METHODOLOGY COLLECTION

INTELLECTUAL OUTPUT

“Upload Your Dreams”

Erasmus+ KA2

2019.

The Methodology Collection (Intellectual Output) was compiled in the framework of the “Upload

Your Dreams” Erasmus+ KA2 strategic partnership for youth project.

Project information

Project title: Upload your dreams

Key Action: Cooperation for Innovation and the Exchange of Good Practices

Field: Strategic Partnership for youth

Main objective: Development of Innovation

Call and round: 2016/3

Project duration: 01 March 2017 – 31 August 2019.

Project background, rationale of the project1

Youth unemployment affects millions of young Europeans.

According to European statistics (Eurostat) more than 3.3 million young people (aged 15-24

years) are unemployed in 2019 in the EU. In 2018, more than 5.5 million young people (aged 15-

24 years) were neither in employment nor in education or training (NEETs) in the EU. The

situation was the same when the idea of “Upload your dreams” project was born in 2016.

Although these numbers have decreased in the recent years, the youth unemployment rate is

still very high in the EU (with peaks of more than 30% in several countries like at one project

partner, in Italy) and more than double the overall unemployment rate (less than 7%), and masks

big differences between countries, which requires a variety of different methods of intervention in

the different countries or regions. For all this youth unemployment is often examined separately.

In summary youth unemployment figures have not changed significantly over the last

decade, nor are they expected to improve in the next few years.

High unemployment co-exists sometimes with increased difficulties in filling vacancies, creating

labor market mismatches that are partly due to inadequate skills.

Why the successful integration of young people into the labor market is so important?

Helping young people enter and stay in the labor market

− helps to promote economic growth and better living conditions, and also

− has a positive effect on the mental state of young people.

(Without a job, young people are more likely to get close to various deviations or abuses,

and they are more likely to be affected by mental and physical illnesses such as

depression, which adversely affects all areas of their life.)

1 Sources: https://ec.europa.eu/social/main.jsp?catId=1036; https://www.statista.com/statistics/266228/youth-unemployment-rate-in-eu-countries/ NEETs Young people not in employment, education or training: Characteristics, costs and policy responses in Europe,

Luxembourg: Publications Office of the European Union, 2012

On the contrary, unemployment (especially if the person also does not attend any formal or non-

formal education or training) has severe adverse consequences for the individual, society and

the economy. Spending time in such a life situation may lead to a wide range of social

disadvantages, such as disaffection, insecure and poor future employment, youth offending, and

mental and physical health problems (from the mildest to the most severe), etc.

Young people in general face specific challenges in the transition from school to work:

− Since being new and less experienced to the labor market they are less likely to find a

job, or are often employed on temporary and part-time contracts.

− Young people are more easily dismissed if the economic cycle is weak, or due to the

industrial automation of processes.

− The levels of youth unemployment and inactivity are largely influenced by the economy,

but they may also be caused by structural challenges.

Structural challenges include unsatisfactory outcomes in education and training,

segmentation of labor markets affecting young people, and at times the low capacity of

public employment services to provide tailored services to young people, particularly to

the most vulnerable.

There are particularly vulnerable groups within young people whose life situation, background is

even more challenged, so that finding a job for them without help or intervention is more difficult.

The “Upload your dreams” project primarily focuses on them.

These youngsters have disadvantaged backgrounds and fewer opportunities compared to their

peers for different reasons:

− They could have some disability.

− They could have educational difficulties (e.g.: learning difficulties; early school-leavers;

low qualified adults; young people with poor school performance).

− They could have economic obstacles (e.g.: people with a low standard of living, low

income, dependence on social welfare system or homeless; young people in long-term

unemployment or poverty; people in debt or with financial problems).

− They could have cultural differences (e.g.: immigrants or refugees or descendants from

immigrant or refugee families; people belonging to a national or ethnic minority; people

with linguistic adaptation and cultural inclusion difficulties).

− They could have health problems (e.g.: chronic health problems, severe illnesses or

psychiatric conditions).

− They might face social obstacles (e.g.: people facing discrimination because of gender,

age, ethnicity, religion, sexual orientation, disability, etc.; people with limited social skills

or anti-social or risky behaviors; people in a precarious situation; (ex-) offenders, (ex-

)drug or alcohol abusers; young and/or single parents; orphans).

− They could have geographical obstacles (e.g.: people from remote or rural areas; people

living in small islands or in peripheral regions; people from urban problem zones; people

from less serviced areas (limited public transport, poor facilities).

− They could be NEETs (not in employment, education or training).

The target groups of the “Upload your dreams” project came from a mixture of the above listed

special young groups.

Objective of the project

The project intended to increase employability of disadvantaged youngsters (for example young

people not in employment, education or training) by sharing good practices that were particularly

successful in the partner countries, cities, and testing new methods in four European countries

(Hungary, Italy, Slovenia, Belgium).

The hypothesis behind the project: certain methods that are particularly successful and useful for

a certain young target group in certain European countries may work with minor or major

methodological changes with other young target groups in other contexts.

To prove this hypothesis, the partners shared their methods for certain young groups and tested

one new method learned from another partner.

Partner organizations

− Salva Vita Foundation, Budapest, Hungary

https://salvavita.hu/

− ICEI Istituto Cooperazione Economica

Internazionale, Milan, Italy

https://www.icei.it/

− De Groene Kans vzw, Diksmuide, Belgium

http://www.degroenekans.be/

− Hisa! drustvo za ljudi in prostore so.p.,

Maribor, Slovenia

http://www.drustvo-hisa.si/sl

Main target groups of the project

− Professionals of partner organizations working in the field of youth services: youth

workers, job coaches, social workers, teachers, trainers

− Youngsters

• at the age of 18-30 years

• at risk of socio-economical exclusion

• NEETs

• members of vulnerable groups

• living with disadvantaged background

The methodologies presented in this document

1. Special, thematic city walk with disabled tour guides (created and tested by Salva Vita

Foundation, Hungary)

2. A job shadowing experience for young refugees & asylum seekers (created and tested

by ICEI, Istituto Cooperazione Economica Internazionale, Italy)

3. Printmaking and graphic design for the new generation (created and tested by Hisa!

drustvo za ljudi in prostore so.p, Slovenia)

4. Soft-skill training for long-term unemployed (created and tested by De Groene Kans,

Belgium)

The document was compiled to enable other European organizations working with young people

from disadvantaged and vulnerable groups to use all or part of this material, ang got further

inspiration and motivation for their work.

More information, visit: https://uploadyourdreams.eu/

SPECIAL, THEMATIC CITY WALK WITH DISABLED TOUR

GUIDES

Methodology and recommendations

Salva Vita Foundation

https://salvavita.hu/

Hungary

2019

Thematic touristic walk focusing on the interaction between disabled tour guides and non-

disabled audience and special points of the city linked to disability.

The specialty of the program that the tour guides are disabled people, and the walk

combines the experience of a traditional sightseeing tour with the opportunity to get to know

disabled people and their abilities, skills, personality.

The special city walk with disabled tour guides gives a completely new role to young disabled

people, in which the young person with disabilities presents their own skills, knowledge,

information and his/her perspective to a non-disabled audience/users.

The walk is created for locals1 or tourist from the countryside, special groups (e.g. workplace

communities).

Technical information:

− A group of 10-15 people is ideally led by two disabled tour guides, and accompany

them 1 or 2 assistant persons (depending on the guides’ disability and required help).

− Tour guides can have any kind of disability, the key is they have to be prepared for

the route, possible (sometimes personal) questions and should be able to connect

and communicate with the audience.

− The route takes 1.5-2 hours

The goal of the special city walk:

− Creating a well applicable awareness-raising tool where disabled and non-disabled

people can make direct personal contact and interaction.

− Finding a new tool for non-formal learning for the target group.

− Giving opportunity to the target group to acquire new soft skills, competences and/or

strengthen existing skills, competences.

− Creating a possible form of employment opportunity for the target group.

• disability service providers

• organizations helping disabled people, youngsters

• schools / universities teach disabled youngsters

• every organization

1 It was tested with local audience, the language of the tour was Hungarian, the mother tongue of the tour guides and guests.

PROGRAM DESCRIPTION

RECOMMENDED ORGANIZATIONS

that aim to

− provide another opportunity for disabled and non-disabled people to meet personally,

get to know each other and get closer to each other through personal encounters.

− launch new initiatives that engages disabled and non-disabled people.

− reduce the misconception about disabled people through an innovative program.

− introduce a new, innovative awareness raising activity in its local environment.

− offer new non-formal education opportunity that help to gain or strengthen new soft

skills, competences.

− give opportunity for its clients, students to learn new knowledge about their local

environment.

In general:

− disabled people: with learning difficulties, visually, hearing impairment, autism

spectrum disorder2

− age: from 183

− university students, employed disabled adults

− NEETs

Required skills:

− basic communication skills (could be improved)

− basic transportation knowledge and skill

− well-articulated, clear expression,

− ability to learn simple text, information about the city

− a certain level of problem-solving skills (could be improved)

Required personality:

− motivation to acquire new knowledge, skills and competences

− openness

− humaneness, interest in others

− certain level of interest in architecture, (built) environment, city

− a certain level of confidence (could be improved)

All other skills, competences needed can be developed during the training. ☺

2 The program was not tested with wheelchair-users. 3 During the testing of the program, higher education students, 20-year-olds were more productive and motivated in tour guiding.

RECOMMENDED TARGET GROUP

PREPARATION

•Planning city route

•Recruiting participant

•Preparation of the training

IMPLEMENTATION

•Preparatory training

•Test walk

EVALUATION

•Training evaluation

•Participants evaluation

• Identifying outcomes and impacts

PROGRAMDEVELOPEMENT

•Based on the evaluation and other experiences during implamantation, program developement can start

PROJECT MANAGEMENT

Required steps:

1. Planning city route:

− Studying the method of other thematic city touristic walk in the area, city could be

useful.

− Data collection about the area presented during the tour:

Each station can have special meaning and has some connection with disability

(e.g. famous building where famous disabled person lived; examples of

accessibility or lack this etc.), in this way the whole route can show the audience

how many points in the city are linked in some way to disability.

− Planning the whole walking rout and each station.4

− Trying out the planned route by the trainers and target group personally to

measure the length, difficulties, accessibility of the route, and to find the

possibilities that the stations can give.

− Inventing games for each station.

Each station can have its own awareness-raising games where potential guest

can experience - through playful tasks - the challenges a disabled person has to

live with in a city.5 Participation in the games should be voluntary.

2. Recruiting participant:

− Writing recruiting news with a brief introduction about the planned program.

− Making contact with special schools (schools for disabled students), special

support service of universities in order to inform potentially interested youngsters.

− Announcing the program at several high schools, universities, special education

centers, sheltered workshops, where the news can reach the target group.

− Compiling interview questions (including questions about own ideas about the

program).6

− Organizing personal interviews with all possible candidates to assess their ideas

regarding the program, knowledge, abilities and skills, which also help to develop

an appropriate preparatory training program (training based on existing skills and

knowledge)

− Selecting participants from candidates based on personal interview experience,

and considering their skills required for the program.7

4 It is necessary to plan the route, stations, games before carrying out the preparatory training, but the evaluation of the disabled youngsters involved indispensable, it is very important to develop a route accepted by the participated young people. 5 The games can be linked to any type of disability and to the station/exact location where we are. Examples for games: scanning the sculpture label only with fingers, the eyes covered; mouth reading practice; etc. 6 See ANNEX1 and ANNEX2: original used interview questions (Hungarian) and English translation. 7 The program could be more attractive to certain groups (visually impaired and blind people) than to other (e.g. hearing impaired) due to the needed skills that the task requires.

PROJECT PREPARATION

− Signing learning agreement with participants. The contract detailed the

commitment of both parties.8

3. Preparation of the training taking into account the needs, abilities and knowledge of

the participants

− Planning training schedule, time and place.

− Planning training curriculum, exercises, figuring out topics to work on.

− Selection of the trainers who would teach and support the young people during

the training and testing.

− Keeping contact with participants.

8 See ANNEX3 and ANNEX4: example of a learning agreement: originally used Hungarian and English sample

• Type: group training, recommended size: 10-12 participants and 2-4 trainers

(depending on the disabilities of the participants and group composition,

homogeneity)

• Length: recommended at least 6 hours (depending on the length and complexity

of the planned route , and on the skills, prior knowledge and the composition of

the group)

• Methods:

o short presentation

o working groups

o situational exercises

o study visit (outdoor)

o facilitated discussion

Sections:

1. Theoretical part

− indoor

− not lecture-based but using proven training techniques, methods, taking into

account the needs, abilities and difficulties of the participants due to their

disabilities

− with a lot of games, exercises, situational exercises and subgroup work1

o to help the participants to get to know each other and learn from each

other,

o to create effective teamwork and atmosphere

o to practice presentation skills

o to gain participants’ motivation, active involvement

− discussed topics:

o detailed program presentation (what it is about)

o confidence building game

o small group exercises to understand each other's disabilities, and to learn

how to speak about themselves

o qualities of a good tour guide (presentation and brainstorming)

o presenting route details, possible games, further brainstorming

o question and answer section

2. Practical part

− outdoor

− trying out the route as a group, getting to know each station, practicing the

learned materials on the spot

− trying out the games, figuring out new games if necessary

− distribution of the stations between participants

Note: it has been proven during testing, that more extensive and longer training and more real practices

(test walks) were needed for the disabled tour guides to be prepared for this program than 6 hours.

ONE EXAMPLE OF A PREPARATORY TRAINING

4. Implementation of the training

− The training should be organized at a time appropriate to the target group.9

− The pre-designed training curriculum can be used with some necessary changes

on the spot (tailored to the needs of the participants and the current time frame).

− Participants should get the full description of the planned walk at the end of the

training, highlighting the parts they chose to present during later testing.

− During the training, the trainers are supposed to encourage participants’ own

ideas, so the youngsters can add new information (they collect themselves) to

their parts, or to the routes.

− Some time is needed between training and the test walk, giving young people the

opportunity to become more familiar with the route.

− During this month, project manager or trainers should keep contact with the

participants.

Each participant should be given the opportunity to have a personal consultation

and practice with the trainers.10

− It could be challenging to train together youngsters with different disabilities

because of the different needs, knowledge. To address these challenges:

• During the training, more subgroup exercises could be used in order to be

able to pay enough attention to every participant.

• It is important to select a sufficient number of trainers for the group11

• Youngsters with learning disabilities require more support and help beyond

the training.

− At the end of the training, feedbacks (ideas, opinions, comments) from

participants should be collected about the training experiences.

9 It could be at the weekend since the participants maybe cannot attend the training on the weekdays due to their study or work. 10 The youngsters with learning disabilities can possible require more time, support and preparation. High schools students can ask for help from their teachers who can also receive all materials as part of the collaboration. 11 During testing, 4 staff were available for the 11 youngsters.

IMPLEMENTATION

− It is essential to manage the expectations of the young participants regarding the

program, which means, since not all participants become automatically qualified

for tour guides after one training.

5. Implementation of the test walk, “exam”

− Test walk should be organized at a time appropriate to the target group.12

− Guests can be invited for the test walk who listen to the participants’ performance

and take part in the games. At the first time, audience could be family members,

teachers who know the participants well.

− At the end of test walk, feedbacks (ideas, opinions, comments) from participants

and guests should be collected about the test walk and their own feelings about it.

− After training and testing, participated youngsters can decide how challenging and

interesting this program was for them, it is also an opportunity for the participants

and trainers to identify together the additional skills needed.

6. Training evaluation

Internal evaluation of the training:

The results, effectiveness, strengths and weaknesses of the training are needed to evaluate

at the end of the training. This way, areas where improvement is needed could be identified.

Helping questions:

− Did we achieve with the training what we originally wanted?

− Was the group training an appropriate and effective way for preparation of the

participants?

12 It could be at the weekend since the participants maybe cannot attend the training on the weekdays due to their study or work.

EVALUATION, OUTCOMES, IMPACTS

− What were the strengths and weaknesses of the training?

− What should have the trainers done more?

− Were there any part that was uncomfortable for the participants?

− Could the group and the trainers work together efficiently?

− Was the venue, length and content of the indoor and outdoor training sufficient to

prepare the participants?

• If not, what important content was missing?

− Did the participants achieve the training objectives?

− What skills, knowledge did the participants learned?

Training evaluation by the participants:

Based on the feedback of the participants (after training and testing).

It could be a feedback form completed by each participant, or feedback in words in a group,

anonym or open.

7. Evaluation of the participants’ performance and improvement

Evaluating participants by the trainers:

Participants' performance and improvement should be evaluated based on their training

activity and city walk performance.

Strengths and weaknesses of all participants are needed to recognized.

A standardized evaluation form may also be used.

Not all participants become automatically qualified for tour guides after the training.

Some of them are ready to start as tour guides, some need more preparation.

Areas, where improvement is needed, should be identified.

6.4 Self evaluation

All participants should be encouraged to evaluate themselves and their performance during

testing.

Some participants may be unsure, they may not have had a good time in the test situation.,

and don’t want to take part in a city walk.

Based on the participants’ evaluation and self-evaluation, outcomes and impacts of the

training and testing could be identified.

The outcomes and impacts may vary depending on the participants’ disabilities, age, prior

knowledge, skills and competences, as well as effectiveness of the training program.

Expected outcomes and impacts for disabled participants:13

− The participants are likely to receive a lot of knowledge, interesting information about

the city.

− They learn a lot about each other and others’ disability.

− They learn how to talk confidently about their disability and situation (including

strength and weaknesses, difficulties).

− They got a new form of non-formal learning.

13 Based on our own experiences during testing.

− The participants can acquire a lot of new skills such as:

• Communication skills, including presentation, public speaking, storytelling and

giving feedback since they needed to learn and present the story of the

stations and buildings in their own words.

• Skills related to critical thinking such as desire to learn, creativity, research

since they were encouraged to do some research about the route and were

asked about their opinion many times during the training.

• Positive attitude, including cooperation, enthusiasm, honesty (e.g. about their

situation, difficulties)

• Teamwork, including cooperation, accepting feedback (e.g. from each other

and the trainers), interpersonal skills, empathy towards each other, social

skills.

• Work ethic such as attentiveness, dedication, following directions, meeting

deadlines, motivation, reliability, trainability.

− The participants can strengthen a lot of their competences such as:

• Competencies Dealing with People (e.g.: attention to communication, oral

communication, persuasive communication, interpersonal awareness,

Influencing Others, Customer Orientation)

• Self-Management Competencies (self confidence, personal credibility,

flexibility,)

• Leadership Competencies (e.g.: motivating and inspiring, embracing diversity)

− The learned and acquired key competences and skills are transversal.

Expected outcomes and impacts for organizations:

− The organization get a new awareness raising tool: New and effective methods/tools

that strengthen soft skills and promote youth employability and the inclusion of

disabled people.

− The organization can get to know its potential clients (disabled people) from another

side.

− The organization can support its clients with a new non-formal learning method.

− The organization can get a new tool to help their clients overcoming the challenges

that a life with disability means.

− The organization can strengthen contact with local partners (middle schools,

universities) teaching disabled youngsters.

− The organization experience professional development of the project staff.

Expected impact for the local community, society:

− The program can minimize the discriminating culture and promote disability

awareness through a unique platform.

− The program can help subsiding the stereotypical mindset of the society regarding

disabled people, hence providing opportunity for everyone (especially local

community) to get involved in creating an inclusive and diverse society.

− The program can lead the audience to gain empathy and to constitute a positive

approach and attitudes towards people with disabilities.

− The program can educate the local society regarding disability and how the society

and an individual can bring about the necessary changes for example accessibility.

− It can help to learn acceptance, and therefore to create an understanding approach to

disabilities.

ANNEX1

ERASMUS – UPLOAD YOUR DREAMS

FOGYATÉKOS EMBEREK ÁLTAL VEZETETT SPECIÁLIS ÉRZÉKENYÍTŐ TÚRA

ELSŐ BESZÉLGETÉS – INTERJÚVÁZLAT

A jelentkező adatai és adatvédelmi nyilatkozata:

Név: ……………………………………………………….………………………………………….

Lakóhely (település, ir.szám):……………………………………………………………………..

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Munkahely/iskola: …………………………………………………………………………………..

Telefonszám: ………………………………………………………………………………………..

Születési idő, hely.: …………………………………………….……………………………………

Hozzájárulok, hogy a Salva Vita Alapítvány kezelje és a projekt finanszírozói részére

továbbítsa személyes és különleges adataimat.

Budapest, 2018.……………………………….aláírás ……………………………………………

1. Kérjük, foglalja össze, hogy mit hallott a programról eddig? (Ezzel a kérdéssel

tesztelhetjük, mit tud a programról, vannak-e félreértések, mit érdemes jobban

elmondani.)

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2. Kérjük, mondja el, hogy mi a személyes motivációja a programba való

bekapcsolódásra? Miért szeretne részt venni?

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3. Milyen a túravezetéssel kapcsolatos – elsősorban kommunikációs -

tapasztalatokkal rendelkezik? Pl.:

a. Kellett-e már olyan emberek előtt beszélnie, beszédet mondania, akiket

eddig nem ismert?

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b. Részt vett-e korábban bármilyen érzékenyítő témájú programon?

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c. Volt-e olyan kommunikációs helyzetben, ahol valamilyen váratlanul

felmerülő problémát kellett megoldani? (pl. valaki váratlan kérdést tett fel)

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4. A jelentkező fogyatékossága:

a. Fogyatékosságának típusa (aláhúzandó):

− Mozgássérültség

− Látássérültség

− Hallássérültség

− Beszédfogyatékosság

− Tanulási nehézség, intellektuális képességzavar

− Autizmus

− Pszicho-szociális fogyatékosság

− Egyéb

b. A fogyatékosság mértéke?

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c. Milyen nehézségei vannak a fogyatékosságából kifolyólag? Miben igényel

segítséget (pl. közlekedés)? Mi az, amit jól meg tud oldani?

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d. Tud a saját fogyatékosságáról beszélni? Mennyit mondana el a

fogyatékosságáról?

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5. Van-e valami ötlete, javaslata, észrevétele a tervezett túrával kapcsolatban?

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6. Meg tudja-e oldani, hogy a képzésen és a teszttúrán is részt vegyen, és

felkészüljön?

(A megfelelő nap aláhúzandó, megjegyzések írása alább.)

a. 2019. Február 9. – oktatási nap

b. 2019. február 23. – tréneri anyag egyéni megbeszélése

c. 2019. Március 9. – belső tesztelés (kollégák, projektben dolgozók,

kuratóriumi tagok)

d. 2019. március 23. – külső tesztelés (meghívott vendégek, sajtó stb. -

opcionális)

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7. Tudja vállalni egy kb. 10 mondatos szöveg megtanulását és visszaadását?

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8. Kérjük, fogalmazza meg, hogy milyen segítséget igényel a Salva Vita Alapítvány

munkatársaitól?

a. Milyen formában, mire figyeljünk a tréningen?

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b. Milyen szükségletei, igényei, kérései vannak a túraútvonalon? (Pl. mindig

legyen mellette segítő, valaki kísérje el az állomásra, majd haza ….)

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Az interjút készítő munkatárs megfigyelései, személyes benyomásai, javaslatai:

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ANNEX2

ERASMUS – UPLOAD YOUR DREAMS

SPECIAL CITY WALK WITH DISABLED TOUR GUIDES

FIRST INTERVIEW - INTERVIEW SCHEME

Data of the Participant and Privacy Statement:

Name: ……………………………………………………….………………………………………

Address:..................................……………………………………………………………………..

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Workplace/School: …………………………………………………………………………………..

Phone: .....…......……………………………………………………………………………………..

Date and Place of birth.: …………………………………………….………………………………

I agree that .... (name of the organization) manages and transmits my personal and special

information to the project sponsors if necessary.

Place and date: .……………………………….signature …………………………………………

9. Please summarize what you have heard about the program so far? (This question

is used to test what you know about the program, whether there are any

misunderstandings.)

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

10. What is your personal motivation for joining the program? Why do you want to

participate?

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

11. Do you have any experience (e.g. communication experience) in a touristic walk

as a tour guide?

a. Have you ever had to speak to/in front of many people you didn't know

before?

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

b. Have you ever participated in any disability equality / awareness

program?

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

c. Have you been in a communication situation where you had to solve an

unexpected problem? (e.g. someone asked an unexpected questions)

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

.............

12. What is your disability?

e. Type of disability (Please, underline):

− Physical disabilities

− Visual impairment

− Hearing impairment

− Speech Disability

− Learning difficulties

− Autism

− Psycho-social disability

− Others

f. What is the degree of your disability?

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

g. What are your difficulties regarding your disability? Where do you need help

(e.g. transport)? What are your strengths?

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

h. Can you talk about your own disability? How much would you tell us about

your disability?

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

13. Do you have any ideas, suggestions, comments regarding the planned activity?

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

14. Can you attend the training and test tour at the following times?

(Please, underline the appropriate day, and write comments below if you have.)

a. ...

b. ...

c. ...

d. ...

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

15. Can you learn an approximately 10 sentence text?

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

16. Please describe what kind of help you need from the staff in this activity?

a. What do we need to take care of during the training in your case?

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………...........

.

b. What are your needs and requests along the activity? (e.g.: you always

need a helper beside you or someone who accompanies you etc.)

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

………………………………………………………………………………………………………........

The interviewer’s observations, personal impressions and suggestions:

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

ANNEX3

Részvételi Szerződés

amely létrejött egyrészről a Különleges Városi Séta Programot (továbbiakban Program)

szervező és lebonyolító ………………….. (továbbiakban Szervezet), másrészről a

Programban részt vevő Jelentkező között alulírott napon és helyen az alábbi feltételek

mellett:

1. A Jelentkező és a Programot szervező Szervezet adatai:

Programot szervező és lebonyolító adatai

Szervezet neve

Képviseletre jogosult

neve

Cím

Telefon

E-mail

Jelentkező adatai Jelentkező törvényes képviselőjének

adatai

Név: Név:

Születési

hely:

Születési idő:

2. A Program keretében a Jelentkező részt vesz a Szervezet által szervezett,

………………….. időpontban megvalósuló Különleges Városi Séta Programon, és az

ahhoz kapcsolódó, azt előkészítő tréningen (bővebben szerződés 6. pont).

3. A Programban való részvétel a jelentkező számára ingyenes.

4. A Programban a jelentkező önkéntes alapon vesz részt.

5. A Program keretében a Szervezet biztosítja a Jelentkező egyéni szükségleteinek

figyelembe vételével:

– a tájékoztatást a Program céljairól és pontos menetéről;

– csoportos és igény esetén egyéni, ingyenes felkészítést a Programra;

– kísérőt a Program megvalósításakor;

– hogy a Jelentkező adatait az információs önrendelkezési jogról és az

információszabadságról szóló 2011. évi CXII. Törvénynek és az Általános

Adatvédelmi Rendeletnek (General Data Protection Regulation - GDPR)

megfelelően, és más kapcsolódó adatvédelmi jogszabálynak megfelelően

bizalmasan kezeli, és illetéktelen személyeknek nem adja át, azokat

nyilvánosságra nem hozza.

6. A Programban részt vevő Jelentkező vállalja, hogy

– a Program során együttműködik a szervező Szervezettel;

– a Programot érintő, figyelembe veendő szükségleteivel kapcsolatos információkat

őszintén feltárja;

– a Programban való részvételhez szükséges személyes iratokat, igazolásokat,

• bármely, a magyar jogszabályok szerinti jogkörben eljáró hatóság által kiadott

igazolás vagy annak tekinthető okirat a megváltozott munkaképesség, illetve

fogyatékosság igazolására,

bemutatja, és ezek fénymásolatát a Szervezetnek átadja;

– részt vesz a Programot előkészítő csoportos és/vagy egyéni felkészítéseken

(időpontja: ……………….) és a megszerzett tudást bemutató teszt napon

(időpontja: ……………………...);

– a Programon való részvételért semmilyen ellenszolgáltatásra nem tart igényt;

– részt vesz a Program értékelésében, az ezzel kapcsolatos felmérésben;

– részt vesz a Programmal kapcsolatos híradásokban, melynek keretében a

résztvevőkről fotók és egyéb felvételek készülhetnek a szervező Szervezet

megbízásából.

7. A programban részt vevő Jelentkező hozzájárul ahhoz, hogy a Programot szervező

Szervezet megbízásából fotókat és filmfelvételeket készítsenek róla a Program keretében,

és hogy az így készült képmását felhasználják. Továbbá tudomással bír arról, és egyben

hozzájárul ahhoz, hogy a fotók és felvételek

− a https://uploadyourdreams.eu/ honlapon,

− ………………………………..honlapon,

− ………………………………. Közösségi média felületen

− a Programhoz kapcsolódó híradásokban.

A Jelentkező tudomásul veszi, hogy a felvételek tulajdonosa a …………., a fentiektől eltérő

célból történő felhasználásuk csak a Szervezet és a Jelentkező írásos beleegyezésével

történhet.

A Jelentkező vállalja, hogy ha a fenti hozzájárulásainak bármelyikét a későbbiekben bármely

okból visszavonná, akkor a Szervezetnek vagy harmadik személynek az ebből fakadó

valamennyi kárát és költségét maradéktalanul megfizeti.

8. A Programban részt vevő Jelentkező ezúton kijelenti, hogy a jelen szerződésben

szereplő adatai a személyes okmányaiban szereplő adatokkal egyezőek. A Jelentkező

hozzájárul továbbá, hogy a jelen Szerződés teljesítésével kapcsolatban a Szervezet

tudomására jutott személyes adatait a Szervezet a Program szervezése és lebonyolítása

céljából kezelje.

9. A Programban részt vevő Jelentkező tudomásul veszi, hogy jelen pályázati programot a

támogató és a lebonyolító szervezet, vagy az általuk megbízott szervezet képviselője

ellenőrizheti, melynek során a Szervezetnél keletkezett személyes anyagaikba

betekinthetnek.

Az ellenőrzést végzők az Jelentkező adatait az információs önrendelkezési jogról és az

információ szabadságáról rendelkező 2011.évi CXII. Törvény és az Általános Adatvédelmi

Rendelet (General Data Protection Regulation - GDPR) előírásainak megfelelően kezelik.

Jelen Résztvevői Szerződés ………….. év …………….. hó …..-tól visszavonásig érvényes.

Dátum: ………………., 20……… év…………………. hó ….. nap

________________________ ____________________________

Résztvevő Szervezet

__________________________

Résztvevő törvényes képviselője

ANNEX4

Participation Agreement

which was established between the ……………………. Program organizing and

implementing Organization and on the other, the Participant of the Program, on the

undersigned date and place, under the following conditions:

1. Data of the Participant and the Organization:

Data of the Organization

Organization name

Representative name

Address

Telephone

E-mail

Data of the Participant Data of the legal representative of the

Participant

Name Name

Place of birth Place of birth

Date of birth Date of birth

Mother’s

name

Mother’s

name

Address Address

Telephone Telephone

E-mail E-mail

2. In the framework of the Program, the Participant will participate in the …………………

Program organized by the Organization and the related events. (More in section 6 of the

contract).

3. Participation in the Program is free of charge for the Participant.

4. In the Program, the candidate will participate on a voluntary basis.

5. Within the framework of the Program, the Organization

- takes into account the individual needs of the Participant;

- informs the Participant about the objectives and the precise schedule, steps and

requirements of the Program;

- provides the individual and free preparation for the Program;

- provides mentor throughout the Program;

- ensures that the data of the Participant will be handled confidentially and in

accordance with ………... related data protection laws and will not be disclosed to

unauthorized persons or to the public.

6. The Participant undertakes to:

- cooperate with the Organization during the Program;

- genuinely reveal his/her requirements and needs to be taken into account during the

Program;

- provide those personal documents, certificates that are needed for the participation and

allow the Organization to make copies about them;

- participate in ……

- do not claim any compensation for participation in the Program;

- participate in the evaluation of the Program, in the related survey;

- participate in the Media Campaign regarding the Program, where photos and other

recordings of the participants can be taken or made on behalf of the organizing

Organization.

7. The Participant agrees that the Organization will take photos and videos on about him/her

within the framework of the program, and that his/her image taken is used.

The participant is also aware of and agrees that his/her photos and videos may appear

on the following sites/ websites:

- https://uploadyourdreams.eu/

- ….

The Participant acknowledges that the Organization owns the photos, videos, recordings

taken during the Program, and using those photos, videos for other purposes than

described above requires the written consent of the Organization and the Participant.

The Participant agrees that if the any of the above-mentioned agreements will be

subsequently revoked for any reason, then he or she reimburses the resulting damage to

the Organization.

8. The Participant hereby declares that the personal information in this contract is the same

as in his/her personal documents. The Participant also agrees that his/her personal data

will be handled by the Organization during the management of the Program.

9. The Participant acknowledges that the Program financed by the EU can be checked,

audited by the supporting and financing organization or by the representative of this

organization (Auditor) and in this way, the Auditor can have access to his/her personal data

collected by the Organization. The Auditor will handle the personal data confidentially and

in accordance with ….. related data protection laws.

The present Participant Agreement is valid until 2019 from ..................... month ... until the

date of withdrawal.

Date and place: ……………………………………………………

________________________ ____________________________

Participant Representative of the Organization

__________________________

Legal representative of the Participant

A JOB SHADOWING EXPERIENCE

FOR YOUNG REFUGEES & ASYLUM SEEKERS

Methodology and recommendations

ICEI Institute for International Economic Cooperation

www.icei.it

Milan, Italy

2019

The “Job shadowing experience for young refugees and asylum seekers” take inspiration

from the DUOday initiative (see for instance www.duoday.fr) and other similar/resulted

initiatives, such as the Job Shadow Day organized by IASE Irish Association of Supported

Employment (http://www.iase.ie/job-shadow/) and the JOB for you, DREAM for me! Organized

by Salva Vita in Hungary (http://nekedmunka.hu/inenglish/): every year, over the course of one

day – the “job shadowing day” - disabled participants explore the workplace ‘shadowing’

someone (the workplace mentor) as they go about their normal working routine. The aim of

the program is to bring people with disabilities and employers together for one day, to promote

equal employment opportunities, as well as, in the longer term, to contribute to strengthen the

knowledge and skills of the participants and their employment opportunities.

This kind of initiatives is a highly effective way of work – based learning and contribute to

starting the process of accessing the labour market for the target group, as the participants

can have "a taste" of the jobs, as well as of the key technical and soft skills needed to perform

it: in this way, they strengthen their employability.

At the same time, this initiative raises awareness about disability issues among employers and

on how to promote the labour inclusion of vulnerable people.

It also represents a flexible method, that can be adapted to other people with fewer

opportunities, such as refugees and asylum seekers: these constitute a particular vulnerable

group, at very high risk of social and economic exclusion, and always looking for opportunities

to show what they can do, to meet with locals, and to strengthen their skills and knowledge,

keeping in mind the actual opportunities offered by the labour market of the host country.

However, some adjustments need to be made in order for this program to meet the needs and

profile of this specific group of people, and make it really effective for their learning and a useful

step in their socio-economic integration. These adjustments are described here below.

Technical information:

One or more groups of 10 refugees and asylum seekers, guided by their tutors and

the employers’ mentors. While the programs described above mainly carry out

individual job shadowing experiences (one-to-one), it is recommended to organize

group job shadowing days with refugees & asylum seekers. In this way, participants

can, on one hand support each other and overcome together possible barriers (e.g.

language, lack of knowledge of the local labour market), and on the other hand, share

the learning and experiences among themselves, exploring together if and how the

job at hand could be a viable career option for them;

One or few employers, which should be selected taking into consideration the actual

local labour market demand and with attention to opportunities for people who, for

instance, do not speak the local language very well: this may help in preventing the

risk of frustrating the youngsters’ experiences and aspirations;

Half a day duration;

PROGRAM DESCRIPTION

The goals of the job shadowing experience:

Creating a well applicable awareness-raising tool for employers, to meet and “open

up” to work with refugees/asylum seekers, and highlighting the importance of diversity

in the workplace;

Finding a new tool for non-formal learning for the target group;

Giving an opportunity to the target group to acquire and/or strengthen skills and

competences, as well as to liaise and socialize with their peers;

Creating a possible form of employment opportunity for the target group.

Organizations/centres hosting and/or supporting refugees or asylum seekers and

their integration in the labour market and the society at large;

Employers willing to introduce a new and innovative awareness raising activity in their

company;

Not-for-profit organisations willing to launch new initiatives that engage refugees and

asylum seekers and working to reduce stereotypes and prejudices about them in the

society and the workplace.

In general:

Refugees or asylum seekers;

Age: from 18.

Required skills:

No specific skills are required for the job shadowing experience, apart from some

(very) basic knowledge of the host country’s language1.

Required personality:

motivation to acquire new knowledge, skills and competences;

openness and interest in others;

some kind of interest in the topic/sector of the job shadowing.

1 These provisions emerge from testing the job shadowing experience with young asylum seekers in Italy (see below), where this group is made up for the most majority by low-educated youth. In other countries, where refugees and asylum seekers are also for the most part high skilled individuals, the programme should be adapted accordingly.

RECOMMENDED ORGANIZATIONS

RECOMMENDED TARGET GROUP

PREPARATION

•Liasing with local organisations and employers

• Identifying and preparing participants

•Designing a tailor-made job shadowing program/experience

PROGRAM DEVELOPMENT

• Implementation of the job shadowing program/experience

•Evaluation of the program/experience

PROJECT MANAGEMENT

Required steps:

1. Liasing with local organisations and employers

Identifying one or more employers, which should be selected taking into consideration

the actual local labour market demand and with attention to the opportunities for

people who, for instance, do not speak the local language very well, so as to prevent

the risk of frustrating the youngsters’ experiences and aspirations; identification of the

mentors who will support the young people during the Job Shadowing;

Liasing with local organisations/centres hosting and/or supporting refugees or asylum

seekers and their work and social/cultural integration; identification of the tutors.

2. Identifying and preparing participants:

Via local organisations (see above) as well as social media communication where

useful/applicable;

Preparing and disseminating the application form2 to participate in the job

shadowing experience. This will be a simple form, to collect: personal details,

education/work experience, specific needs and interests. The form should be filled

in by the tutor together with each participant: this will be actively engaged so as to

explore his/her ideas regarding the program, knowledge, skills, interest in the

topic/economic sector, etc.;

Selecting participants from candidates;

Signing the learning agreement with participants, which details the commitment of

both parties3;

Preparation of the participants: brief explanation of the program, organisations

involved, some basic information on the topic/economic sector. It is essential to

manage the expectations of the young participants in the job shadowing day: it

must be clear what this day was about – i.e. “trying out” the job and strengthening

technical and soft skills, so as to improve one’s employability -, in order not to

raise expectations about employment as a direct outcome of the experience.

3. Designing a tailor-made job shadowing program/experience

Planning schedule, timing, logistics (e.g. transportation for the participants,

learning material, etc.);

Design a job shadowing program that is interesting, effective, engaging and

respondent to the needs and interests of the youngsters.

2 See Annex 1 3 See ANNEX 2

PROJECT PREPARATION

In the framwork of the project Upload Your Dreams, ICEI has designed a job shadowing

experience with young asylum seekers in the city of Milan (Italy), in the specific field of

sustainable and social agrIculture.

It might come as a surprise, but the city of fashion is also the second agriculture city in

Italy and the first in terms of agriculture production. The PASM South Milan Agricultural

Park is a protection area which however recognizes agriculture has a key aspect for

development, a first example in Europe. Social Agriculture is also promoted in the

Regional Law for Agriculture 25/2011. Thus, sustainable and social agriculture

represents nowadays in Italy a good employment sector for young people, including

those with fewer opportunities.

Sustainable agriculture is one of ICEI’s main areas of intervantions in their projects in

developing countries, where the organisation has been carrying out „Synthropic

Agriculture”. This is a new concept in agriculture field. It works in complete synchronicity

with nature and its resources and is based on species’ ecological successession,

applying this principle to intensive agro-forest systems of succession, with have a great

productive potential both in a quantitative way (up to 70 tons/hectare/year) and in

variety. Syntrophic agriculture drastically reduces unused spaces, inverting the soils

hydric degradation process and it highly optimises and diversifies productivity, in terms

of time and space.Apart from producing a huge variety of alimentary plants, (e.g. fruits,

vegetables, tubers, cereals, medicinal plants and wood) the right agro-forest systems

application’s guarantees natural resources preservation and it also fosters degradated

territories recovery, byodiversity progressive restoration and hydric resources

renaissance. For more information on Synthropic Agriculture and ICEI’s work in this

field, see www.icei.it/en/blog/2017/10/26/syntrophic-agriculture-a-technical-overview/

In Milan, ICEI collaborates with CasciNet (https://cascinet.it/ ), a not-for-profit

association/social enterprise which carries out local participatory projects in social and

sustainable agriculture and sustainability, including via Synthropic Agriculture, to re-

generate the city and engaging directly the citizens.

ICEI, together with CasciNet, organised in March 2019 a one day job shadowing

experience for 11 asylum seekers: the young people had the chance to learn two

simple but innovative agro-ecological practices via the job shadowing:

the first practice was a fertilization technique that does not include any chemical

products, in order to avoid soil contamination. The main ingredient used for this

methodology were bales of hay, and the youngsters had to decide how to

distribute them around the soil, creating a few different techniques;

The second practice was a sowing technique. Following a “triangle path”, small

sprouts coming from an ecological growth-room were seeded in a soil covered

with a black bio-degradable plastic bag.

Many of the participants already had some previous experience in farming and

agriculture in their home country, and, also for this reason, turn out to be very interested

in learning new approaches and techniques in this area, which are rapidly spreading

and may represent a new employment opportunity.

An example of a job shadowing experience for asylum

seekers in the field of sustainable agriculture

The job shadowing should be organized at a time appropriate to the target group;

Before, during and after the job shadowing, it is very important to encourage

participants to express and share their own ideas, feedback, etc., also to explore if

and how the job at hand might be considered as an employment opportunity for

them;

It could be challenging to work together with youngsters which have inevitably

different backgrounds. The tutors and trainers should thus be careful to ensure

attention is paid to each and every participant, while at the same time giving

everyone enough “space” to learn, make mistakes and share their views;

The job shadowing programme should focus as much as possible on practical

aspects and tasks (this will help also in case of language barriers); a small

theoretical introduction can be useful to frame the concepts and reflect on the

goals of the job shadowing day;

At the end of the programme, participants should receive a certificate of

participation: this may be useful as a written and official recognition of their work,

for young people who will probably will not have many certificates issued from the

host country.4

Expected outcomes and impacts for participants:5

The participants are likely to gain new knowledge and information about the

topic/economic sector and discover specific employment opportunities;

They learn about each other and others’ background;

They get an opportunity to show their skills and what they can do;

They get to liaise with local organisations and the local population;

They acquire or strengthen their skills and competences, such as:

4 See Annex 3. 5 Based on our own experiences during testing.

IMPLEMENTATION

o communication skills, including speaking in public and in the language of the

host country, share own’s ideas, give feedback, etc.;

o Learning to learn, self-confidence and motivation;

o Teamwork, including cooperation and social skills;

o Work ethic such as attentiveness, dedication, meeting deadlines, motivation,

reliability, trainability.

Expected outcomes and impacts for organizations:

getting a new awareness-raising tool in their work with employers and useful to

promote diversity in organisations and in the workplace;

acquiring a new and effective method to promote young migrants’ employability and

contribute to their integration, to promote work-based learning and the inclusion of

young people with fewer opportunities in the labour market;

strengthening links and the ability to network with local organisations working with

refugees/asylum seekers/migrants on one hand, and with employers on the other

hand.

Expected impact for the local community/society:

contributing to combat prejudices and stereotypes (for instance, about

refugees/asylum seekers taking advantage of the local welfare and not wanting to

work) in a new and participatory way;

Creating opportunities for natives and migrants to meet with each other and thus

contributing to intercultural dialogue;

Long-term contribution to fostering employability and inclusion in the labour market of

vulnerable young people;

Contribution to “open up” non-youth organisations to work with youth with fewer

opportunities.

1

UPLOAD YOUR DREAMS 2016-3-HU02-KA205-001946

SCHEDA DI PARTECIPAZIONE

JOB SHADOWING MILANO

21 Marzo 2019

2

1. PROFILO DEL PARTECIPANTE

1.1 Informazioni personali

Nome e Cognome:

Contatti (telefono e/o email)

Data e Luogo di nascita

Sesso

Nazionalità/Cittadinanza

Indirizzo

1.2 Istruzione/formazione/lavoro

Titolo/i di studio Citare e specificare se conseguito in Italia e/o all’estero

Situazione attuale di lavoro e/o studio

Es. tipo di contratto lavorativo, eventuali corsi che frequenta

Breve descrizione delle esperienze lavorative passate, incluso a livello informale

Conoscenza linguistiche (italiano e/o altre lingue)

- Base - Buona - Eccellente - Lingua madre

Es. Italiano base, Arabo lingua madre

Altri commenti

1.3 Situazione personale

Selezionare e fornire qualche informazione ulteriore per ciascuna categoria selezionata

3

☐ Disabilità (mentale, fisica, sensoria,

intellettuale, ecc. – definire livello)

☐ Difficoltà di apprendimento (es.

difficoltà di apprendimento, abbandono prematuro della scuola; risultati scolastici insufficienti)

☐ Ostacoli economici (es. basso tenore

di vita/reddito, che dipendono dall'assistenza sociale, disoccupati o disoccupati a lungo termine)

☐ Differenze culturali (es. immigrati o

rifugiati, seconda generazione, minoranze nazionali o etniche)

☐ Problemi di salute

☐ Ostacoli sociali (es. vittima di

discriminazione, (ex-)criminali, (ex-) dipendenti da alcol o droghe; genitori giovani e/o single)

☐ Ostacoli geografici (es. provenienti

da zone periferiche o rurali e dunque con servizi ridotti)

Altri commenti

2. INTERESSE E ESPERIENZA NEL SETTORE AGRICOLO

Ha già esperienza nel settore agricolo? Si ☐ No ☐

Se si, descrivere

Ha già sentito parlare di agricoltura sociale e agricoltura sostenibile? Si ☐ No ☐

Se si, descrivere

Potrebbe essere interessato a lavorare nel settore agricolo? Si ☐ No ☐

Se si, descrivere

Quali altri settori lavorativi interessano il/la ragazzo/a?

Sociale Ambiente Artigianato Meccanica

☐

☐

☐

4

Tecnologie Audio-visivo Cultura Ristorazione Turismo Altro

☐

☐

☐

☐

☐

____________________________________

Trattamento dei dati personali

Dichiaro di aver preso visione dell'informativa sulla privacy di ICEI pubblicata a questo link

https://www.icei.it/privacy/ e, ai sensi e per gli effetti degli artt. 13 e 23 del D.Lgs. n. 196/2003 e ai sensi del

Regolamento UE 2016/679 sulla protezione dei dati personali (GDPR)

ACCONSENTO al trattamento dei dati personali : Si ☐ No ☐

1

UPLOAD YOUR DREAMS 2016-3-HU02-KA205-001946

APPLICATION FORM

JOB SHADOWING IN MILAN

21th of March 2019

2

1. PARTICIPANT’S PROFILE

1.1 Personal Data

Full Name:

Contacts (phone/email):

Date and place of birth:

Gender

Nationality/ies

Full Address (including district, etc. where applicable)

1.2 Education/training/work background

Qualification(s) List and specify if acquired in Italy or other country(ies)

Current study/work status Specify training currently attended, type of current work contract, etc.

Past work experience/s, including at informal level

Knowledge of Italian and/or other

languages (including English and

mother tongue):

• Basic

• Intermediary

• Good

• Excellent

• Mother tongue

Other comments

1.3 Personal situation

Select and include explanatory notes.

☐ Disability (mental, physical,

sensory, intellectual, etc. –

please state percentage/level)

3

☐ Educational difficulties (e.g.

learning difficulties, early school

leaver, poor school performance)

☐ Economic obstacles (e.g.

unemployed/long term unemployment, low standard of

living, minimum income recipients)

☐ Cultural differences (e.g.

immigrants, ethnic minorities,

second generation)

☐ Health problems

☐ Social Obstacles (e.g. facing

discrimination, ex-offenders, young parents, addiction

problems, social services report,

etc.)

☐ Geographical Obstacles (e.g.

from remote/suburban areas and

thus with less facilities, etc.)

Other comments

2. INTEREST AND EXPERIENCE IN AGRICULTURE

Does he/she already have any experience in agriculture?

Yes ☐ No ☐

If yes, please describe

Has he/she ever heard about social and sustainable agriculture

Yes ☐ No ☐

If yes, please describe

Is he/she interested in working in the agriculture sector?

Yes ☐ No ☐

If yes, please describe

Which other sector(s) is he/she interested in?

Social Environment Arts/Crafts Mechanics IT Media Culture Food Tourism Other

☐

☐

☐

☐

☐

☐

☐

☐

____________________________________

4

Personal data processing

I hereby declare that I have read ICEI’s privacy policy published at https://www.icei.it/privacy/ and according

to articles 13 and 23 of Italian D.Lgs. n. 196/2003 and UE Regulation 2016/679 (GDPR)

Confirmation of data processing Yes ☐ No ☐

Co-funded by the Erasmus+ Programme of the Europen Union. Call: 2016 KA2 - Cooperation for Innovation and the Exchange of Good Practices

Strategic Partnerships for youth Project title: Upload your dreams

Contract number: 2016-3-HU02-KA205-001946

Participation Agreement

established between

ICEI, as organizing and implementing organization of the project Upload Your Dreams

(2016-3-HU02-KA205-001946) in Italy,

and

the Participant in the project

on the undersigned date and place, under the following conditions:

1. Data of the Participant and the Organization:

Data of the Organization

Organization name ICEI Istituto Cooperazione Economica Internazionale

Legal Representative Alfredo Luis Somoza, President

Address Via Cufra 29, 20158 Milan (Italy)

Telephone +39 02 25785763

E-mail info@icei.it

Data of the Participant

Name

Place and

date of birth

Nationality

Address

Telephone

2. In the framework of the Project, the Participant will participate in the JOB SHADOWING

EVENT organized by the Organization, as well as in related project events.

3. Participation in the project is free of charge for the Participant.

4. In the project, the candidate will participate on a voluntary basis.

5. Within the framework of the project, the Organization

- takes into account the individual needs of the Participant;

- informs the Participant about the objectives and the precise schedule, steps and

requirements of the Program;

- provides the individual and free preparation for the Program;

- provides support to the Participant throughout the project;

- ensures that the data of the Participant will be handled confidentially and in

accordance with Italian and EU legislation on data protection nad processing.

Including the EU Data Protection Directive (95/46/EC) and GDPR 2016/679.

Co-funded by the Erasmus+ Programme of the Europen Union. Call: 2016 KA2 - Cooperation for Innovation and the Exchange of Good Practices

Strategic Partnerships for youth Project title: Upload your dreams

Contract number: 2016-3-HU02-KA205-001946

6. The Participant undertakes to:

- cooperate with the Organization during the project;

- genuinely reveal his/her requirements and needs to be taken into account during the

Program;

- participate in the JOB SHADOWING EVENT, as well as in related project events

- do not claim any compensation for participation in the project;

- participate in the Media Campaign regarding the project, where photos and other

recordings of the participants can be taken or made on behalf of the organizing

Organization. The participant agrees that photos and videos taken will be used solely

for the purposes of the Project.

-

7. The Participant agrees that the Organization will take photos and videos on about

him/her within the framework of the program, and that his/her image taken is used.

The participant is also aware of and agrees that his/her photos and videos may appear

on the following sites/ websites:

- https://uploadyourdreams.eu/

- www.icei.it

- ICEI social media (Facebook, Instagram, Twitter)

The Participant acknowledges that the Organization owns the photos, videos, recordings

taken during the Program, and using those photos, videos for other purposes than

described above requires the written consent of the Organization and the Participant.

The Participant agrees that if the any of the above-mentioned agreements will be

subsequently revoked for any reason, then he or she reimburses the resulting damage to

the Organization.

8. The Participant hereby declares that the personal information in this contract is the same

as in his/her personal documents. The Participant also agrees that his/her personal data

will be handled by the Organization during the management of the Program.

9. The Participant acknowledges that the Program financed by the EU can be checked,

audited by the supporting and financing organization or by the representative of this

organization (Auditor) and in this way, the Auditor can have access to his/her personal

data collected by the Organization. The Auditor will handle the personal data

confidentially and in accordance with Italian and EU legislation on data protection ad

processing.

The present Participant Agreement is valid from 15/03/2019 until 31/07/2019.

Date and place: ……………………………………………………

________________________ ____________________________

Participant Representative of the Organization

“UPLOAD YOUR DREAMS" - UYD Riferimento Progetto: 2016-3-HU02-KA205-001946, Programma: Erasmus+,

Azione Chiave: Cooperation for innovation and the exchange of good practices, Tipo di Azione: Strategic Partnerships for youth

CERTIFICATO

SI ATTESTA CHE

_________________________________________________________________

Ha partecipato con successo alla giornata di Job Shadowing a Milano

in collaborazione con CasciNet

Milan, 21 March 2019. _____________________________________

Alfredo Luis Somoza ICEI

“UPLOAD YOUR DREAMS" - UYD Project Number 2016-3-HU02-KA205-001946, Erasmus+ Programme KA2 Cooperation for innovation and the exchange of good practices,

Strategic Partnerships for youth

CERTIFICATE

THIS IS TO CERTIFY THAT

_________________________________________________________________

HAS SUCCESSUFLLY TAKEN PART IN THE JOB SHADOWING DAY IN MILANO

IN COLLABORATION WITH CasciNet

Milan, 21 March 2019 _____________________________________

Alfredo Luis Somoza, President ICEI

PRINTMAKING AND GRAPHIC DESIGN FOR THE NEW

GENERATION

Methodology and recommendations

HOUSE! SOCIETY FOR PEOPLE AND PLACES

http://www.drustvo-hisa.si/sl

SLOVENIA

2019

Printmaking and graphic design have developed with computer technology. It has enabled us

to produce designs faster, but the connection between production and the design is slowly

being lost. In addition, the generic production of printed materials has produced a flood of

mediocre designers, who as a result are blocking the employment possibilities of the young

graduates.

As youth unemployment in Slovenia is high the testing phase provided a chance to see why

those Youths are unable to get jobs and how to through that job shadowing we are able to

provide additional practical information in helping to become more eligible for employment.

Technical information:

− Weather it is a group of up to 15 people or 1 person, the individual approach provides

a insight where they need support from mentors (either design itself, design thinking,

understanding of printing technology, low self-esteem)

− Designers do not need computers for a design. The technological aspect can be

added when we are preparing for printing. Prior to that design thinking needs to be

involved.

− A work plan is to be constructed according to the prior knowledge of youths in

accordance with their needs.

The goal of the job shadowing:

− Creating a well applicable awareness-raising tool where youth experience first and

hands on jobs as printmakers and graphic designers.

− Finding a new tool for non-formal learning for the target group.

− Giving opportunity to the target group to acquire new soft skills, competences and/or

strengthen existing skills, competences.

• Student organizations

• National unemployment agency

• schools / universities teach disabled youngsters

that aims to

− provide opportunity for employment of youths

PROGRAM DESCRIPTION

RECOMMENDED ORGANIZATIONS

− launch new initiatives for non-formal education.

In general:

− Young people who either finished Vocational school, High school or university and

are unable to find job due to lack of job experience or lack of quality of work

− Age: from 181

Required skills:

− basic communication skills (could be improved)

− are willing to use new knowledge in other fields of job search (e.g. re-design their

portfolio or CV)

− ability to use basic design software

− are not scared to get printing ink on them

− a certain level of problem-solving skills (could be improved)

− ability to listen to potential client and understanding the clients wishes

Required personality:

− motivation to acquire new knowledge, skills and competences

− openness

− humaneness, interest in others

− certain level of interest new ways of achieving a design

− curiosity

All other skills needed can be developed during the training. ☺

RECOMMENDED TARGET GROUP

PREPARATION

•Planning learnign itinerary

•Recruiting participant

•Preparation ofmaterials

IMPLEMENTATION

•Lectures -theoretical input

•Test designs

•printmaking nad printing

EVALUATION

•Training evaluation

•Participants evaluation

• Identifying outcomes and impacts

•Exhibition

PROGRAMDEVELOPEMENT

•Based on the evaluation and other experiences during implamantation, program developement can start

PROJECT MANAGEMENT

Required steps:

1. Preparing the itinerary:

− Division of tasks between mentors (Theoretical, practical)

− What makes a good design and how is CV showing this

Each professional designer has a portfolio, which is a integral part of his CV and

presentation of their skills. This impact show they present themselves in the pubic

sphere and with potential clients.

− Using basic designer tools for design and design thinking

Construction a introduction to designer tools and implementing those in design

thinking and concept development

− Connecting designer tools to printing itself

a stage where the design has to be seen form the point of view of the printing

technology and possibilities

− Preparation of printing equipment and materials

Printing materials need to be pre- prepared and printing machines need to be

ready for multiple users, so they do not disturb the dynamic of the job.

2. Recruiting participant:

− Writing recruiting news with a brief introduction about the planned program.

− Making contact with relevant organizations (schools, university, unemployment

agency)

− Announcing the program at several high schools, universities, special education

centers.

− Organizing personal interviews with all possible candidates to assess their ideas

regarding the program, knowledge, abilities and skills, which also help to develop

an appropriate preparatory training program (training based on existing skills and

knowledge)

− Signing learning contract with participants. The contract detailed the commitment

of both parties.

3. Preparation of the training taking into account the needs, abilities and knowledge of

the participants

− Planning training schedule, time and place.

− Planning training curriculum, exercises, figuring out topics to work on.

− Selection of the trainers who would teach and support the young people during

the training and testing.

− Keeping contact with participants.

PROJECT PREPARATION

• Type for short term shadowing: group training, recommended size: 10-15

participants and 2-4 trainers (depending on the knowledge of the participants

and group composition, homogeneity)

• Length: recommended 5 – 7 days (depending on the skills, prior knowledge and

the composition of the group)

• Methods:

o short presentation

o working individually

o practical exercises

o facilitated discussion

Sections:

1. Theoretical part

− indoor

− not only lecture-based but using proven training techniques, methods, taking into

account the needs, abilities with a lot of games, exercises, situational exercises

and subgroup work

o to help the participants to get to know each other and learn from each

other,

o to create effective teamwork and atmosphere

o to practice presentation skills

o to gain participants’ motivation, active involvement

− discussed topics:

o detailed program presentation (what it is about)

o confidence building game

o small group exercises to build presentation skills

o qualities of a good design (presentation and brainstorming)

2. Practical part

− In the printmaking studio

− trying out the printmaking technique, getting to know the materials

− trying out techniques, assessing what skills are needed to produce a quality print

− printing it self

Note: it has been proven during testing, that more extensive and longer training and

more real practices were needed to obtain practical printmaking knowledge

ONE EXAMPLE OF A PREPARATORY TRAINING

4. Implementation of the training

− The training should be organized at a time appropriate to the target group.

− The pre-designed training curriculum can be used with some necessary changes

on the spot (tailored to the needs of the participants and the current time frame).

− Participants should get the full description of the planned walk at the end of the

training, highlighting the parts they chose to present during later testing.

− During the training, the trainers are supposed to encourage participants’ own

ideas, so the youngsters can add new information (specifically design thinking

techniques).

− During this month, mentors need to have assessments between themselves to

assess the development of the participants and to highlight the aspects of

motivation and where the participants need additional support.

Each participant should be given the opportunity to have a personal consultation

and practice with the trainers.

− At the end of the training, feedbacks (ideas, opinions, comments) from

participants should be collected about the training experiences.

− It is essential to manage the expectations of the young participants regarding the

program.

IMPLEMENTATION

5. Presentation of the works – exhibition and how to present the works in actual space

− In addition, the to a portfolio upgrade the youths should also think of how to

present their work in actual space

− The logic of presenting in a space where there are also other works is also a

challenge in real life where the designs need to fulfill the role of traction and

massage. The youths then had to organize the space so all of the massages

would be read. And testing that on the opening of the exhibition on viewers.

− At the end of the exhibition - feedbacks (ideas, opinions, comments) from

participants and guests should be collected.

− After training and testing, participated youngsters can decide how challenging and

interesting this program was for them, it is also an opportunity for the participants

and trainers to identify together the additional skills needed.

6. Training evaluation

Internal evaluation of the training:

The results, effectiveness, strengths and weaknesses of the training are needed to evaluate

at the end of the training. This way, areas where improvement is needed could be identified.

Helping questions:

− Did we achieve with the training what we originally wanted?

− Was the group training an appropriate and effective way for preparation of the

participants?

− What were the strengths and weaknesses of the training?

EVALUATION, OUTCOMES, IMPACTS

− Was the participant trained as whole or only in parts?

− Was the trainer observant enough of the participants mental and/or physical needs?

− What should have the trainers done more?

− Were there any part that was uncomfortable for the participants?

− Could the group and the trainers work together efficiently?

− Was the venue, length and content of the indoor and outdoor training sufficient to

prepare the participants?

o If not, what important content was missing?

− Did the participants achieve the training objectives?

− What skills, knowledge did the participants learned?

Training evaluation by the participants:

Based on the feedback of the participants (after training and testing).

It could be a feedback form completed by each participant, or feedback in words in a group,

anonym or open.

7. Evaluation of the participants’ performance and improvement

Evaluating participants by the trainers:

Participants' performance and improvement should be evaluated based on their training

activity and design development.

Strengths and weaknesses of all participants are needed to recognized.

A standardized evaluation form may also be used.

Not all participants become automatically qualified after the training.

Some need more preparation.

Areas, where improvement is needed, should be identified.

Self-evaluation

All participants should be encouraged to evaluate themselves and their performance during

testing.

Some participants may be unsure, they may not have had a good time in the test situation

and will not want to develop their skill further

Based on the participants’ evaluation and self-evaluation, outcomes and impacts of the

training and testing could be identified.

Expected outcomes and impacts for disabled participants:

− The participants are likely to receive a lot of knowledge, interesting information about

printmaking and design thinking other participants disability.

− The participants can acquire a lot of new skills such as:

• Communication skills, including presentation, public speaking, storytelling and

giving feedback since they needed to learn and present the story of the

stations and buildings in their own words.

• Skills related to critical thinking such as desire to learn, creativity, research

since they were encouraged to do some research about the route and were

asked about their opinion many times during the training.

• Positive attitude, including cooperation, enthusiasm, honesty (e.g. about their

situation, difficulties)

• Teamwork, including cooperation, accepting feedback (e.g. from each other

and the trainers), interpersonal skills.

• Work ethic such as attentiveness, dedication, following directions, meeting

deadlines, motivation, reliability, trainability.

− The participants can strengthen a lot of their competences such as:

• Competencies Dealing with costumers (e.g.: attention to communication, oral

communication, persuasive communication, interpersonal awareness,

Influencing Others, Customer Orientation)

• Self-Management Competencies (self confidence, personal credibility,

flexibility,)

• Leadership Competencies (e.g.: motivating and inspiring, embracing diversity)

Expected outcomes and impacts for organizations:

− The organization get a new awareness raising tool.

− The organization can get to know its potential clients from another side.

− The organization can support its target group with a new non-formal learning method.

SOFT SKILLS TRAINING

Methodology and recommendations

De Groene Kans

http://www.degroenekans.be/

Belgium

2019

1. Content

1 Good practice ..................................................................................................... 3

2 Target group ....................................................................................................... 3

3 Methodology ....................................................................................................... 4

3.1 Test 0 : starting point .................................................................................. 4

3.2 Teaching soft skills ..................................................................................... 6

3.3 Test 2 ............................................................................................................ 7

3.4 Lessons learnt ............................................................................................. 9

3.5 Follow up ....................................................................................................... 9

1 Good practice

De Groene Kans chose to combine two good practices as seen in the partner organisations.

These good practices were relevant to the target groups we work with and provided an answer

to the questions our target group face?

We learned the good practice from the Salva Vita organisation who teach social skills to their

target group. A lack of adequate social skills limit the people we work with in their search for

jobs. In the past De Groene Kans tried and tested several ways to teach social skills to the

target group. Those attempts were not always successful. The method used by Salva Vita was

new to our organisation. Salva Vita also used short videos of different situations that occur in

the workplace. Those videos show employers how to deal with people with disabilities in the

workplace. De Groene Kans combined the two good practices into an innovative method used

in our organisation. The use of videos as a methodology to teach appropriate social skills to a

target group presented us with a new challenge.

2 Target group

Our target group were youngster, all under the age of thirty. Most of them live with their parents

or in sheltered accommodation. They work in our day centre, where they perform simple basic

tasks for a few hours a week. During their work they are guided and supervised by a mentor

who assists them with their tasks. They develop new skills and competences. The people at

the day centre are not in paid employment. They receive a benefit from the government.

Working in a day centre is a step in their pathway to employment. A job coach monitors their

progress and will guide them into paid employment if possible. The day centre operates an

organic farm and a petting zoo. The farm and petting zoo are open to the public. The

youngsters working in the day centre interact with visitors, colleagues and their instructors and

job coaches.

Target group :

• Young people

• Inactive - NEETS

• Lacking the necessary competencies and skills for paid employment

• In need of intense support for their mental, psychological and medical problems

3 Methodology

We designed the methods in three stages (see project management graphics below):

• Test 0 : starting point

• Teaching soft skills

• Test 2: repetition of the test 0 after 2 months

3.1 Test 0 : starting point

For the first test we had a group of 25 participants. The goal of the test was to establish the

level of the group and to take a zero measurement. The initial results would allow us to evaluate

the methods used and identify the key factors for success.

We organised the test during the working hours at the day centre. It was held in the premises

of De Groene Kans. We considered a familiar environment as very important for the target

group. It meant that their stress level were manageable.

For the test we used a questionnaire. The questions were based on different realistic situations

that can happen in the workplace. The response to the situation required the use of social

skills. There were 17 questions. For each question we showed four short videos in which

different responses to the situation were showed. Only one video demonstrated the correct

response. The videos lead to group discussion on what was appropriate behaviour in different

contexts. If there was some doubt or the situation was ambiguous, the group talked about the

alternatives.

Example of the questions:

1. Give a compliment

O video A O video B O video C O video D

2. Safety workequipment

O video A O video B O video C O video D

The multiple choice answers allowed the youngsters to answer the questions. Some of the

youngsters experience difficulties in reading and writing. The answer scheme had to be straight

forward. It was clear that only one answer could be correct.

Recommendations for the initial testing :

• Familiar environment

• Short questionnaire

• Visual aids

• Multiple choice

• Room for discussion

• Time to reflect on one’s own behaviour

3.2 Teaching soft skills

For this part of the test, we worked together with a partner organisation (GTB). GTB is a service

provider in the local job centre.

The group was split in two. The initial group was way too big to have the necessary interactions.

Moreover, the level of the two groups was heterogeneous and the ultimate aim of their

trajectory was different.

The first group was a group of youngsters working at the day centre, who are considered to be

able to enter the labour market in the future and obtain paid employment. Their job search is

unsuccessful at the moment because of a lack of social skills and a lack of necessary

competencies. The training was focussed on the social skills that are relevant in the workplace.

The second group was a group of youngsters working at the day centre, who are considered

to be unable to obtain paid employment. They will remain in the day centre for an indefinite

period of time. Their training was focussed in the social skills that are relevant to the working

in a group at the day centre and interacting with visitors and colleagues of the day centre.

The training consisted of two parts. In the first part the participants were taught about the

importance of personal branding. The second part consisted of a hands-on training of social

skills.

Personal branding: the youngsters were taught the importance of first impressions and

consequently the importance of the image they presented to others. Themes that were

discussed are: self-image, body language, personal hygiene, personal style, tattoos, piercings.

The group also discussed the effects of body language and personal style when going for a

job interview. The trainer used a powerpoint presentation (see training material below) to

discuss those topics in both groups. Picture were used to demonstrate the importance of one’s

outer appearance and body language at work.

In the second part of the training a game called Sociopoly was used. Sociopoly is based on

monopoly. Everyone got a set of cards. The questions and the tasks on the cards involved an

interaction with other participants. This allowed the youngsters to train their social skills in a

real-life situation. The training was hands-on, which is a key factor for this target group

The setting of the game for the first group was a job interview. The tasks and questions on the

cards were a preparation for this job interview. The cards gave examples of real-life situations

in the workplace. The participants had to discuss the situation and decide on a way to respond

to that particular situation. Via role play the participants could practice their response. The

group then discussed the role play and offered alternative response. In the final group

discussion, the various responses were assessed and the group decided on a best response.

For the second group, the setting of the game was working in the petting zoo. The cards

described different situations in the petting zoo, that required interactions with colleagues and

visitors. Real-life situations in the petting zoo were described on the cards, eg ‘some visitors

feed the sheep bread. What do you do?’ The participants had to discuss what they would do,

how they would phrase it and what the desired outcome is. Via role play they

practised the response. The group discussed the response and looked for alternatives and

decided on the best response.

Recommendations for teaching soft skills

• Role of the trainer

• Small size groups

• Use real-life situations

• Use of photos and videos

• Allow plenty of time to practice

• Importance of group discussion to reach a consensus

• Allow sufficient time to reflect

3.3 Test 2

In order to measure the outcome of the new methods, we repeated the first test two months

after the training of the soft skills. The second test was identical to the first test (test 0).

The results would give us an indication of the outcome of the training. Differences in scores

could give an indication of the learning outcome. Discussion on the topics forced the

participants to think about their own behaviour.

We had put all results of the tests in an Excel-file. The results of the first test was on average

60%. The results of the second test was on average 58%.

There seem to be no statistical differences between the first and the second test. What the

participants learnt during the training, altered their behaviour in the weeks following the training

but they quickly return to their initial behaviour.

This indicates that a soft skills training has to be repeated regularly in one form or another.

Soft skills can be taught in different ways. Repetition of the lessons learnt is key to reach a

sustainable change in behaviour.

Recommendations for test 2

• Test immediately after the training

• Test again after a longer time interval

• Allow for repetition of the learning outcome

• Measure not only the test but value the discussions

• Teach people to reflect on their behaviour

3.4 Lessons learnt

This new methodology taught us different aspects on the soft skills training:

• The material used in training should be adapted to the level of the group. We used

videos that showed real-life situations. Those situations should be clear and

understood by all the participants. We discovered that we had to show the same video

a couple of times before everyone understood what was going on. The participants

should be able to relate to the situation at hand. The ultimate thing should be to make

videos of the workplace as they know it

• Taking tests causes stress in the target group. They have little or very bad experiences

with test taking in their schooldays.

• Group discussions are very valuable as a method to talk about appropriate behaviour.

However too much nuances in discussions lead to insecurity with this target group.

• Need for repetition: the learning outcome should be repeated in different ways and

forms as often as possible

• Writing and reading should be limited because some people struggle to read and write

3.5 Follow up

• De Groene Kans will test the new methodology with a different target group in the

future. We will test it with a group of people working in sheltered employment. We would

like to see whether better results are obtained with this group.

• De Groene Kans will adapt the methodology to accommodate the learning needs of the

youngsters working in the day centre.

• De Groene Kans will use the videos of the training to teach soft skills to unemployed

people.

IMPLEMENTATION IN OUR

ORGANISATION

PROJECT MANAGEMENT

PREPARATION SOCIAL SKILLS

TRAINING (I) FIRST TEST

Preparational

meetings

Design

method

Contact with

‘social skills’

trainer

SECOND TEST/

EVALUATION

SOCIAL SKILLS

TRAINING (II)

Global test

Participants:

25 people

13 youngsters

Professional

trainer helps

our

participants

how to react

correctly using

all kind of

examples.

Board game

‘sociopoly’

shows the

participant

show to

improve their

social skills.

Doing the

global test

again

Participants:

23 people

12 youngsters

Photo’s and pictures are helping our

participants to remember what they

have learnt in the training.

To work in style

De Groene Kans

Upload your dreams

Content

• Different Do-activities (stereotypes) /

interaction/ invitation

• 6 short videos (preparation,

clothing, manners, body

language)

• Duration: 2,5 - 3 hours

• NO personal approach

You only got ONE

chance to make a good

first impression!

First Impression

• First 30 seconds

• Consists of:

– 57%: Body Language

95% non-verbal

– 38%: Intonation

– 5% : speech

Stereotypes

• Nerd:floppy ears, braces, large glasses, braces, white shirt with button closed, tie bow

• Johny en MarinaCap, tracksuit, chest hair, golden chain, bling bling

Curls, cheap chic, short-smocked, lots of make-up, ...

• Madame Flodder

Cigarette, loose-fitting clothes, boots, shorts, vulgar

Body Language (57%)

Consists of:

• Clothes

• Posture

• Hygiene

Clothes

Clothes

• Preparation

– ‘Prepare yourself the previous evening

• Smartphone

• Prepare your transport

• Prepare clothing and shoes

-A Tidy wardrobe/closet

* Sorting / declutter

Clothes

• Preparation

– Your Photo on your CV

• Recent

• Neutral background

• No holiday photos

Do’s en dont’s (preparation)

Do’s en dont’s preparation

Clothes

• Shopping

– Make a list and stick to it

– Chose the right size

– Analyse dress code

– Do not buy above your budget

– Quantity ≠ Quality

Clothes

• Don’t:

– Bare arms, beach clothes

- Jeans: low waist, distressed

– Too tight clothes

– smell of cigarettes

– low neckline

– Slippers / sandals / sport shoes

– Too expensive clothing/ jewelry

Clothes

• Do’s:

– Polished shoes

– Freshly washed and clean clothing

– Keep it simple (color, accessories, make-up)

– distinguish work and private life (printed T-shirt, festival bands, tattoos, piercings)

Accessories give character

•jewelry and watches•Scarves•Glasses•Shoes•Belts

• Briefcases and handbags

Clothes

• Tips

– Give accent colours to a black outfit

– If you are petite : no wide skirts, no oversized

clothing

– Never use more than 3 colours in an outfit

– Re-color washed clothing

Do’s en dont’s clothes

Do’s en dont’s clothes

Keep your clothes tidy

•Washing (etiquette)•Ironing•Retouches•Lint-free•Clean shoes•Sports clothing

Your Body

Posture

Your Body Posture

Good

behaviour +

Tidy CLothes

= SCORE!

Your Body Posture

• Don’t:

– Chewing gum, yawning, pulling up your

nose

– Sunglasses, cap, helmet, earphones

– Eskimo

– Wiggle, exaggerated hand gesture

Your Body Posture

• Don’t:

– To be late

– Sitting with your legs spread wide

Your body Posture

• Do:

– Straight attitude: more confident

– Switch off your smartphone

– Be Polite

– Self-control

– Open attitude

– Smile

Your Body Posture

• Tips:

– Handshake

– Sitting down at a job interview

• Wait for the invitation

• Wait until the conversation partner sits down

Do’s en dont’s Manners

omgangstijlen

Do’s en dont’s

omgangstijlen

Your Body Posture

– Be aware of your facial expression

Do’s en dont’s Body Posture

Do’s en dont’s Body Posture

Hygiene

Hygiene

• Interfering factors?• Smelly breath / unkempt teeth

•Sweat odour

•Greasy and unkempt hair•Dirty clothing

Hygiene

• Skin

– Wash yourself daily

– Thoroughly clean your face (makeup)

– Moisturize your dry skin

– Don't overdo your perfume

– Protection from the bright sun (sun cream

and cap)

Hygiene

• Hair•Wash regularly (at least twice a week)

•Daily combing

•Well-groomed cut / coloring

•Sometimes tie up

•Taking care of / beard and mustache•Hair removal

Hygiene

• Mouth•Brush your teeth daily (toothbrush, duration, all zones)

•Annual dentist visit

•Smelling breath: coffee, garlic, cigarettes, alcohol, ...

•Scraping the tongue•Coins, drink water after coffee

Hygiene

• Lips•Dried out and chapped lips: balm

•Mouth corners

•Lipstick (do not exaggerate, make up)•A sincere smile = beauty and free

Hygiene

• Hands and feet•Wash hands regularly (by use of toilet)

•Well-groomed and cut nails (hand and toenails)

•Avoid sweaty feet (cotton stockings, leather shoes, variety)

•Groomed nail polish•Smoker's fingers (toothpaste, lemon)

Hygiene

• Healthy Life•Enough water•Enough exercise•Healthy food

•When?•What•How?

•Smoking, alcohol, drugs

“Invest in You.”

Intonation (38%)

• Volume of your voice:

– Loud: agressive

– Silent: shy

•Speak clearly and not too quickly

•Variation

• Expressing emotion (by example: I am not angry !!!)

Verbally (5%)

• Let the other person finish

talking

• You leave personal concerns

at home

• Become too personal

• Swearing

• Polite and discreet

“ a person is like a diamond: the more facets cut through life, the

greater the brilliance..”

• Exercise:

Select a vacancy and tell how you would

dress for this job interview

What did you learn

• 1)

• 2)

• 3)

Good luck!

Sources

• De juiste look op het werk (Lien Degol)

• Impact: Emma Gelaude

• Jobat : De grootste modemissers op het

werk

• Cursus: Jobcentrum “Hygiëne en werk”

• Cursus: Levanto “Stijl en Identiteit”

• You tube