(i)ng young people.

PES tutors prov(i)ded pract(i)cal support to young people who were fac(i)ng complex challenges (such as mental health (i)ssues or soc(i)al problems); s(i)gnposted young people to PES serv(i)ces and fac(i)l(i)tated work exper(i)ence, where relevant. They also prov(i)ded spec(i)f(i)c support classes for the most d(i)sengaged students.

Through the p(i)lot project, 45 PES tutors from 33 PES off(i)ces were (i)ntegrated (i)nto 28 upper secondary schools’ student support serv(i)ces across Norway. The p(i)lot led to greater knowledge between both part(i)es and the partnersh(i)p was essent(i)al (i)n keep(i)ng track of young people mak(i)ng the trans(i)t(i)on between educat(i)on and employment. An essent(i)al aspect of the success of th(i)s project was the buy(i)n of all actors from m(i)n(i)stry level to frontl(i)ne staff and the (i)nvolvement of all stakeholders from the start.

S(i)nce the end of the p(i)lot project (i)n 2016, the work has been rolled out nat(i)onally as part of ‘Career Gu(i)dance Partnersh(i)ps’. The mandate was (i)ncreased to cover career gu(i)dance to adults and onl(i)ne career gu(i)dance serv(i)ces.¹¹

Another (i)mportant element to hav(i)ng young people referred to second chance programmes by other types of partners (i)s hav(i)ng agreements around the exchange of data. Th(i)s (i)ncludes any (i)nformat(i)on that the partner holds on the young person, such as:

Contact deta(i)ls
Date of b(i)rth
Educat(i)on h(i)story
Prev(i)ous employment
Any other stud(i)es or work-based learn(i)ng exper(i)ences

Data exchange arrangements may depend on local leg(i)slat(i)on however (i)f leg(i)slat(i)on prevents th(i)s from tak(i)ng place automat(i)cally, organ(i)sat(i)ons can ask each young person to s(i)gn a consent form that expla(i)ns why the(i)r data may be shared w(i)th a partner and what data w(i)ll be shared and for each part(i)c(i)pant to conf(i)rm that they are happy for the(i)r data to be shared.

The top(i)c and nature of second chance tra(i)n(i)ng programmes often vary accord(i)ng to the target group, the(i)r spec(i)f(i)c needs and any spec(i)f(i)c requ(i)rements of the local labour market. These po(i)nts must be factored (i)nto the(i)r des(i)gn and del(i)very so that they are relevant, ta(i)lored and create the cond(i)t(i)ons for part(i)c(i)pants to succeed. They can (i)nclude fast-track, (i)ntens(i)ve educat(i)on programmes that prov(i)de part(i)c(i)pants w(i)th an opportun(i)ty to ga(i)n a qual(i)f(i)cat(i)on (i)n a shortened t(i)me per(i)od. These types of second chance programmes are often del(i)vered (i)n smaller groups where tutors are able to prov(i)de more (i)ntens(i)ve learn(i)ng support and part(i)c(i)pants may rece(i)ve add(i)t(i)onal support (i)n parallel, needs-dependent. In some cases, a range of d(i)fferent pedagog(i)cal methodolog(i)es can be used as trad(i)t(i)onal teach(i)ng methodolog(i)es may not be su(i)table for the needs of the target group. A m(i)x of d(i)fferent pedagog(i)cal approaches may also be much more engag(i)ng for the target group as well, thus help(i)ng to create a d(i)fferent env(i)ronment to trad(i)t(i)onal educat(i)on exper(i)ences.

Prov(i)d(i)ng educat(i)on and tra(i)n(i)ng programmes such as these as well and prov(i)d(i)ng spec(i)al(i)sed support to part(i)c(i)pants (part(i)cularly young people) can requ(i)re add(i)t(i)onal resources and expert(i)se from PES staff . F(i)rstly, (i)n terms of expert(i)se PES who are deal(i)ng w(i)th young people may need to have sl(i)ghtly d(i)fferent sk(i)lls to a trad(i)t(i)onal PES counsellor. Th(i)s (i)s because they need to be able to engage w(i)th young people (i)n language that young people understand and (i)f they are undertak(i)ng proact(i)ve work l(i)ke v(i)s(i)t(i)ng schools, youth organ(i)sat(i)ons or others then they need to be able to have good (i)nterpersonal and network(i)ng sk(i)lls. In add(i)t(i)on, PES who work w(i)th those l(i)kely to enter second chance programmes may need to take on a lower caseload as these (i)nd(i)v(i)duals are l(i)kely to requ(i)re a greater level of support.

Secondly, the del(i)very of second chance educat(i)on and tra(i)n(i)ng programmes can be qu(i)te spec(i)al(i)sed (i)n terms of content as well as the sk(i)lls requ(i)red to del(i)ver them. If PES do not have the capac(i)ty or the sk(i)lls and expert(i)se to del(i)ver these programmes, then they can work w(i)th spec(i)al(i)st prov(i)ders to del(i)ver spec(i)f(i)c serv(i)ces. Th(i)s can offer the advantage of releas(i)ng valuable resources for PES as well as us(i)ng serv(i)ce prov(i)der to del(i)ver spec(i)f(i)c serv(i)ces and thus del(i)ver(i)ng the h(i)ghest qual(i)ty serv(i)ces poss(i)ble. Case Study 4 (below) prov(i)des an example of how European PES are work(i)ng w(i)th other partners to del(i)ver (i)nd(i)v(i)dual(i)sed offers to young people who are not (i)n educat(i)on, employment or tra(i)n(i)ng.

Case Study 4. European Youth Guarantee Scheme¹²

The European Youth Guarantee (i)s a comm(i)tment by all Member States to ensure that all young people under the age of 25 years rece(i)ve a good qual(i)ty offer of employment, educat(i)on, apprent(i)cesh(i)p or tra(i)neesh(i)p w(i)th(i)n a per(i)od of four months of becom(i)ng unemployed or leav(i)ng formal educat(i)on. PES have an (i)mportant role (i)n th(i)s by work(i)ng w(i)th partners to develop outreach and act(i)vat(i)on act(i)v(i)t(i)es to young people.

Outreach act(i)v(i)t(i)es refer to act(i)v(i)t(i)es that organ(i)sat(i)ons do to proact(i)vely reach out and engage w(i)th young people. For example, th(i)s could be youth workers phys(i)cally go(i)ng to places where young people meet and talk(i)ng to them to ga(i)n the(i)r trust.

Act(i)vat(i)on act(i)v(i)t(i)es refer to act(i)v(i)t(i)es that help to get young people ready for re-enter(i)ng employment, educat(i)on or tra(i)n(i)ng. For example, th(i)s could be support(i)ng them to successfully complete a second-chance educat(i)on tra(i)n(i)ng programme or other pre-employment preparat(i)on tra(i)n(i)ng.

W(i)th(i)n f(i)ve years of the Youth Guarantee be(i)ng (i)n place, there (i)s:

Across Europe, 2.3 m(i)ll(i)on fewer young unemployed people and 1.8 m(i)ll(i)on fewer young people not (i)n employment, educat(i)on or tra(i)n(i)ng (NEETs);
A decrease (i)n youth unemployment from a peak of 24% (i)n 2013 to 14% (i)n 2019; and
A decrease (i)n the share of 15 to 24-year olds not (i)n employment, educat(i)on or tra(i)n(i)ng, from 13.2% (i)n 2012 to 10.3% (i)n 2018.

The European Youth Guarantee scheme has (i)nsp(i)red other countr(i)es to develop s(i)m(i)lar Youth Guarantees and th(i)s (i)dea (i)s now be(i)ng taken forward (i)n South Afr(i)ca. Other non-EU countr(i)es that are cons(i)der(i)ng (i)mplement(i)ng components of the YG are South Korea, New Zealand, the Gulf Reg(i)on and Ghana.

3.5 What role do PES have (i)n prov(i)d(i)ng career gu(i)dance?

The ILO ‘Work for a br(i)ghter future: Global Comm(i)ss(i)on on the Future Work report¹³

calls on governments to (i)nvest (i)n PES so that they are better equ(i)pped to support people through (i)ncreas(i)ng labour market trans(i)t(i)ons and better prepare workers for trans(i)t(i)ons. PES therefore have role (i)n prov(i)d(i)ng career gu(i)dance that helps people to bu(i)ld susta(i)nable, ag(i)le careers from school age to ret(i)rement. PES are un(i)quely pos(i)t(i)oned to do th(i)s as they have expert(i)se (i)n terms of prov(i)d(i)ng counsell(i)ng serv(i)ces. They also have (i)n-depth (i)nformat(i)on on labour market needs, future recru(i)tment trends and sectors that are (i)n decl(i)ne.

By prov(i)d(i)ng career gu(i)dance and profess(i)onal or(i)entat(i)ons, PES can better equ(i)p jobseekers as well as employees to make mult(i)ple trans(i)t(i)ons dur(i)ng the work(i)ng l(i)fe and empower them to bu(i)ld a successful career. Th(i)s helps PES (i)n terms of reduc(i)ng the l(i)kel(i)hood of jobseekers return(i)ng to PES (i)n short success(i)on and (i)t can contr(i)bute to enhanc(i)ng PES’ role and prof(i)le w(i)th(i)n the labour market.

To do th(i)s, PES can e(i)ther del(i)ver (i)t themselves and they can also work w(i)th d(i)fferent partners to prov(i)de ass(i)stance v(i)a one-stop-shops. One-stop-shops use cross-sector partnersh(i)ps to del(i)ver serv(i)ces (i)n a coord(i)nated way. Th(i)s can help to tackle reputat(i)onal (i)ssues that PES face (i)n the eyes of the publ(i)c (and espec(i)ally young people). Case Study 1 (i)n Sect(i)on 2.2.5 prov(i)des an example of how the F(i)nn(i)sh PES has worked (i)n partnersh(i)ps to del(i)ver career gu(i)dance v(i)a a one-stop-shop to young people.

If cons(i)der(i)ng a one-stop-shop model, ensure that the key (i)nputs and outcomes of the serv(i)ces are jo(i)ntly agreed between partners, seek ev(i)dence to support the change and evaluate to ensure serv(i)ce prov(i)s(i)on cont(i)nue to meet the needs of the target group.¹⁴

Career gu(i)dance (i)s pr(i)mar(i)ly a(i)med towards ass(i)st(i)ng two trans(i)t(i)ons between school and work, and work and work. The follow(i)ng sect(i)ons w(i)ll focus on the prov(i)s(i)on of career gu(i)dance together w(i)th schools to target young people (i)n order to ass(i)st them w(i)th school to work trans(i)t(i)ons and how PES can prov(i)de ongo(i)ng career gu(i)dance to support work-to-work trans(i)t(i)ons.

3.5.1 Who can PES work w(i)th to target young people?

PES can work w(i)th schools to prov(i)de ta(i)lored career gu(i)dance to young people, (i)nclud(i)ng at-r(i)sk young people, before they leave full-t(i)me educat(i)on so that they can make better (i)nformed dec(i)s(i)ons about the(i)r work(i)ng l(i)fe. Prov(i)d(i)ng ‘preventat(i)ve’ support to young people can reduce the l(i)kel(i)hood of them access(i)ng PES core serv(i)ces (i)n the future and they are well prepared for mak(i)ng the trans(i)t(i)on to employment.

To do th(i)s, PES need to establ(i)sh good work(i)ng relat(i)onsh(i)ps w(i)th schools and any other bod(i)es who may be prov(i)d(i)ng career gu(i)dance. In pract(i)ce, PES can v(i)s(i)t schools or groups of schools to h(i)ghl(i)ght PES serv(i)ces w(i)th staff and, (i)deally, make arrangements for a member of PES staff to v(i)s(i)t school(s) on a regular bas(i)s. Th(i)s offers the advantage of schools be(i)ng able to learn more about labour market needs, wh(i)ch can help them to prepare the(i)r students more w(i)dely for the world of work. In contrast, PES can f(i)nd out useful (i)ntell(i)gence about young people, for example the (i)nformat(i)on that they need and the(i)r understand(i)ng about the(i)r career prospects. In add(i)t(i)on, such collaborat(i)ons can enhance the reputat(i)on of PES w(i)th young people, wh(i)ch may (i)ncrease the(i)r l(i)kel(i)hood of see(i)ng the PES (i)n a pos(i)t(i)ve l(i)ght (i)n the future, and th(i)s w(i)ll also enhance PES’ reputat(i)on w(i)th schools as they see the PES as an expert on the labour market and more than just a labour exchange.

Career gu(i)dance prov(i)ded v(i)a schools should cover d(i)fferent aspects of the labour market (i)n add(i)t(i)on to job search techn(i)ques (i)n order to prepare young people fully for the school-to-work trans(i)t(i)ons. Target(i)ng young people early ((i).e., before the trans(i)t(i)on to employment) (i)s (i)mportant to make them aware of the real(i)t(i)es of the world of work and help to equ(i)p them. Th(i)s can be v(i)a prov(i)d(i)ng young people w(i)th (i)nformat(i)on on labour market needs and trends; prov(i)d(i)ng real(i)st(i)c gu(i)dance based on labour market trends; adv(i)s(i)ng and support(i)ng young people w(i)th job search techn(i)ques; and prov(i)d(i)ng support (i)n su(i)table spaces. These four key factors are expla(i)ned (i)n more deta(i)l below:

PES should prov(i)de schools and young people w(i)th (i)nformat(i)on on labour market trends. Th(i)s (i)s (i)mportant to prov(i)de young people w(i)th an overv(i)ew of what sectors are prevalent (i)n a local area and consequently what sk(i)lls they may need to enter employment w(i)th(i)n these sectors. In add(i)t(i)on, PES may have (i)ns(i)ghts (i)nto wh(i)ch sectors and enterpr(i)ses are l(i)kely to h(i)re, or are l(i)kely to decl(i)ne, (i)n the com(i)ng years. Th(i)s can help young people to make (i)nformed dec(i)s(i)ons around what further educat(i)on and tra(i)n(i)ng they may need to help them pos(i)t(i)on themselves for employment (i)n certa(i)n sectors. Th(i)s can be del(i)vered (i)n the form of presentat(i)ons, careers fa(i)rs as well as v(i)s(i)ts.
Based on th(i)s labour market (i)nformat(i)on PES are well pos(i)t(i)oned to prov(i)de young people w(i)th real(i)st(i)c solut(i)ons to the(i)r (i)nd(i)v(i)dual hopes around the(i)r future careers. Often young people have unreal(i)st(i)c expectat(i)ons about the(i)r future career and (i)n some cases they may take forward tra(i)n(i)ng and employment to help them to ach(i)eve these dreams but by rece(i)v(i)ng real(i)st(i)c, (i)nformed career gu(i)dance from PES then they w(i)ll be better prepared to make a real(i)st(i)c career plan, based on the current (and projected) labour market needs. Th(i)s can also (i)nclude (i)nformat(i)on on male-dom(i)nated profess(i)on and sectors as well as how females can nav(i)gate such b(i)as, for example by promot(i)ng any relevant act(i)ve labour market programmes.
PES should prov(i)de young people w(i)th (i)nformat(i)on on job search techn(i)ques so that they have the (i)nformat(i)on at an early stage. Th(i)s can cover how to look for jobs, how to apply for jobs, bu(i)ld(i)ng a CV as well as prov(i)d(i)ng (i)nformat(i)on on (i)nterv(i)ew techn(i)ques. Such (i)nformat(i)on can be shared v(i)a workshops (i)n schools or escorted group tr(i)ps to PES. By prov(i)d(i)ng young people w(i)th th(i)s pract(i)cal (i)nformat(i)on, PES are pass(i)ng on v(i)tal sk(i)lls to young people that they can start to apply stra(i)ght away (i)n the(i)r trans(i)t(i)on to employment.
When prov(i)d(i)ng career gu(i)dance to young people, PES need to cons(i)der the creat(i)on of su(i)table spaces. For example, the creat(i)on of less formal spaces can create spaces for PES and jobseekers, and enterpr(i)ses and jobseekers, to create d(i)fferent dynam(i)cs for (i)nteract(i)ons. Some PES (i)n Europe have hosted ‘speed dat(i)ng’ act(i)v(i)t(i)es for jobseeker and enterpr(i)ses wh(i)ch (i)s a s(i)m(i)lar approach that could be used for young people (on the crest of mak(i)ng the trans(i)t(i)on to employment) and enterpr(i)ses. Such act(i)v(i)t(i)es can be used to promote PES’ role (i)n prov(i)d(i)ng hol(i)st(i)c support to labour market actors.¹⁵

Case Study 5. Kazakhstan Vocat(i)onal Gu(i)dance Programme

The M(i)n(i)stry of Health and Soc(i)al Development of the Republ(i)c of Kazakhstan launched a vocat(i)onal gu(i)dance programme as a p(i)lot (i)n four reg(i)ons (i)n 2014. The programme targeted school leavers from lower and upper secondary schools and unemployed young people, and (i)t was expanded to soc(i)ally depr(i)ved young people and some other groups. In total, 33,000 young people were (i)ncluded (i)n the programme. The programme was (i)mplemented by pr(i)vate employment agenc(i)es and non-governmental organ(i)sat(i)ons. The p(i)lot was evaluated, and (i)t showed that the vocat(i)onal gu(i)dance programme was very useful for the target groups, (i)n terms of the(i)r future employment (i)n l(i)ne w(i)th the labour market perspect(i)ves and capab(i)l(i)t(i)es. The programme has s(i)nce become a key component of the updated Employment Roadmap 2020 and (i)t (i)s offered by reg(i)onal employment centres across the country.¹⁶

3.5.2 How can PES move from react(i)ve to be(i)ng proact(i)ve?

W(i)th(i)n the context of the future of work and the evolv(i)ng nature of work(i)ng l(i)fe PES have the potent(i)al to proact(i)vely prov(i)de workers w(i)th ass(i)stance w(i)th work-to-work trans(i)t(i)ons. Th(i)s (i)s a move from the trad(i)t(i)onal PES approach of be(i)ng more react(i)ve to be(i)ng more proact(i)ve by act(i)vely reach(i)ng out to enterpr(i)ses, workers and other jobseekers to promote PES serv(i)ces and prov(i)de gu(i)dance on profess(i)onal or(i)entat(i)on. Th(i)s approach can help to max(i)m(i)se the potent(i)al of the labour market by max(i)m(i)s(i)ng the sk(i)ll set of each (i)nd(i)v(i)dual and on an (i)nd(i)v(i)dual level, (i)t can help (i)nd(i)v(i)duals to bu(i)ld careers that are fl ex(i)ble to labour market trends.

An (i)mportant element of th(i)s (i)s be(i)ng able to prov(i)de career gu(i)dance and (i)nformat(i)on that (i)s (i)nformed and reflects the latest and future of the labour market. PES can use the data they have and any (i)ns(i)ghts they may have p(i)cked from work(i)ng w(i)th enterpr(i)ses to prov(i)de ta(i)lored gu(i)dance as well as shap(i)ng tra(i)n(i)ng offers that reflect grow(i)ng sectors and do not tra(i)n or encourage (i)nd(i)v(i)duals to move (i)nto sectors that are decl(i)n(i)ng.

PES can conduct annual surveys w(i)th enterpr(i)ses about the(i)r future recru(i)tment plans and what sk(i)lls they w(i)ll need (i)n the short, med(i)um and long-term. Th(i)s (i)nformat(i)on can help PES to develop the(i)r tra(i)n(i)ng offer, ass(i)st vacancy match(i)ng and prov(i)de better career gu(i)dance to workers and jobseekers.

In some countr(i)es across Europe and across the reg(i)on, PES are start(i)ng to work w(i)th workers who are at r(i)sk of unemployment. In such (i)nstances, PES work closely w(i)th the enterpr(i)ses when they are not(i)f(i)ed of job losses and PES representat(i)ves can v(i)s(i)t employees w(i)th(i)n the workplace to prov(i)de them w(i)th adv(i)ce and support to help them make the next step (i)n the(i)r career. It can be an (i)mportant f(i)rst step (i)n ass(i)st(i)ng workers to upsk(i)ll or resk(i)ll so that they are better equ(i)pped for a role for a d(i)fferent enterpr(i)se, or (i)n a d(i)fferent sector. Th(i)s may reduce the l(i)kel(i)hood of these workers becom(i)ng unemployed. However, there (i)s l(i)ttle research to show that th(i)s type of career counsell(i)ng (i)s enough on (i)ts own.¹⁷

It (i)s worth not(i)ng that work(i)ng closely w(i)th enterpr(i)ses and other relevant organ(i)sat(i)ons (such as NGOs and entrepreneur(i)al organ(i)sat(i)ons) to prov(i)de career counsell(i)ng and support to those (i)n work can lead to fru(i)tful collaborat(i)ons w(i)th partners as th(i)s can change percept(i)ons of PES. Th(i)s (i)s further explored (i)n Sect(i)on 7 Strateg(i)c partnerh(i)ps for employment.

3.5.3 What role do PES have (i)n prepar(i)ng jobseekers for work?

PES’ serv(i)ces for jobseekers should also encompass prov(i)d(i)ng (i)nformat(i)on to jobseekers so that they are fully prepared for the workplace and all that th(i)s enta(i)ls. Th(i)s can (i)nclude:

Workers’ r(i)ghts and labour contracts
Work(i)ng cond(i)t(i)ons
Expected behav(i)ours

Jobseekers should be fully (i)nformed of the(i)r r(i)ghts and the key elements of a fa(i)r labour contract so that they do not enter unfa(i)r employment. In add(i)t(i)on, (i)t (i)s (i)mportant for jobseekers to know what const(i)tutes appropr(i)ate and (i)nappropr(i)ate work(i)ng cond(i)t(i)ons and what they should do (i)f they th(i)nk the work(i)ng cond(i)t(i)ons are (i)nappropr(i)ate.

It (i)s also (i)mportant that PES prov(i)de (i)nformat(i)on on expected behav(i)ours (i)n the workplace. Th(i)s would cover the expected behav(i)our of the jobseeker but also of the(i)r fellow workers and enterpr(i)ses, and what they can do (i)f they th(i)nk the behav(i)our (i)s (i)nappropr(i)ate. Th(i)s can cover gender d(i)scr(i)m(i)nat(i)on. The ILO Centenary Declarat(i)on h(i)ghl(i)ghts that gender qual(i)ty at work should be ach(i)eved (i)n wh(i)ch work ‘ensures equal opportun(i)t(i)es, equal part(i)c(i)pat(i)on and equal treatment’ (i)n work, the value of work and (i)n renumerat(i)on.¹⁸

Case Study 6. Address(i)ng gender b(i)as v(i)a serv(i)ces for jobseekers (i)n Austr(i)a

The Austr(i)an PES del(i)vered the ‘F(i)T – Women (i)n crafts and technology’ project, between 2006 and 2014, to address the low number of women (i)n crafts and technology. The object(i)ve was to support stronger female part(i)c(i)pat(i)on (i)n (i)n(i)t(i)al tra(i)n(i)ng and prov(i)de support for women to enter ‘male’ profess(i)ons such as dental techn(i)c(i)ans, carpenters, car mechan(i)cs, IT techn(i)c(i)ans and others. From 2006 to 2010, 24,986 women part(i)c(i)pated (i)n the programme. 36% of the women were under 25 years, 55% between 25 and 45 years, and 9% over 45 years. Over half of the part(i)c(i)pants who successfully completed tra(i)n(i)ng (i)n the framework of F(i)T found a job (i)n the f(i)eld of technology and trades.¹⁹

3.6 How can PES support the trans(i)t(i)on from (i)nformal to formal employment?

PES have an (i)mportant role (i)n support the trans(i)t(i)on from employment (i)n the (i)nformal to economy. The (i)nformal economy (i)s referred to as all econom(i)c act(i)v(i)t(i)es by workers not covered, or (i)nsuff(i)c(i)ently covered, by formal arrangements and th(i)s does not cover (i)ll(i)c(i)t act(i)v(i)t(i)es (as per (i)nternat(i)onal treat(i)es, or nat(i)onal laws). PES have the potent(i)al of prov(i)d(i)ng an (i)mportant channel of labour market (i)nformat(i)on and help ensure transparency and access (i)n the labour market.²⁰ Th(i)s (i)ncludes:

Offer(i)ng support serv(i)cers to (i)nformal workers and employers on bas(i)c legal and human r(i)ghts;
Prov(i)de (i)nformat(i)on on labour market cond(i)t(i)ons, (i)nclud(i)ng trends on the demands and supply (i)n the labour market;
Open up opportun(i)t(i)es for entry (i)nto formal jobs;
Del(i)ver ta(i)lored serv(i)ces to vulnerable groups, whom are often h(i)ghly represented (i)n the (i)nformal economy, e.g. around job search ass(i)stance and opportun(i)t(i)es to develop sk(i)lls needed by the labour market.

The ILO Recommendat(i)on 204²¹ concern(i)ng the trans(i)t(i)on from the (i)nformal to the formal economy calls on nat(i)onal governments to put (i)n place gu(i)dance to help fac(i)l(i)tate the trans(i)t(i)on of workers from the (i)nformal to formal economy so that all workers have opportun(i)t(i)es for (i)ncome secur(i)ty, guaranteed l(i)vel(i)hoods and poss(i)b(i)l(i)t(i)es for entrepreneursh(i)p. In terms of employment pol(i)c(i)es, the Recommendat(i)on calls for:

Labour market pol(i)c(i)es and (i)nst(i)tut(i)ons to be (i)n place to help low-(i)ncome households to escape poverty and access publ(i)c employment programmes;
Employment serv(i)ces to be del(i)vered to those (i)n the (i)nformal economy; and
Act(i)vat(i)on measures to fac(i)l(i)tate school to work trans(i)t(i)ons of young people, (i)nclud(i)ng youth guarantee schemes to prov(i)de access to tra(i)n(i)ng and employment.

Case Study 7. ‘Start and Improve Your Bus(i)ness (SIYB) Programme’ (i)n Azerba(i)jan²²

The PES (i)n Azerba(i)jan has (i)mplemented a subs(i)dy programme target(i)ng young entrepreneurs as a way to address the h(i)gh number of young people and entrepreneurs (i)n the (i)nformal economy. The SIYB programme focuses on star(i)ng and (i)mprov(i)ng small bus(i)nesses as a strategy for creat(i)ng more and better employment (i)n develop(i)ng econom(i)es and econom(i)es (i)n trans(i)t(i)on. It prov(i)des tra(i)n(i)ng and support to those who have v(i)able bus(i)ness (i)deas, (i)nclud(i)ng tra(i)n(i)ng on how to develop bus(i)ness plans. Each part(i)c(i)pant rece(i)ves follow-up support v(i)a v(i)s(i)ts from the PES staff and ad hoc ass(i)stance and adv(i)ce. Th(i)s has encouraged bus(i)nesses to grow, develop and susta(i)n themselves.

Box 7. The ILO Centenary Declarat(i)on and Sk(i)lls Development²³

The ILO Centenary Declarat(i)on calls for an (i)nvestment (i)n people’s capab(i)l(i)t(i)es and a human centred approach.²⁴ Th(i)s puts workers’ r(i)ghts and the needs, asp(i)rat(i)ons and r(i)ghts of all (i)nd(i)v(i)duals at the heart of econom(i)c, soc(i)al and env(i)ronmental pol(i)c(i)es. It also calls for the promot(i)on of the acqu(i)s(i)t(i)on of sk(i)lls, competenc(i)es and qual(i)f(i)cat(i)ons for all workers throughout work(i)ng l(i)ves.

Th(i)s (i)s seen as a jo(i)nt respons(i)b(i)l(i)ty of governments and soc(i)al partners (i)n order to:

Address ex(i)st(i)ng and ant(i)c(i)pated sk(i)lls gaps;
Pay part(i)cular attent(i)on to ensur(i)ng that educat(i)on and tra(i)n(i)ng systems are respons(i)ve to labour market needs, tak(i)ng (i)nto account the evolut(i)on of work;
Enhance workers’ capac(i)ty to make use of the opportun(i)t(i)es ava(i)lable for decent work; and
Fac(i)l(i)tate the trans(i)t(i)on from educat(i)on and tra(i)n(i)ng to work, w(i)th an emphas(i)s on the effect(i)ve (i)ntegrat(i)on of young people (i)nto the world of work.

To fulf(i)l the a(i)ms of the Centenary Declarat(i)on, PES may want to cons(i)der work(i)ng w(i)th the follow(i)ng types of organ(i)sat(i)ons:

Schools and other educat(i)on prov(i)ders;
Tra(i)n(i)ng prov(i)ders;
Spec(i)al(i)st prov(i)ders (for work preparat(i)on act(i)v(i)t(i)es);
Pr(i)vate employment agenc(i)es;
Career gu(i)dance organ(i)sat(i)ons (where appl(i)cable);
Non-governmental organ(i)sat(i)ons (NGOs);
Youth organ(i)sat(i)ons.

Box 8. Support(i)ng jobseekers to fulf(i)l the(i)r potent(i)al:

Below (i)s a checkl(i)st of the key features that should be del(i)vered (i)n h(i)gh qual(i)ty serv(i)ces for jobseekers:

A well-funct(i)on(i)ng and up-to-date onl(i)ne vacancy database;
A team of well-tra(i)ned and knowledgeable frontl(i)ne counsellors;
Dur(i)ng the (i)n(i)t(i)al assessment, jobseekers undergo prof(i)l(i)ng us(i)ng clear gu(i)del(i)nes and cons(i)stent approaches;
Ind(i)v(i)dual act(i)on plans are developed and agreed between the jobseeker and frontl(i)ne counsellor;
A flex(i)ble package of job search ass(i)stance support that caters for self-suff(i)c(i)ent jobseekers and those who need help w(i)th (i)nterv(i)ew techn(i)ques, bu(i)ld(i)ng a CV and look(i)ng for jobs;
Pre-employment tra(i)n(i)ng and support that prov(i)des jobseekers w(i)th an opportun(i)ty to develop employment-related sk(i)lls;
Second chance programmes that prov(i)des jobseekers w(i)th no qual(i)f(i)cat(i)ons an opportun(i)ty to develop sk(i)lls and ga(i)n qual(i)f(i)cat(i)ons, us(i)ng non-trad(i)t(i)onal routes;
Career gu(i)dance (i)nformat(i)on and gu(i)dance that (i)s ava(i)lable to all, not only reg(i)stered unemployed people. Th(i)s can (i)nclude (i)nformat(i)on on webs(i)tes, resources w(i)th(i)n PES and tra(i)ned PES staff;
A well-developed IT system that frontl(i)ne counsellors can use to record (i)nformat(i)on about jobseekers, ass(i)st w(i)th prof(i)l(i)ng and track the progress of each jobseeker;
Post-employment support (i)s ava(i)lable, where needed, to susta(i)n labour market (i)ntegrat(i)on.

Box 9. Quest(i)ons for self-reflect(i)on

Use the quest(i)ons below to th(i)nk about the steps your PES need to take to develop h(i)gh-qual(i)ty serv(i)ces for jobseekers and how your PES can support people to fulf(i)l the(i)r potent(i)al.

What IT systems do you have (i)n place to ass(i)st w(i)th prof(i)l(i)ng of jobseekers? What changes can you make?
What steps would you need to take to develop and (i)mplement (i)nd(i)v(i)dual act(i)on plans?
What tra(i)n(i)ng do you currently offer frontl(i)ne counsellors? What tra(i)n(i)ng w(i)ll they need (i)n the future and how can you del(i)ver th(i)s?
What partners do you currently work w(i)th to del(i)ver serv(i)ces to jobseekers? Who could you start to work w(i)th (i)n your reg(i)on/country and why?

^ Please consult the European Network of Publ(i)c Employment Serv(i)ces for spec(i)f(i)c reports, toolk(i)ts and papers on th(i)s top(i)c: (https://ec.europa.eu/soc(i)al/ma(i)n.jsp?catId=1163&(i)ntPageId=3451&langId=en)
^ European Comm(i)ss(i)on (2011) ‘Prof(i)l(i)ng sys tems for effect(i)ve labour market (i)ntegrat(i)on’, (https://ec.europa.eu/soc(i)al/BlobServlet?docId=14080&langId=en)
^ ILO (2017) ‘Prof(i)l(i)ng youth labour market d(i)sadvantage: A rev(i)ew of approaches (i)n Europe’ (https://www.(i)lo.org/wcmsp5/groups/publ(i)c/~~-ed_emp/documents/publ(i)cat(i)on/wcms_613361.pdf)~~
^ ILO and European Comm(i)ss(i)on (2015) ‘The role of employment serv(i)ce prov(i)des: Gu(i)de to ant(i)c(i)pat(i)ng and match(i)ng sk(i)lls and jobs’ (https://www.(i)lo.org/wcmsp5/groups/publ(i)c/~~-ed_emp/~~-(i)fp_sk(i)lls/documents/publ(i)cat(i)on/wcms_445932.pdf)
^ ILO and European Comm(i)ss(i)on (2015) ‘The role of employment serv(i)ce prov(i)des: Gu(i)de to ant(i)c(i)pat(i)ng and match(i)ng sk(i)lls and jobs’ (https://www.(i)lo.org/wcmsp5/groups/publ(i)c/~~-ed_emp/~~-(i)fp_sk(i)lls/documents/publ(i)cat(i)on/wcms_445932.pdf)
^ Ib(i)d.
^ European Comm(i)ss(i)on (2012) ‘Act(i)vat(i)on and (i)ntegrat(i)on: work(i)ng w(i)th (i)nd(i)v(i)dual act(i)on plans: Toolk(i)t for Publ(i)c Employment Serv(i)ces’ (https://ec.europa.eu/soc(i)al/BlobServlet?docId=14081&langId=en)
^ ILO (2018) ‘Does work-based learn(i)ng fac(i)l(i)tate trans(i)t(i)ons to decent work?’ (https://www.(i)lo.org/wcmsp5/groups/publ(i)c/~~-ed_emp/~~-(i)fp_sk(i)lls/documents/publ(i)cat(i)on/wcms_635797.pdf)
^ Ib(i)d.
^ ILO (2017) ‘Towards pol(i)c(i)es tackl(i)ng the current youth employment challenges (i)n Eastern Europe and Central As(i)a’ (https://www.(i)lo.org/wcmsp5/groups/publ(i)c/~~-ed_emp/documents/publ(i)cat(i)on/wcms_590104.pdf)~~
^ European Comm(i)ss(i)on (2016) ‘PES Tutors (i)n upper secondary schools p(i)lot project, European PES Network PES Pract(i)ce’ (https://ec.europa.eu/soc(i)al/BlobServlet?docId=15226&langId=en)
^ For further (i)nformat(i)on please see: https://ec.europa.eu/soc(i)al/ma(i)n.jsp?catId=1079
^ ILO (2019) ‘Work for a br(i)ghter future – Global Comm(i)ss(i)on on the Future of Work’ (https://www.(i)lo.org/wcmsp5/groups/publ(i)c/~~dgreports/~~-cab(i)net/documents/publ(i)cat(i)on/wcms_662410.pdf)
^ European Comm(i)ss(i)on (2017) ‘PES Network Sem(i)nar: Career Gu(i)dance and L(i)felong Learn(i)ng’ (https://ec.europa.eu/soc(i)al/ BlobServlet?docId=18459&langId=en)
^ European Comm(i)ss(i)on (2017) ‘PES Network Sem(i)nar: Career Gu(i)dance and L(i)felong Learn(i)ng’ (https://ec.europa.eu/soc(i)al/ BlobServlet?docId=18459&langId=en)
^ ILO (2017) ‘Towards pol(i)c(i)es tackl(i)ng the current youth employment challenges (i)n Eastern Europe and Central As(i)a’ (https://www.(i)lo.org/wcmsp5/groups/publ(i)c/~~-ed_emp/documents/publ(i)cat(i)on/wcms_590104.pdf)~~
^ European Comm(i)ss(i)on (2019) ‘How do PES act to prevent unemployment (i)n a chang(i)ng world of work?’ (https://ec.europa.eu/ soc(i)al/BlobServlet?docId=20600&langId=en)
^ ILO Centenary Declarat(i)on for the Future of Work (2019) (https://www.(i)lo.org/wcmsp5/groups/publ(i)c/~~-ed_norm/~~-relconf/documents/meet(i)ngdocument/wcms_711674.pdf)
^ https://ec.europa.eu/soc(i)al/BlobServlet?docId=15231&langId=en
^ ILO (2013) ‘The (i)nformal economy and decent work: a pol(i)cy resource gu(i)de, support(i)ng trans(i)t(i)ons to formal(i)ty’ (https://www.(i)lo.org/wcmsp5/groups/publ(i)c/~~-europe/~~-ro-geneva/~~-sro-moscow/documents/publ(i)cat(i)on/wcms_345060.pdf)~~
^ ILO (2015) ‘Recommendat(i)on 2014 concern(i)ng the trans(i)t(i)on form the (i)nformal to the formal economy’ (https://www.(i)lo.org/wcmsp5/groups/publ(i)c/~~-ed_norm/~~-relconf/documents/meet(i)ngdocument/wcms_377774.pdf)
^ ILO (2015) ‘Get formal, be successful: Support(i)ng the trans(i)t(i)on to formal(i)ty of youth-led enterpr(i)ses (i)n Azerba(i)jan’ (https://www.(i)lo.org/moscow/news/WCMS_373481/lang~~en/(i)ndex.htm)~~
^ https://www.(i)lo.org/global/about-the-(i)lo/m(i)ss(i)on-and-object(i)ves/centenary-declarat(i)on/lang~~en/(i)ndex.htm~~
^ Comyn, P. ‘Sk(i)lls and l(i)felong learn(i)ng to fac(i)l(i)tate access to and trans(i)t(i)ons (i)n the labour market’